“Assistive technology assists children having learning disabilities to pull their strengths. Such support is crucial in helping learners in becoming more independent in their studies as well as entire life.
Check out some of the amazing tools and technologies that special learners can use to make their learning process easy.
Screen Reader is a software programs that enable visually impaired people to read the text that is displayed in the computer screen. It is a very productive tool for those with low vision.
Talking calculator is a simple device but very beneficial for learning disabled and visually impaired individual. Those individuals with dyscalculia can be very much benefited from the talking calculators.” To read further please click here:
“A few years ago, I decided to incorporate mobile devices into my lesson plans. While the content still remains the focus of my teaching, I think technology can enhance learning at every point in a lesson. As an early BYOD (“Bring Your Own Device”) adopter in my school, I have seen increased learning outcomes and test scores, not to mention that my students are now more engaged in learning activities.
6 Benefits of BYOD In The Classroom
The current generation of students has grown up with technology and want to use it in every aspect of their daily lives — including school. They have an expectation that the same technology they use at home will be available at school too. Thanks to the mass consumerization of technology, students are now some of the most enthusiastic and savvy users of state-of-the-art mobile computing devices.
They keep their beloved mobile devices on them at all times, and are not just using them to communicate with friends or download music. In fact, they use technology to study or work on homework assignments and they believe that mastering the latest technology skills will improve their educational and career opportunities.” To read further please click here:http://elearningindustry.com/6-benefits-byod-classroom
By: Ariana Fine
“Netop announced that the Vision ME iPad classroom workflow app, designed to make teaching in iPad classrooms easier and more effective, is now available in the App Store.
“Teachers are hungry for a simple, engaging way to teach in paperless classrooms,” said Kurt Bager, CEO of Netop. “Our commitment is to create solutions that help teachers use technology in ways that maximize instructional time. We’re confident that Vision ME will allow educators to more effectively and easily integrate iPads into teaching and learning.”
Vision ME combines teaching tools with mobile device management (MDM) capabilities to provide a classroom workflow app that engages students and improves learning outcomes in iPad classrooms. It allows teachers to present lessons directly on classroom iPads, showcase student work, blank student screens, block Internet access with the click of a button, administer web-based tests and quizzes, and more.” To read further please click here: http://www.districtadministration.com/news/new-ipad-classroom-app-available-netop
By: Susan Van Gelder
” Through screencasts, presentation tools and videos of interviews with teachers and students, I will share examples of students creating videos about books they are reading that are linked through the Augmented Reality app Aurasma. Viewers will hear about students drafting their videos, recording their videos, linking their videos, and watching each other’s videos using the Aurasma app. Teachers and students will share how creating these augmented reality apps have encouraged reading in their classrooms, helped students find books they want to read and has sparked an interest in presenting books in new and interesting ways. Teachers and students will also give advice about the best ways to use augmented reality in the classroom as well as make suggestions about how you can use Aurasma in your classroom or school library.” To read further please click here:http://k12onlineconference.org/?p=2649
By: Pip Cleaves
“As more and more educational spaces get access to Office 365, we are all looking for guidelines and easy ideas for use in our classrooms. Over the next couple of weeks we will highlight the top tips for getting your Office 365 world humming along with ease.
In this blog post you will learn to create, upload, sync and share Word, Excel, OneNote and PowerPoint documents with either students or your peers.
In OneDrive (part of Office 365) you can easily create documents that you might use for:
- Collaborative writing and note taking
- Peer and Teacher led feedback
- Working with teams and committees
- Working in your faculty
OneDrive is the document storage area of Office 365. A place to keep your documents to tap into wherever you are, and a place to create collaborative workflows for your classroom and workspace. You’ll find OneDrive by clicking on the OneDrive option in the top right hand side of your Office 365 environment.” To read further please click here: http://blogs.msdn.com/b/austeachers/archive/2014/10/29/collaborating-with-office-365-onedrive.aspx
“I have been co-presenting with 6 of my students over the past few months at various conferences on the paperless classroom. There are a few questions that are consistently brought up either with raised hands, on the backchannel during the session, or afterwards when attendees want to ask me face to face. Most of them are clarifying questions around how a paperless classroom fits into teaching and learning pedagogy. After our most recent workshop at MassCUE, I thought that these questions are asked so often it would be worth publishing
1. Why do you hate paper so much?
Ok, so no one has asked me this to my face at a conference. But my colleagues and a few students have. I’ve made an effort to preempt this question when I share at professional conferences by using this comical advertisement.
Funny, right? No, I don’t hate paper. It has an important place in our lives and in our education system. In fact, although students don’t have to keep any paper and I do not hand out paper as part of my class, I do post QR codes that are printed on paper throughout the room so students can scan them and quickly get access to resources. We are paperless in the sense that nothing is distributed or recorded on paper, but I suppose we use a few sheets a week for QR codes.
My five-year-old comes home with drawings she has poured her little heart and soul into from kindergarten every day. I adore them. They are on paper. I do not hate paper.” To read further please click here: http://kerryhawk02.blogspot.com/2014/10/pedagogy-behind-paperless-classroom.html
“Over the years Prezi has become a tool very near and dear to the hearts of many educators. Why is this you ask? Well, I think it’s because we see a little bit of ourselves in it. Just like any good teacher, Prezi can turn the most boring, uninspiring content into engaging, thought-provoking material. It’s available everywhere and is a delight to work with. And of course, like all of us, it’s a true beauty to behold 🙂
So, with that, here are five informatively elegant Prezis covering educational topics from the flipped classroom, to learning how to making engaging book trailers.
While the concept of the flipped classroom may be very clear to you, there are a number of real misconceptions that have made their way into teaching circles. In this gorgeous Prezi, teacher librarian and Prezi-master Heidi Neltner takes you on a stunning journey through just what the flipped classroom is all about.” To read further please click here: http://www.fractuslearning.com/2014/10/27/prezi-teachers-to-learn/
By:Dr. Richard Curwin
“Teachers, like doctors, are expected to be mistake free. Administrators, parents, and even other teachers judge them very negatively for making mistakes. Yet when a teacher forms strong relationships with another teacher or two, they share their problems freely, ask for and give advice, and learn from each other. This also happens in schools where mentor teachers share ideas with new teachers.
What would happen if those pairs or threesomes expanded to include a small group of teachers, plus administrators, counselors, or even whole departments or entire school faculties?” To read further please click here: http://www.edutopia.org/blog/use-mistakes-in-learning-process-richard-curwin
“As digital tools help students become more actively involved in their own learning process, teachers have a greater opportunity to monitor activity and ensure appropriate progress is being made. But it’s not enough simply to provide feedback to students at the end of the week. Research shows that giving students regular feedback, two to five times a week through short-cycle assessments and activities, is most effective.
That said, formative feedback is a two-way street. Effective solutions help teachers adapt activities in response to assessment results, and they also position students to perform self-assessment and ultimately become empowered to participate actively in their own education. As a result, students build confidence and become more motivated, as opposed to simply facing an “incorrect” response.” To read further please click here:
“Our district went Google this year and I’ve been wanting to take advantage of all the ways Google Drive allows for collaboration and creation. So a few weeks ago we jumped in. I set up a doc and shared it with various groups of kids to work on. Everyone signed in at once and it was a chaotic disaster. I realized that I had forgotten one of the most important things I’ve learned as a 3rd grade teacher when it comes to new tools–that a shared experience is the best way for kids to see what is possible. Instead of just sending kids off to explore a tool that they know nothing about, using the tools in shared experience can often give them a vision for what is possible. So this week, we used Google Docs in two ways.”To read further please click here: http://readingyear.blogspot.com/2014/10/google-drive-in-3rd-grade-classroom.html
By: Harry Web
“The problem we face in the teaching profession is that we don’t really know what we are doing. Of course, nobody really and truly knows what they are doing but doctors and engineers have the edge on us here; they at least have some pretty sound, well-accepted principles that they can rely on. I sometimes tell my senior students that most people in the world are fools who are just winging it and the worst fools are those who are in charge of important things. Important things like companies and governments tend to be complex and so you need to be quite deluded to think that you can pull this lever over here and a certain thing will happen over there. And yet we let these people pull levers, break everything and walk off with all of our money.
Given that we don’t really know what we are doing in teaching, we tend to overemphasise things that are easy to measure or observe. I once heard a – presumably apocryphal – story about a city banker who, when he arrived at work, would feel the front of his underlings’ cars. The idea was that if the car was still warm then the banker had not arrived early enough for work and must be a bit lazy. This is the sort of thing that I mean.” To read further please click here: http://websofsubstance.wordpress.com/2014/10/26/four-easy-steps-to-improve-teaching/
“Three years ago when we began our iPad initiative my technology goal was to go paperless over a three year period. Predictably hippie of me, eh? I wanted to phase out paper completely by the end of THIS school year. I have been toddler-stepping toward that goal ever since.
I deliver almost all handouts and assignments digitally through email, this blog, Twitter, and now most prominently, Google Drive. Students complete and submit most of their assignments digitally. The first year the students did so hesitantly and with raucous complaint. The second year it was about half and half. Half of them preferred to submit things digitally and half of them preferred the old-fashioned way of doing things. This year students almost exclusively hand in their papers digitally, without much comment, though we do struggle with a standardized process. And there will always be Luddites, even young ones, who just want to etch their responses into a stone and call it good, (or at the very least use a pencil and paper).” To read further please click here: http://morgetron.edublogs.org/2014/10/26/the-mostly-paperless-and-rather-empathetic-classroom-a-revised-technology-goal/
By: Michael Linsin
“Most teachers are hyperaware of their most difficult students—and well they should be.
It’s smart to know where they are and what they’re doing.
But this awareness can cause you to behave oddly around them.
It can cause you to glare and glower in their direction. It can cause you to hover near the edges of their personal space and tense up in their presence.
It can cause you to label them with your behavior.
Because when you act differently around difficult students than you do the rest of your class, you’re effectively telling them that they’re not like other students, that they’re incapable of being trusted and that you expect them to misbehave.
This is a powerful message you may not even be aware you’re sending. Your most challenging students, however, can see the smoke signals from a mile away.
They know when they’re being surveilled, marked, and followed. They know when they’re disliked and resented—or merely tolerated. They know when you have negative thoughts about them and their future prospects.” To read further please click here:
“The Los Angeles Unified School District’s plan to supply every student with an iPad is, to be charitable, not going well. Before any more school districts decide to spend millions on high-tech gadgets, let me offer a few words of caution. Why me? Because I was there in 1986 when Apple computers were first lugged into elementary classrooms.
This was at the Open Magnet School in West Hollywood, where I and other teachers first experimented with this new technology. After hours, we often hung out with Alan Kay, the leather-jacketed genius from Apple who would drop by to see how things were going. He had done pioneering work on the graphical user interface and the use of icons, among other things, while at Xerox Parc in the late-1970s. His informal job title at Apple was “visionary.”
For this initial rollout, Apple provided not only the boxy Mac Classics but also some nifty glass-topped desks. The computers were tipped onto their backs and slid onto angled shelves under the glass so students could either point and click or put the mouse away and lay out books and papers. Every student had access to a computer. Essentially it was the one-to-one program being touted today by the U.S. secretary of Education, school superintendents and Joel Klein, the former chancellor of the New York City Department of Education and current chief executive of Amplify, a company that makes digital tablets.” To read further please click here:http://www.latimes.com/opinion/op-ed/la-oe-lantos-tech-in-schools-los-angeles-20131025-story.html
“This is a blog about my first half-term as a deputy headteacher in a new school. Here, I share what I’ve been working on and what lies ahead over the coming half-term. In this blog, you will read what I’ve been up to over the past half-term and what lies ahead.
In my first week, I blogged about A New Outlook and explained to regular readers what I had achieved in my first week. In essence, the first week was about meeting and greeting staff and students; walking the entire site with the premises staff, unlocking doors, looking in cupboards, walking the perimeter and the local streets. Over the first few days, at the gate each morning and evening, I met students, parents and the local community police. This has continued every single day all term. I am yet to take a ride on our school bus.
Inside school, the inevitable walking through school corridors, visiting classrooms speaking with staff and students; line management with colleagues and understanding the context of each department and the staff that work within them has developed at a rapid pace!” To read further please click here:
“In New Zealand, we are fortunate to have teacher inquiry/research written into our national curriculum document. This asks teachers to ensure they are experimenting with strategies to improve their practice and recording the process and results. My own school has put together a planning group to bring all of the school-wide improvement strategies together. The aim in doing this is to make more sense of why we have each component. It is a common complaint from teachers that school organised PD is irrelevant to what they do. It is also common for teachers, when asked to quote school vision or goals to draw a blank.
As a way of structuring my own thoughts around this, I have sketched out a model that I’m referring to as SITTI (School Improvement Through Teacher Inquiry). The aim of this is to link the components and increase awareness amongst the whole school community of why various strategies to improve the school and professional development are taking place. By the way, I’m pronouncing SITTI and one says “City.”
“The current generation of students has grown up with technology and want to use it in every aspect of their daily lives — including school. They have an expectation that the same technology they use at home will be available at school too. Thanks to the mass consumerization of technology, students are now some of the most enthusiastic and savvy users of state-of-the-art mobile computing devices.
They keep their beloved mobile devices on them at all times, and are not just using them to communicate with friends or download music. In fact, they use technology to study or work on homework assignments and they believe that mastering the latest technology skills will improve their educational and career opportunities.
A couple of years ago I spoke to my principal and we both recognized an opportunity to make the most of the technology already in students’ hands, allowing them to use the technology with which they feel most comfortable — their own laptops, smartphones and tablets — in class. Students are allowed to use their personal devices to take notes, collaborate on class assignments, conduct Internet research and use cloud- based apps.” To read further please click here: http://elearningindustry.com/6-benefits-byod-classroom
By: Michelle Hlubinka
“Sometimes the best way to get started with making in the classroom is to go make friends outside of it! In that spirit, today’s edition of our series on Finding Starter Projects shares some of the many professional development (PD) opportunities out there available to teachers who want to meet other like-minded teachers — those who know they want to be a part of the Maker movement and bring their kids into it too. We find that when we get a few teachers together, one of the first things they do is compare notes to talk about cool projects they’ve seen and done. Sure, you may also learn a thing or two in these sessions, conferences, camps, meetups, MOOCs, newsletters, and microblogging sites, but we all know that the pursuit of professional development is about reconnecting to allies, exposing yourself to new ideas and people.” To read further please click here: http://makezine.com/2014/10/24/finding-starter-projects-teacher-to-teacher/
“Since its launch on Kickstarter in 2013, Elements 4D has generated a new level of excitement in chemistry classrooms across the country. Bringing the elements of the Periodic Table to life, Elements 4D creates an engaging, one of a kind learning experience. Students can safely observe harmful elements, like Plutonium, Uranium and Xenon, and witness in stunning 4D how they chemically react with other elements, providing students with a visual knowledge-transfer that was once impossible. Elements 4D is like a portable lab.
While many teachers have created their own lesson plans around this 4D teaching tool, there hasn’t been an official curriculum released… until now.” To read further please click here: http://blog.daqri.com/educational-lesson-plans-now-available-for-elements-4d
By: Joseph Rapposelli
“Blended and Distance Learning programs have long been associated with institutions of higher learning. However, blended learning is not only being used by colleges and universities. Many secondary schools are beginning to embrace the idea of distance learning possibilities for their students. Over the past few years, school districts around the country have implemented some type of blended learning into their curriculum. It is clear that an increasing number of school districts are making online and blended learning options available to their students. A 2013 report, “Keeping Pace with K-12 Online Learning,” commissioned by the International Association for K-12 Online Learning (iNACOL) found that in 2013-14, more than 75 percent of school districts have some online or blended options.” To read further please click here:
“Although Evernote already is a fairly well-known app, very few educators realize its potential building and sharing student portfolios. Having a well-organized e-portfolio is important: It can follow students from one grade to the next and prepare them to record their future accomplishments.
There are plenty of ways to create an e-portfolio, and we feel Evernote is the best. Not only is it a feature-rich platform, but its free price tag also makes it a cost-effective solution for even the most frugal classrooms.
Why Evernote is the Ideal Tool for E-Portfolios
Evernote lets you store digital content in nearly any format. You can save a document, photo, or recording. Scan in a stellar test, snap a picture of a completed art project, or record an oral presentation. Typing a quick note takes just seconds, and adding a reminder offers an easy way to organize ongoing projects and stay on top of assignments.
Since it’s cloud-based, the app syncs your information across all devices. With this tool, students can add to their portfolio on a tablet at school, then share it with their parents by logging in via a browser-based app on a computer at home. Evernote’s mobile app makes the program accessible on smartphones as well.” To read further please click here:
By: Kelli Sandman-Hurley
“The following passage is about dyslexia. I want you to assume that I will be asking you a comprehension question or two when you are done. You have one minute. Go!
The bottob line it thit it doet exitt, no bitter whit nibe teotle give it (i.e. ttecific leirning ditibility, etc). In fict, iccording to Tilly Thiywitz (2003) itt trevilence it ictuilly one in five children, which it twenty tercent.
How was that? Did you stumble on some words? Did you skip words and or substitute with “whatever” or “something?” Based on experience, I am going to guess this was not easy for you. I will guess that if I asked you to read this in front of your peers, who are prone to judgment, you would feel anxious. I am also going to guess that if I asked you to tell me what you learned from the passage, you wouldn’t be able to recall any important information.” To read further please click here:
By: Med Kharbach
“Whiteboard animation videos are videos that draw themselves. They involve an animated use of images, shapes, characters, sounds and voice-overs to create a clip. This form of video production has been very popular recently and is widely used by some leading educational YouTube channels such as TED Ed and RSA Animate. Creating a whiteboard animation video is no longer a graphic designer’s job. There are actually several web tools that allow you to easily put together an animated video with as simple tools as drag and drop. As a teacher, you can use these animations to create and share tutorials, presentations, step by tsp guides, and many more. Below are three of my favourite tools I would recommend for you:” To read further please click here:http://www.educatorstechnology.com/2014/10/3-powerful-web-tools-to-create.html
By: Charlie Osborne
“The aim of technology may be to make processes more efficient and to expand our horizons, but unless used appropriately, it can also make life unnecessarily complicated. In the classroom, teachers are more and more often expected to show innovative and progressive thinking by integrating technological solutions into their lessons — but starting out isn’t easy. From learning how to scour YouTube for clips to working out which photos and files can be used under fair copyright terms, while trying to keep up with standard workloads, invigorating lessons with technology can fall by the wayside.
To help teachers out, and given the popularity of ZDNet’s last iPad in the classroom roundup, here is an updated, fresh list of tutorials, apps and software to transform your work-life balance and the student experience in today’s modern classroom.” To read further please click here: http://www.zdnet.com/the-teachers-guide-50-resources-for-using-tech-in-the-modern-classroom-7000034697/
“One day, in front 36 riotous sophomores, I clutched my chest and dropped to my knees like Sergeant Elias at the end of Platoon. Instantly, dead silence and open mouths replaced classroom Armageddon. Standing up like nothing had happened, I said, “Thanks for your attention — let’s talk about love poems.”
I never used that stunt again. After all, should a real emergency occur, it would be better if students call 911 rather than post my motionless body on YouTube. I’ve thought this through.
Most teachers use silencing methods, such as flicking the lights, ringing a call bell (see Teacher Tipster’s charming video on the subject), raising two fingers, saying “Attention, class,” or using Harry Wong’s Give Me 5 — a command for students to:
- Focus their eyes on the speaker
- Be quiet
- Be still
- Empty their hands
There is also the “three fingers” version, which stands for stop, look, and listen. Fortunately, none of these involve medical hoaxes.” To read further please click here: http://www.edutopia.org/blog/30-techniques-quiet-noisy-class-todd-finley
“I recently sat in on a talk by Bob Harrison, a former teacher, lecturer and college principal who is now education advisor to Japanese electronics giant Toshiba. He also chairs the U.K.’s Department for Education computing expert group and was one of the architects of the new computing curriculum, introduced into schools in England this September.
And his comments should provide food for thought not just for school leaders but for anyone involved in buying and or using technology for schools.
Harrison believes that asking if investing in learning technology will improve outcomes is the wrong question.
For evidence, he cites a lack of evidence. Despite numerous weighty, thorough – and expensive – studies, none has yet shown any link between information technology and improved learning.” To read further please click here:
By: Ann Elliot
“Used by more than one million teachers worldwide, TeacherKit is a classroom management app that easily organizes classes and manages grades and students. The app comes in 13 languages and is compatible with all Windows devices as well as the iPad, iPhone, and iPod touch.
What appealed to me most about the TeacherKit app is its multi-functionality. Most apps allow teachers to perform only one or two of the functions that TeacherKit offers. After trying out several classroom management apps in my classes, I now tell colleagues who bemoan administrative chores to download TeacherKit. Its customizability, ease of use, and utility make it the top app of its kind.” To read further please click here: http://www.edudemic.com/teacherkit-favorite-of-october/
By: Greg Toppo
“Steve Jobs once called the personal computer “a bicycle for our minds,” a tool that helps us go farther with the same amount of energy. But for many teachers, it has been a bumpy ride. Educators have long held new technology at arm’s length, and probably for good reason: For more than a century, they have looked on as reformers pushed a series of mostly ill-fated technical innovations, each touted as the Next Big Thing. The latest movement to add more technology into classrooms is repeating the same mistakes, focusing on how tech can help teachers by churning out more data about students, saving time and raising test scores.
Here’s a crazy idea: What if we focused less on selling technology to teachers by convincing them it makes learning more efficient, and more on how computers, like a bicycle, might make learning a little more dangerous?
Related: After 20 years, a teacher reinvents her classroom using technology
I’ve been working for the past few years on a book about games and learning, and I’ve begun to see that part of their appeal for teachers is how games persuade kids to take risks.” To read further please click here:
By: Christopher Pappas
“One of the most effective ways to boost learners’ engagement and help them emotionally connect to your eLearning course is to integrate color into your eLearning design. Even if don’t have very much experience in the eLearning industry, color can give you the opportunity to transform any subject matter into a successful eLearning course, thanks to the fact that the human brain has the power to convert color into emotions and moods.
- Have an idea of the mood you’re trying to achieve beforehand.
Always have a clear idea of the mood or feelings you are trying to convey through the use of color in eLearning. This will allow you to prevent creating a mood that goes against what you are trying to achieve. For instance, if your goal is to create an eLearning course that helps to make a dull subject matter fun and engaging, then you may want to choose red or orange.”
To read further please click here: http://elearningindustry.com/4-tips-use-color-in-elearning
By: Holly Korbey
“The rise of the standing desk may appear to be a response to the modern, eat-at-your-desk, hunched-over worker chained to her computer, but history paints a different picture: Hemingway, Benjamin Franklin, and Thomas Jefferson all stood while they worked. Donald Rumsfeld had a standing desk, and so did Charles Dickens. Workplaces are moving toward more standing desks, but schools have been slower to catch on for a variety of reasons, including cost, convenience, and perhaps the assumption that “sit down and pay attention” is the best way to learn.
Mark Benden, Associate Professor of Environmental and Occupational Health at Texas A&M Health Science Center, is looking to change all that. Too much sitting is bad for our health, he said, and students are now facing a host of challenges that may stem in part from too much time in a chair, including obesity and attention disorders. So five years ago, Benden and his team began studying what happened to students when they got out of their traditional seats and moved to standing desks.” To read further please click here: