Q. Students with special needs include both those who have disabilities and those who are gifted. Technology can provide solutions to help meet the unique needs of both groups. However, schools typically have limited budgets for technology. Considering that the needs of all students should be met, what do you think the best allocation of limited technology dollars should be to meet these student’s needs? Give examples to support your views.
A. In our school district, we have funds for special needs which includes funds for both students that have disabilities and students who are gifted. We also have a head SPED department with separate funds, so our teachers actually have a decent pool of money.
The students of both groups should have access to the computer labs just like the general population of students. The special needs and gifted teachers should work closely with the schools media specialist and administration to set up opportunities for training these students, offering learning opportunities unique to their talent and needs. I also believe that some funds should be saved to be used when special situations arise and a need is to be met.
For example, this past school year I taught an Occupational Diploma (OD) student in my Keyboarding class. For several weeks the students listen to verbal pronunciation of keys to strike. This helps with recognition and rhythm. This OD student had difficulties with this teaching method. So I looked for her more game based assignments she could complete. The problem was most online games could not track masterization. So then I went to her SPED teachers. We ended up ordering a low level typing software game that kept up with mastery and adapted lessons to her needs. So in this instance, we had to use funds to meet unique needs.
Chapter Five Question Three
Q. What is the most significant opportunity presented by technology integration? What role does training play in effectively integrating computers in the classroom?
A. The most significant opportunity presented by technology integration is reaching all students with different learning types. Technology allows teachers to have dynamic teaching styles and learning tools. This does not always include the latest most state of the art equipment. This can also include web tools, sites, and free software.
The most important step in the integration process is training. Many teachers of older generations or even teachers, who are just in subject that required very little technology in earning their degrees, have very little knowledge of using computers and its tools effectively. In a classroom, students see the weakness of teachers in their knowledge. Teachers must be efficient in order to not loose the student’s attention. I also believe though there is more to training then just having knowledge of the computers and its tools. Part of it is enthusiasm. Teachers must not go into the classroom dreading the integration of technology just because they do not like it or it is hard for them. Teachers must be enthusiastic about the technology or the attention and enthusiasm of the students will be lost.
Chapter Six Question One
Q. After considering the various types of digital technologies presented in this chapter, what three pieces of equipment do you think you would most want for your future or current classroom? Explain why you selected these three and how you would use them for teaching and learning.
A. Of the 15 groups of digital technologies discussed in this chapter, the one most appeasing to my classroom and me would be clickers. Clickers allow students to instantly respond to questions. Student responses can then be collected, analyzed, and shared for further discussion and understanding. I would use these during discussions in my Personal Finance and Business Law classes. This would allow for instant understanding evaluation and then I would be able to give immediate feedback. We could then discuss why are why not their answers were correct or incorrect. This would also prompt continuing engagement in the lesson.
The second technology device I would choose for my classroom would be a document camera. A document camera is a video camera mounted on a stand to capture and project an image of whatever is placed on its platform. This would be especially useful in my Personal Finance classes. I could show actual bills, pay stubs, W-9s, invoices, and business reports. This would help with understanding in which they could see actual numbers and set-ups with real situations compared to random examples found on the Internet.
The third device I would choose would be pocket video cameras. Pocket-sized high-definition video cameras offer teachers and their students an easy-to-use, inexpensive video camera that can record excellent quality video, sound, and still photos for inclusion in multimedia presentations. Once captured, the digital videos can be transferred with software usually packaged with it to a computer via USB connection. I would use these to allow students to capture live video to use in our Graphics Design I class.