Final Class! Case Studies...after the buzzer

We spent our entire last day presenting our case studies and if there was a Wordle made for the day Co:Writer would be in the biggest and boldest print!  The students selected for the projects are so fortunate to have so much greater access to Literacy- as well as the classroom and resource teachers working with them!  The learning involved in these case studies went far beyond us as students.  

The greatest challenge of the day was beating that 15 minute buzzer, something we were all sure we would do, but then only two were successful at.  But we were a forgiving audience and everyone had the time to share what they needed.  We were fortunate to see many of the programs and apps we learned about in class in action with students, such as:  Starfall, Co:Writer, Word Q, Raz Kids, Tumble Books/Readables (now converted for iPad use), the Preschool University app series, iRewards, and eBooks, as well as some newbies like Math/Word Bingo (just tried them and love them), Literactive, the Fusion Writer, Ginger, Story Wheel and the simultaneously addictive and annoying Monkey Preschool Lunchbox.  


Our reflections were all very honest and whether or not we were all successful in matching the technology with the student and task- this time- we learned key lessons about the attempts.  Thank you Jennifer for sharing the hilarious "Goodnight iPad", a fitting visual for the end of our course!

Written Output

Is it cheating?  Is it fair?  Can a student earn an "A" in "Writing (ELA)" IF they have used assistive technology?  This was one of our implementation hurdles we discussed as a group today.  Once we went through the experience of writing responses (to the Misunderstood Minds clips), using pencil/paper, then word processing, then using word prediction software and, using Barbara's Writing Task Analysis listed all of the writing skills we WERE having to call upon to produce each, we could be confident in saying that for students with disabilities...

....to be required to hand in a pencil/paper writing task- would NOT be a FAIR EVALUATION!




    -VS-




As teachers, our responsibility is to continue to teach skills and remediate while teaching compensatory skills and strategies.  It is only "assistive" technology after all.  

Making the App Match

Reel Director: The Assessables

We made a commercial for AT using the Reel Director app- with no wi-fi and in an hour!  As a group of learners, we needed to: learn to use the app; create resources (video/still clips); develop our message; and create a finished product.  Some of the many elements of learning that could have been assessed are:
Knowledge: of the app, media forms, advertising tools, AT
Skills: using the iTouch/Phone camera, the app, & YouTube, communication (listening, speaking, reading, writing, viewing, presenting, non-verbal communication), social skills (accepting responsibility, respecting others, cooperating, group decision making), self-management (organization, time management), thinking skills (comprehension, synthesis, evaluation)
Concepts: of AT, of advertising, of communicating a message, of collaboration
Attitudes: appreciation, cooperation, creativity, enthusiasm
Action: what we chose to do as a result of our learning

Reel Director: our first commercial for AT

Back to Blackboard: the Webinars

Apps in Action for Reluctant Readers:
I had completely forgotten the option of listening to audiobooks (although the price tag probably helped me forget).  Cliffs Notes to Go look great for older students, as well as the vBookz.  I love the option of scanning my own docs into the app using the Stanza software.  Thanks for sharing the samples of animated and interactive books, very engaging giving control to readers!  I'm looking forward to trying Story Builder and checking out some University Podcasts in iTunes.

Apps in Action for Reluctant Writers:
I'm anxious to try iThoughts as organization is a major challenge for many of my students.  Instant poetry looks fun for all and should not intimidate students why balk from poetry.  I'm trying strip designer now with a few students and they are sold- but still require a lot of support with organizing thoughts into a story, regardless of the genre.  I can't wait to get images of Flat Stanley in Nova Scotia circulating without mail!  I rely heavily on DocstoGo so I don't have to load memory sticks or sign into Dropbox to make my work more portable amongst computers.  You can see previous posts about Pictello and Reel Director.  I'm surprised Voice Memo needs to be downloaded onto the iPad as it is a default app on the iPhone.  Dragon Dictation has had VERY mixed results, depending on whose voice is using it, and depending on how long it takes to get the website unlocked by your school board!  Its not nearly as simple for a student to compose as expected.  Speakit is amongst legions of text to speech apps.  I can see storyteller, the writing toolkit, and story cubes supporting idea generation but with older students than I work with.  Story builder looks helpful for cause and effect, question and answer, and inferencing.  Write Pad is neat, but many people type faster than they write now don't they?  Tiki Notes requires a LOT of key strokes, but looks helpful.

Pick Pictello!

I downloaded Pictello onto my iPhone on the first day of class but hadn't really spent much time playing with it- mainly because I realized that I could only share my stories with other i(pad/touch/phone) users who had paid $18.99 for it.  I wonder when the upgrade will allow uploading stories to email or Facebook?  Since then, I have tried using it with a few students and found that with or without a sharing platform, they LOVE to hear and see themselves and their work.  I'm experimenting with it at the moment.  Thinking of potential for the app in schools...

• preparation for school:  introduction to rooms in the school, key staff, some classmates
• sequencing stories: students could draw a story map on paper or another app, use those as pictures, and narrate the events
• teaching or assessing comprehension of historical events/ social studies concepts: (could be paired with a text to speech program to gather information) take photos of battles, artifacts, flags, maps, students in a freeze frame, or artwork- narrate actions or significance to match
• teaching concepts about print:  top to bottom, left to right, front to back, word-vs- letter
• teaching self-care procedures: using students' own photos and/or voice
• preparing for a special event/ trip: do a recce to take photos to familiarize students with the venue
• a to-do list for a period of time broken into chunks (pages):  complete one task and turn the page to find out what's next- like a visual schedule that talks
• EAL, SLP, or students learning to speak: students can try to pronounce a word or sentence describing the content of  a photo and then check against the pre-recorded or spoken text pronunciation
• Pre-teaching vocabulary: introduce students to vocabulary they will need to use/ understand/ be aware of in units across the curriculum
• Visual glossary: photo and definitions can be created by individuals or groups, saved and studied 

Compensatory Software: Group Presentations

The majority of today's class was dedicated to group presentations of compensatory software.  Our Natural Reader blog is described and linked in an earlier post, others:
 
My Study Bar:
A set of applications assembled into a single resource designed to support learners with literacy related difficulties.  Best of all, it's FREE!


Kurzweil 3000:
If we can resign ourselves to the "You get what you pay for" mind-set, this program is worth the gold you have to shell out to access it!  I loved the accurate translation options (for a limited amount of languages); the option of creating you own picture dictionary; ability to voice record right in the program; and create bubble notes to increase engagement along the way (questions).


WYNN:
This program is quite similar to Kurzweil.  The rotating toolbar is a convenient feature.


Read & Write Gold:
Additional software with support tools for reading and writing.  Not as expensive as Kurzweil or Wynn- not free like My Study Bar and Natural Reader.

You! Make. Me. Feel, Like A Nat-ur-al READ-er!

Check out Gillian, Jillian, and Jennifer's training blog for using the free, Natural Reader text-to-speech software which we presented to the class on Oct. 22.

Reading Remediation: Online Resources

My 'treasure hunt' for websites and software available online to support literacy skill development and reading remediation (in addition to Earobics Game Goo, Starfall, Raz Kids, and TumbleBooks/TumbleReadables) turned up:

 Word Maker is for-purchase software that provides phonics instruction through activities, including: matching, sorting, making and finding words, games, and progress tracking for teachers.  This is sound, research-based practice, but with a price.

Into the Book is an interactive site for developing reading comprehension strategies.  I love the fact that users are not required to download software or create an account.  All you have to do is choose "kids" on the main page, enter your name, and you are ready to learn and practice a variety of strategies on pieces of text on the site.  The text can also be read aloud.  Anyone who needs to widen their repertoire of comprehension strategies could benefit from using this site.  Responding to some of the prompts may require support.


The BBC Schools website has a number of free games and activities linked to the main page of their site.  Students of many ages can access activities to reinforce reading skills.  Of note are the Magic Key and Bitesize Literacy links.  Many students are familiar with characters in the Magic Key books (although familiarity is not necessary) and the Bitesize Literacy games are fun, engaging and can be differentiated for a range of ability levels.  Some of the activities are not available outside of the UK and it can take several clicks to get to an activity.

Reading Task Analysis

Blackboard Collaborate

I love love LOVED having a 'couch class' today!  The Blackboard Collaborate classroom was a fantastic experience.  I really liked the fact that rules of etiquette (taking turns speaking) are built into the program and we could quickly communicate through the use of emoticons or using the chat window.  I have to admit it was a power trip to get moderator's rights for a short time but sadly I couldn't take much advantage of the moment!  We had plenty of time to share our dreaded task analysis (which turned out WAY better than I expected- thank you Jen the Inspiration goddess!) and look at a plethora of software and websites to support struggling readers as well as consider how they fit into different models of AT service design and delivery.