Assistive Technology: Leave No Child Behind

Since I started taking education courses at the University of Guam, professors have emphasized time and time again the importance of taking diversity into consideration when planning lessons.  Diversity is apparent in public schools on Guam.  The classrooms are full of children from different ethnicities, cultures, socioeconomic statuses, and abilities.  I feel it is my responsibility as a teacher to provide as equal an education to all my students to the best of my abilities.  School reports have indicated that technology does indeed have a positive impact on student learning and how students view themselves as learners (“Accessible Education Through Assistive Technology", 2003).  If students with disabilities lack the proper equipment to function to the fullest extent possible in the classroom, they may feel incompetent and give up on trying to succeed in school.  Students with disabilities should receive as much help as possible to help them succeed both in and out of the classroom.

The video “Enabling Dreams” gives anecdotes about different people with disabilities and how assistive technology has helped them.  What stood out in my mind is the fact that the students shown in the video- namely Susanna, Vishal, and Lucas- are all succeeding and achieving their dreams because of assistive technology.  Whereas students without disabilities use technology to explore and make life easier for them, it is viewed as a lifeline for these students with disabilities who would not be able to function as well without it.

The first thing a teacher should do to assist students with disabilities is to modify the lesson plan.  They can also make accommodations for the students with disabilities.  Following the ASSURE lesson plan will help with this.  The ASSURE model is helpful in designing lessons incorporating different types of media and allows the teacher to use more than just the textbook (Heich, Molenda, Russell, Smaldino, 1996).  When using the ASSURE model, teachers have to think about their students as learners, learning objectives, materials/media to be used, methods of using the media to teach the lesson, participation, and evaluation.  Following the ASSURE model will help the teacher understand the student with a disability more because they have to learn more about that disability to know the student’s learning style.  They would have to decide on what type of technology media will work for everyone and may have to make accommodations for the students with disabilities.

Should the student require more services or assistive technology, teachers can visit the Guam System for Assistive Technology (GSAT). GSAT offers different assistive technology devices that may help students with disabilities.

According to “Enabling Dreams”, assistive technology devices are implemented into the classroom because teachers and parents may not be aware of the types of assistive technology out there.  I certainly had limited knowledge of the different types of assistive technology before this semester.  I truly believe that it is the responsibility of teachers and parents to look more into assistive technology.  We should provide opportunities for all students to succeed. Students with disabilities deserve a chance to work towards making their dreams come true.

(2003, February). Accessible Education Through Assistive Technology. Retrieved March

3, 2011 from THE Journal website: http://thejournal.com/Articles/2003/02/01/Accessible-Education-Through-Assistive-Technology.aspx?Page=1

Heinch, Molenda, Russell, Smaldino. (1996). ASSURE Model. Retrieved March 3, 2011

from Academy of Teaching Excellence website: http://www.mscd.edu/~act2/courseconstruct/assure.html

Digital Storytelling: Learning through Engagement

Times have changed.  Teaching in a classroom today is significantly different than teaching in a classroom ten years ago.  One of the biggest changes is the amount and quality of technology now at our fingertips.  Some people may say that technology has had a negative effect on the younger generations.  They may say that students waste their time playing games on the computer.  What they fail to realize is that, when used appropriately, technology can be very beneficial to both students and teachers.  Most students are fascinated with technology which teachers can use to their advantage.  It is for this reason- that students are fascinated with technology- that teachers should incorporate it into their lessons ("Effects of Technology on Motivation," 2005).

Storytelling is a key component in teaching content to students in early childhood.  In my early childhood methods classes here at the university, professors urge students to look for different strategies to tell stories that will engage students to learn the content we wish for them to learn.  They also require that we somehow incorporate technology in our lesson plans.  Using technology to create digital stories allows me to do both of these things.

I originally planned to use Movie Maker as my digital story tool because I have had experience working with the program.  After talking with some classmates, I learned that Photo Story 3 was easier to work with.  After completing my digital story, I have to agree with them.  It is simple to work with and it did not take me long to finish my digital story.  The program allowed me to complete my project step by step and it automatically set up my story.  I did not have to find music loops online.  It allowed me to create my own music at the end.

Although Photo Story 3 is easier to use, there are limited choices as compared to Movie Maker.  Movie Maker has a variety of effects, transitions, and text options to choose from.  It also allowed me to cut audio clips and specify which part of the audio clip I wanted to use.  Photo Story 3 automatically sets the sound to the visual clip chosen.  Photo Story 3 would not let me add slides with text only.  Movie Maker allowed me to add in text-only slides. I have more control in Movie Maker.

I plan to incorporate technology in my future lessons when possible. I would definitely create digital stories in my classroom for three main reasons: (1) I gain a greater understanding of the content I plan to teach; (2) I feel my students will be more engaged in the lesson; and (3) other teachers may learn tips and techniques to use when creating their own digital story.  Because I am creating the story- which requires a lot of editing- the content repeats over and over again which allows me to have some sort of mastery on the subject.  It may also point out the flaws in my lesson so I can address it before teaching it to students.  A digital story can be incorporated into the anticipatory set of a lesson so as to catch the attention of students at the beginning of the lesson (Robin, 2005). When my students “watch” the story, they may be more engaged than if I were to just read the story aloud.  The digital story brings the content to life.  Other teachers may view my digital story and gain ideas that will be helpful if they want to create their own digital story.  The student example I watched- “SQ3R”- really helped me come up with my idea of “SEEL” (which is an acronym used to remember healthy habits).

Times have changed.  When change occurs, we must adapt and build upon it to improve ourselves and the society we live in.  Technology is evolving every second of every day and we must use it to our advantage.  Technology can make lesson planning easier for us as teachers as well as enhance our lessons.  We are better able to communicate with other teachers and may be able to learn techniques they use in their classrooms.  We learn from mistakes.  Technology allows our students to be engaged in lessons and have fun learning new material.  Because they are engaged, it can foster a love for different academic areas. When used appropriately, technology in the classroom is beneficial to both teacher and student.  Everybody wins.

Robin, B. (2005). The Educational Uses of Digital Storytelling. Retrieved March 2, 2011

from website: http://digitalliteracyintheclassroom.pbworks.com/f/Educ-Uses-DS.pdf

Effects of Technology on Motivation. (2010, July 2). Retrieved March 2, 2011, from website: http://schoolsteachersparents.wikidot.com/issues:effects-of-technology-on-motivation