This presentation reviewed iBooks, Paperport notes, and Book Creator. Several screen shots were added, which were helpful for my understanding because I don’t have an iPad. I appreciated the Book Creator section most because the presenters gave the example of creating digital portfolios…this made me realize that I could use this app in a high school science lesson for students to explain and/or show processes in a journaling activity. On reflection, Paperport notes might also be quite useful for a mathematics lesson. Now the trick is getting iPads in my classroom!
An interesting comment was
made at the end of the presentation encouraging BYOD (bring your own
device). While I like the idea in theory
and this might be the way of the future, I question its practicality in schools
right now. Costs and accessibility for
all students would be issues at my school.
Special
Education by Mary, Courtney, and Amy
This group shared data gathered from a fluid survey and gave a great graphic to summarize the information. I was surprised that 82% of teachers had experience with iPads—higher than I thought but this is good news! Four free apps were reviewed, including Science 360, TikiNotes, Pocket Pond, and Dragon Dictation. What I found most interesting is that Pocket Pond is used as a calming tool… I never thought of apps in terms of behavioural control, but I have noticed that particular students are calmer and more focused when they use technology. I do question if using this app will teach self-regulation skills or whether it will simply make the student dependent on an iPad when he/she becomes agitated.
Autism
by Evan, Maralyn, Kevin, and Nicole
This presentation was based on
the book Self-Help Skills for People with
Autism—I really like the “self” part of self-help. It goes back to the idea of technology
building independent learners. This
group reviewed many apps focused on developing behavioural regulation,
attention to task, communication, imitation, and modelling skills.
The presentation challenged my
notions of behavioural regulation. I
never imagined using mobile devices for such a task, but breaking the discussion
into apps used for proactive and reactive regulation helped me to understand
how technology could help. I like the
proactive idea of giving a timed transition between activities, but feel concerned
about an over-reliance on technology. However,
given the number of hours that students pass in front of a screen each day,
perhaps this is simply the new reality. I
would like to see these behaviour apps in action in the classroom, as well as
know how frequently teachers use tech in this way. I appreciated the video modelling discussion,
especially because it is more socially engaging than the behavioural apps and
if another person isn’t available in the classroom setting, students can still
be learning.
The other big idea that resonated with me is from the survey: teachers don’t think they know
enough about apps and think the devices aren’t being used to their potential. I would totally agree. More professional development time is crucial
if teachers are to effectively use mobile devices to support UDL principles.
LD
by Jeremy, Clarissa, Joseph, and Michelle
“For people without disabilities,
technology makes things easier. For
people with disabilities, technology makes things possible.” Great quotation!
This group reviewed apps as well,
but the most interesting part of the presentation for me was the survey results
about how technology is used in schools.
The discussion of a rural New Brunswick school lacking mobile devices
and an assistive technology consultant was lamentable. Another group member has plenty of technology
available and even a tech PLC so it is nearly the opposite situation. At other times this evening, people have
discussed the BYOD or one-to-one iPad scenarios in their schools. It is interesting that there are such great
differences among boards and provinces in their respective stages of technology
integration. Of course, we must remember
that obtaining the devices is only a small part of the cost. Tech staff must be hired and teachers must
receive professional development if mobile devices are to be effectively used
because, as Barb says, “It won’t happen without the training.”
Executive
function by Victor, Janice, and Sheri
The presentation began with a
great explanation of what executive function is, and strategies that are
commonly used in the classroom to help students with executive function
issues. Apps were divided by
skill/ability: thinking, doing, emotional control, etc. I especially like timers, calendars, and reminders
for organizational purposes, enhanced books for reading support, and the paper
shredder and sock puppets for emotional practice. The great thing about the iPads is that all
these features are found on a single mobile device, eliminating the need for a
stopwatch, calendar, agenda, textbook, video, etc.—it’s the convergence of
technologies we discussed in the first class!
LOL!!! Great video!
LD by Dawn
Dawn showed a great video for
anyone who questions the need for AT in the classroom. Listen as Piper Otterbein discusses
overcoming dyslexia. This serves as a
great reminder that we need to carefully consider both the technology and the
learner to make sure there’s an appropriate match.
Several apps were overviewed in
the presentation, Dawn’s school situation was discussed, and at the end she
questioned equity issues, which I really appreciated because this is one of my
burning issues when it comes to technology use in schools, at home, and for
BYOD. Let us not forget social justice
as we educate!
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