Personal Learning Devices

            To begin, I really enjoyed that we took the time in class last week to learn about the iPad and discuss accessibility issues in a hands on manner. I especially liked that almost everything we were able to do on the iPad to make it more accessible, was also an option on the iPhone. Although I do not own an iPad, I have contemplated purchasing one for quite some time. I think that one of the factors holding me back from making this investment is that I am worried I will not use the device to its full potential and then it will just become another expensive object I drag around. I hope that the focus on the iPad in this class as an educational tool and form of adaptive technology will show me all of the features it has to offer, both as a teacher and as a student. This will hopefully result in the push I need to make the plunge and finally invest in this device!

Is it a form of instructional technology, adaptive technology, or both?

            I strongly believe that the iPad is a form of instructional technology as well as a form of adaptive technology. My last student teaching placement was at a charter school for children with autism and I was able to observe the device being used constantly throughout the day for both instructional and adaptive purposes. For example, many of the teachers, including myself, would incorporate the iPad into daily lessons or programs that were run with the children. One of the students was learning how to skip count, so we would start the lesson by watching a skip counting video on YouTube, (which she absolutely loved), and would proceed by playing an interactive skip counting game, both done on the iPad. Since the student struggled with fine motor skills, using the iPad to click on the numbers acted as a form of adaptive technology and allowed the lesson to proceed in a more timely fashion.

            Since each classroom was provided with 2-3 iPads, a few computers and laptops, the teachers were constantly able to take advantage of using these technological devices, especially since there were only about 3-8 students in each classroom. This also allowed time for the teachers to keep the iPads up to date with the newest applications for the student's needs, as well as for the use of classroom management tools.  The general accessibility options on the iPad also came in handy at this school. For instance, the teachers were able to disable the deletion of any applications, as we had learned in class, and restrict access to any inappropriate websites.

What did you think? What were potential accessibility issues? How would you change it? 

           In my opinion I think the use of the iPad in any educational setting is a great thing. I think it can be agreed upon that this device can be used for a multitude of possibilities, whether it be as an instructional tool, adaptive tool, a reinforcer, or so much more. Issues only arise when this technology is not being used properly or not to its full extent. If school districts are investing so much money on these devices then I believe it is the responsibility of the teachers to learn how to use the devices and incorporate them into the curriculum in a way that would best suite their students’ needs.

            As for accessibility issues, something that stood out to me in class was how the iPad had to be reset each time certain features were used, such as the AssistiveTouch or zoom features. I can see this as being a huge inconvenience for teachers and families when they are trying to work with their children. This also brings up the issue about what we do as teachers when a student is unable to bring home a device that they have become dependent upon at school for communication purposes, academic purposes, etc. Shouldn't the adaptive technology devices they use in school be allowed to go home with them, especially if it helps them communicate with their families? And then even if the technological device goes home with the student, what happens when the family is unfamiliar with it and is unable to work it? These are all issues we have to face when working in an educational environment, especially with students who have special needs. 

            As a whole there is nothing I would really want to change about the iPad. But, I do think the people using such technological devices should be provided with the knowledge on how to use them effectively. I also think it would be beneficial if such training were provided to the families that have children who are using such devices at home. Whether it is provided in professional development meetings, parent teacher conferences, or from colleague to colleague, training is a necessity! 

Reflection on Universal Design for Learning

I have always felt that Universal Design for Learning should be implemented in all classrooms, however, I had the misconception that it would be most beneficial for students with disabilities. After completing the readings this week I am more aware of how helpful this form of teaching is for all students, including the typical learner. I particularly enjoyed how the UDL module was created in a UDL friendly format, making it interactive and easy to understand. I immediately saved the UDL Guidelines - Educator Checklist after viewing it, and plan to print out a copy for my cooperating teachers. The check list does a great job of summarizing the key points of UDL and is an excellent way to ensure that these points are being addressed in our lessons. As teachers, I believe we always have the best intentions in mind, but sometimes we may inadvertently teach in a way that we are used to, when in fact, our typical teaching style may only be beneficial to a few types of learners. Times have clearly changed since I was in elementary school, so when I plan lessons I find myself teaching in a format that I remember being taught in when I was a student. Using the principles of UDL will prevent myself and others from falling into this pattern and will promote the use of assistive technology in the classroom. 

Lastly, I thought the "Take Aways" of the module were crucial points that stuck with me. The first was that a lesson does not need to address each UDL bullet on the checklist as long as several guidelines under each principle are met. This format of teaching lessons will support many more students compared to the traditional lessons and materials that many of us are used to (such as lectures and textbooks). The second point was that applying the UDL principles to lessons while they are being created will allow more students to benefit right from the start and will prevent the need of refining and modifying lessons for specific learners. Overall it is clear that UDL is a proactive way to ensure that all students are provided with a quality education that will result in deeper understanding. 

Relating UDL lesson to sample learning profiles:

Michael is a student that I believe could truly benefit from Universal Designs for Learning being implemented in his classroom. He likes exploring his own interests but has difficulty when asked to learn about other topics, execute a new skill, or complete a task that involves multiple steps. To account for this, Michael’s teacher should make sure to customize the display of information during lessons to keep him, along with his classmates, engaged and interested in the topic at hand. To do this the teacher will have to learn more about his/her students to find out what their interests and hobbies are, so that lessons can be centered around such topics when applicable. To specifically address Michael’s issue of learning about new topics, the teacher could present new information in ways that Michael is already fond of and comfortable with, such as in visual representations.  In terms of completing a task with multiple steps, instruction should be scaffolded and broken down into smaller steps to prevent Michael from being overwhelmed. He could also be taught how to set goals for himself by being provided with a checklist of what must be accomplished or completed for each lesson. If the checklist is completed during the designated amount of time, Michael should be praised (depending on age a token economy system can also be used). In order to address Michael’s inappropriate questions or comments, along with his inability to understand abstract concepts, the teacher could try implementing a peer tutor or buddy system. This would prevent Michael from distracting the class or being called out on by classmates multiple times throughout the day. 

Another student that would benefit from the use of Universal Design for Learning is Luke. Although Luke has dyslexia and difficulty with executive functioning, he demonstrates strengths in the use of technology. Therefore, if lessons incorporate interactive technology, (as seen in Module 3 with the videos on the concept of how light effects the eye), I think Luke would be more engaged in the class lessons. Since Luke also struggles with directions, he should be provided with explicit directions in both visual and audible formats. Visual aids and reminders may also be useful to help Luke remember to complete his class work and homework. Additionally, since Luke has trouble asking for help and getting involved in class discussions he should be paired with a classmate when appropriate. 

This cartoon reminded me of the introduction in the "Future in the Margins" article.  As stated by Rose and Meyer,  "These new technologies will not make less work for teachers, but they will transform the work making it more nutritious, more differentiated, more engaging, and more democratized." 

Universal Design Challenge: Phase 2

After photographing my kitchen and thinking about how inaccessible it can be at times, I started to wonder how this space can be modified into a more universally designed area. I did some research and found a few items that would help alleviate the problems in this kitchen, including, the high cabinets, unusable storage space, and limited space to maneuver objects around. Here are some of the ideas I found: 

Extended Arm Grabber 

Although the extended arm grabber is relatively inexpensive, compact, and easy to use, I thought it might still be difficult to reach the high spaces for those in wheelchairs. The extended arm grabber also does not work well for objects that are not circular in shape and could result in dropping certain objects, especially things that are heavy. Lastly, this would simply be a modification tool for some, rather than a way to make the kitchen more universally designed.

Step Stool with Handrail

The step stool with the handrail also seemed like a great modification at first. However, as I mentioned in phase 1 of the universal design challenge, step stools are hard to maneuver in my kitchen due to the lack of space. A step stool would also not provide accessibility to those who use wheelchairs. Therefore, the step stool modification would be insufficient in addressing many of the universal design principles, especially lacking simplicity in use, low physical effort, and the size and space for approach and use. 

Low to the Ground Cabinets/Floor Cabinets 

The third modification I thought of was creating low-to-the-ground cabinets. This would be accessible to all and would meet the 7 principle guidelines of universal design. The only issue with the sole use of this modification is that overhead storage would be completely unused and unaccounted for, thus the kitchen would be crowded with items in the floor cabinets.

Accessible Shelving / Adjustable Height Cabinets 

 

The last modification I came across was adjustable height cabinets, also known as accessible shelving, which I believe is the best idea to make my kitchen, or any kitchen for that matter, more universally designed. This alteration would allow for overhead storage use and would be accessible to people of all heights, or those in wheelchairs. The adjustable height cabinets would also be equitable in use, flexible in use, simplistic, provide perceptible information, require low physical effort, and provide the appropriate size and space for approach; meeting ALL of the principles of universal design. 

Below is a video of the Kitchen Cabinet Lift System, which is a little more complex than the accessible shelving/adjustable height cabinets discussed above, but still seems like a great way to promote universally designed spaces! The company responsible for creating these cabinets is Freedom Lift Systems. 

Before:                                                                      After: 

Reflection on Universal Design

          After leaving class last week with the concept of universal design fresh in my mind, I found myself taking a closer look at my immediate surroundings and asking myself “is this accessible to all?” As I’m sure many of my classmates noticed through the Universal Design Challenge, there are a tremendous amount of inaccessible aspects in our immediate environment. From school buildings, to apartment complexes, homes, and public transportation, it seemed easier to spot things that were inaccessible to some people, rather than accessible to all. As stated in the Principles of Universal Design Poster, there are 7 guidelines that must be followed to promote universal design. These principles include, equitable use, flexibility in use, simple and intuitive in use, perceptible information, tolerance for error, low physical effort, and size and space for approach and use. Stated in its simplest form, is seems that the features of universal design can be easily implemented, but unfortunately most people do not think in a universally designed mindset. I believe that if you live your life without facing any of these challenges it may be difficult to put yourself in another person's shoes and understand the potential barriers. Therefore, as soon to be or current teachers, we should be responsible for incorporating the principles of universal design and UDL on a class wide level as well as a school wide level to the best of our abilities. It is also important to educate those around us on how to incorporate universal design into their every day lives and to be mindful of creating an environment accessible to all.

          Universal design was created based on the idea that equality and accessibility are rights that every person is entitled to. With the proper use of universal design, every individual should be able to navigate through their environment without potential barriers or obstacles. Thus, when we bring the ideas of universal design into the classroom, it takes on the form of UDL and it may look different from one student to another.As stated on the CAST website in Chapter 2: What Brain Research Tells Us About Learner Differences, learning is distributed across 3 interconnected networks and learners may differ within and across all 3 brain networks. UDL addresses these differences by providing multiple means of representation, multiple means of expression, and multiple means of engagement.  For a student such as Sarah in the student profile who has ataxic cerebral palsy and uses a wheelchair, her teacher would have to ensure that items needed in class were not placed too high out of her reach. The classroom layout should also be designed in a manner that allows the appropriate size and space for approach and use of a wheelchair. Or for students similar to Rebecca who have hearing impairments, there should be an abundant amount of visual cues incorporated into the classroom as well as opportunities to work one-on-one with a peer or teacher to utilize her lip reading skills. In terms of UDL Sarah should be given the opportunity to answer questions or express understanding in the various forms of communication that she utilizes. Whereas in Rebecca's case, she should be given the opportunity to express understanding through the form of presentations when appropriate since it is a strength of hers. 

           It is important to note that these techniques should not be restricted to students with disabilities and should be used for all learners. As stated on the CAST website, "UDL is not 'just one more thing;' it is an integral component of improving student learning, compatible with other approaches to education reform."
       

     

 

Universal Design Challenge: Phase 1

Challenging Space: My kitchen 

Photographed above is the kitchen in my city apartment. Most would look at this photo and assume I am lucky for having an abundant amount of storage space, however I find most of the space to be unusable or a frustrating annoyance. As you can see there is plenty of space on top of the cabinets to store items due to my high ceilings, yet this space is completely inaccessible for my 5'2'' self. Even with a step stool I would have trouble reaching that height. That is of course if I first go through the trouble of trying to maneuver the step stool in the small kitchen area.  Inside the cabinets there are 3 shelves, only 1 of which I can reach without jumping, kneeling on the countertop, or using a step stool. I have also found it useful to open the cabinets below the sink and use the ledge as a step (which is probably not the safest tactic). In addition, as you can see the top of the refrigerator is also used to place frequently used items. I'm usually able to reach these items but not without stretching and sometimes standing on my tip-toes. 

Overall, it is easy to see that this area contains many potential barriers, especially for someone that is shorter than myself or restricted to a wheelchair. Although I may find it bothersome to use a step stool, jump, or climb to reach the items I need, I am still able to do so, whereas others may be unable to rely on such maneuvers.  Thus, it is clear that this kitchen is not Universally Designed. 

Introductions, Expectations, and Problem Solving!

             Hi everyone! My name is Ashley Krokowski and I am in the Intellectual Disability/Autism program here at Teachers College. After graduating I will be certified in both general education and special education for grades 1-6. Before attending TC I received my Bachelor’s degree in Psychology: Applied Behavior Analysis at Binghamton University. I am originally from eastern Long Island so living in upstate New York for 4 years was quite a change. While at Binghamton I worked at the Institute for Child Development (ICD), a private school and after school program that serves children with developmental, emotional, and learning disabilities. It is there that I learned that I had a passion for working with children with special needs. Many of the children at the Institute for Child Development were diagnosed with autism spectrum disorder; therefore I had the opportunity to work with these children and learn more about this population. During my time at the ICD I witnessed the increased use of technology in the classroom year after year. The students used technological tools such as iPod touches, iPads and DynaVox devices. The teachers and after school program tutors also had access to their own iPod touch, which allowed for thorough organization and data collection. Additionally, I was able  to observe and utilize some forms of technology (mostly iPads and computers) at the New York Center for Autism Charter School, where I completed my first student teaching placement. At NYCA many of the students used personal iPod touches or iPads for communication/speech purposes. However, these devices were also used for functional skills and academic skills, such as learning how to set schedules, organizing calendar events, playing educational games, or as a typing tool. Seeing such devices opened my eyes to the endless possibilities of using technology in the classroom.

            Although I have never considered myself to be a computer wiz or to be technologically savvy, I am excited to learn more about using various forms of technology in the classroom throughout this course. This is only my second online course, the first of which I took over this past summer. After dedicating some time to review the requirements and navigate the website, I found the online course to be very manageable so I am hoping to have the same experience this time around! My expectations for this course are that it may be challenging due to my lack of knowledge in assistive technology, but that it will be very useful and informative. With that said, I am expecting to learn a wide variety of technological tools to use to educate my future students. The devices that I am particularly looking forward to learning more about are the Smart Board and Board Maker. 

            In this day and age, where most people have multiple forms of technological devices on them at all time, I seem to get by with just my iPhone and Mac laptop.  I love taking photos and own a digital camera, but with the iPhone camera on me at all times it seems unnecessary to carry around an extra device. Although I am comfortable with using these two devices, (since I spend a large amount of time on both the iPhone and laptop each day), I don’t believe that I use them to their full potential- especially not from an educational standpoint. In reference to the technological world, I unfortunately consider myself to be at the basic level. This another reason why I am looking forward to this course, so I can effectively utilize a wide variety of educational modalities.  In terms of a technological learning style, I believe I learn best when I actively engage in using the device or application on a constant basis. I have also always found it beneficial to ask a friend or colleague questions pertaining to such issues, because sometimes he or she may have a more efficient way of going about it. 

            After reading Martinez’s (2007) essay along with the professor’s comments pertaining to problem solving, I immediately realized that I unfortunately am a victim of anxiety. However, I do understand that in order to accomplish a goal, one must avoid allowing anxiety to take hold. Throughout my educational career, I have always experienced an intense form of anxiety when presented with a problem that I did not know how to instantly solve. I believe this is due to the competitive nature that is instilled in many of us as young students. Even as young as my elementary years, I remember the constant worry of not receiving an ‘A’ on a test, or not doing well on state examinations. This brings up a concern that is also discussed by Dr. Martinez; as educators are we too focused upon “perfect performance” and errorless learning? Fortunately, Martinez’s words seemed to put some of those unbearable thoughts at ease and gave me a better perspective on how to approach such intimidating tasks.

            As stated by Martinez (2007), “Errors are part of the process of problem solving, which implies that both teachers and learners need to be more tolerant of them. If no mistakes are made, then almost certainly no problem solving is taking place.” This is an important idea that should be emphasized not only to our students but also to us as teachers. Sometimes we are too hard on ourselves, thus it is important to remember that problem solving is a learning experience, and as we encounter such obstacles and inevitably accomplish them, we become better teachers.  Another concept of Dr. Martinez’s that I strongly agree with is his view of a “means-ends analysis.” I often find myself creating a sub-goal to focus on rather than stressing over the ultimate goal, which makes the problem seem less overwhelming. I believe this is a tactic that many of us use on an unconscious basis as both students and teachers. Sometimes a school project, student teaching unit, or even a simple homework assignment may seem like an impossible and disconcerting experience. However, once we get started and apply the knowledge we already possess, the task at hand becomes much more feasible and then suddenly each step becomes easier. Then before we know it, the task is accomplished!  For example, a few days ago I had to face the tedious task of organizing my closet. Yes this may seem like a meager issue in the grand scheme of things, but at that moment it was unsettling and stressful. At first I was thoroughly overwhelmed by this task but after making a mental list of the different sections I wanted to organize and creating a few sub-goals, I was finally able to get started. Once I was half way through I knew there was no turning back and felt the motivation that Martinez speaks about to “continue on.” Simply stated, “doing something to get a little closer to your goal” is a great method to use in our own lives as well as to teach students that struggle with problem solving techniques.

            Overall I thought that Martinez’s (2007) essay was insightful and left me with a positive outlook on problem solving. I agree with the idea that we must enforce a better understanding of the purpose of problem solving as well as promote its use to our students to ensure their future success. I also believe that Martinez's outlook on problem solving directly correlates with the task of navigating the technological world. In order to grasp a thorough understanding of technology and how to effectively implement it as an educational tool, one must be willing to problem solve on a constant basis. This may seem frustrating to some, but as stated by Dr. Martinez, problem solving requires flexibility, thus sometimes we must all welcome a little adaptability into our lives.

     "Education is not the filling of a pail 

but the lighting of a fire."  

William Butler Yeats