A Possible Marriage Between Assistive Technology and Constructivism?
As you can see from the many examples on previous posts on this Blog, there is an obvious parallel between Constructivist ideals and the use of Assistive Technology in the classroom by students with special education needs. For students with learning problems, the use of Assistive Technology can open up an entire new world for them in terms of being able to show what they know. There are many positive outcomes for the individual students and classmates as a result.
Constructivism is a process though, unlike the tool of Assistive Technology equipment. It requires an adjustment in thought pattern on the part of the educator to implement in the classroom. “There is no blueprint for a constructivist classroom.” (http://www.sedl.org) Teachers must shift their role in the classroom from being the director to the facilitator, and coach. Setting up the environment for engaged learning, inquiry, and exploration is optimal for allowing students to blossom into the technological apprentices of the future.
This Blog entry will conclude with the words of Dr. David Thornburg: “The role of technology in project-based learning is vast, but the starting point for effective use of technology in this area requires a deep commitment to the idea that students can gain a deep understanding of a topic through the exploration of their own ideas. But this cannot come from technology. It comes from deep within the hearts of the teachers themselves.”
(http://teacherline.pbs.org/teacherline/resources/thornburg/thornburg0303.cfm)
Friday, July 13, 2007
Quantitative Subject Areas, Constructivism, and Assistive Technology
Students can have significant academic issues in the areas of Math and Science. Such disabilities are known as Dyscalculia, referred to as a learning disability related to numbers, and are now recognized by the DSM IV. Such disabilities can be addressed using Assistive Technology. Students can use their equipment in Math to construct graphs, complete tessellations, or work with statistics online. In subjects such as Physics or Chemistry, Assistive Technology can be used to develop experiment outlines, and work with the Periodic Table of the Elements. Please find below an example of a graphic organizer available as a template from the program Inspiration 8, used with developing the Scientific Method in an experiment.
This promotes Constructivist ideals in the way that students are constructing their own learning possibilities. They can use the specialized software in all subject areas, at all levels of the curriculum. They are only limited in its use by the limits of their own imaginations.
Students can have significant academic issues in the areas of Math and Science. Such disabilities are known as Dyscalculia, referred to as a learning disability related to numbers, and are now recognized by the DSM IV. Such disabilities can be addressed using Assistive Technology. Students can use their equipment in Math to construct graphs, complete tessellations, or work with statistics online. In subjects such as Physics or Chemistry, Assistive Technology can be used to develop experiment outlines, and work with the Periodic Table of the Elements. Please find below an example of a graphic organizer available as a template from the program Inspiration 8, used with developing the Scientific Method in an experiment.
This promotes Constructivist ideals in the way that students are constructing their own learning possibilities. They can use the specialized software in all subject areas, at all levels of the curriculum. They are only limited in its use by the limits of their own imaginations.
Giftedness, Constructivism, and Assistive Technology
Although it is not that common, sometimes students who are classified as ‘Gifted’ also fall under the realm as being identified as having a Learning Disability. In such cases, students in Ontario schools also qualify for AT equipment. The uniqueness of this kind of situation lends itself to some challenges in terms of programming.
Students who are gifted require stimulation, open-ended learning opportunities, and challenge. When you throw in the fact that they could have a Learning Disability, technology can come into play and assist them in doing the best they can in the educational environment. Conveying their knowledge through using a tool such as Dragon Naturally Speaking, or by using web technologies can be a way to maximize their progress.
Integrating such programs as “Maths Investigator” into a gifted child’s program can tie in Constructivist theories using Assistive Technology. Maths Investigator is a
specialized software program developed by Oxford University Press that promotes problem solving for students. A further explanation can be found at http://www.mathsinvestigator.co.uk/mi/moreinfo/about/. Maths Investigator is used in conjunction with Smartboard technology to enhance the learning of students. Gifted students will soar using such programs, working cooperatively with peers, being able to show their knowledge, and then communicating their findings using Assistive Technology. The possibilities are endless. Imagine students being engaged, working together, expanding and extending their current knowledge base. Technology and constructivism allows this to be possible for all levels of students.
Although it is not that common, sometimes students who are classified as ‘Gifted’ also fall under the realm as being identified as having a Learning Disability. In such cases, students in Ontario schools also qualify for AT equipment. The uniqueness of this kind of situation lends itself to some challenges in terms of programming.
Students who are gifted require stimulation, open-ended learning opportunities, and challenge. When you throw in the fact that they could have a Learning Disability, technology can come into play and assist them in doing the best they can in the educational environment. Conveying their knowledge through using a tool such as Dragon Naturally Speaking, or by using web technologies can be a way to maximize their progress.
Integrating such programs as “Maths Investigator” into a gifted child’s program can tie in Constructivist theories using Assistive Technology. Maths Investigator is a
specialized software program developed by Oxford University Press that promotes problem solving for students. A further explanation can be found at http://www.mathsinvestigator.co.uk/mi/moreinfo/about/. Maths Investigator is used in conjunction with Smartboard technology to enhance the learning of students. Gifted students will soar using such programs, working cooperatively with peers, being able to show their knowledge, and then communicating their findings using Assistive Technology. The possibilities are endless. Imagine students being engaged, working together, expanding and extending their current knowledge base. Technology and constructivism allows this to be possible for all levels of students.
Multiple Intelligences, Constructivism, and Assistive Technology
Gardner developed the theory of Multiple Intelligences, whereby he states that individuals have different intelligences and strengths in a variety of areas. Merrill outlined these areas in a previous posting. Please refer to that post for further explanation of Gardner’s theory.
Constructivism incorporates multiple intelligence theories. Assistive Technology is a tool that students can use to foster the use of their specific area of intelligence. If a student has a high spatial awareness for example, using programs such as Inspiration or drawing functions in Microsoft Word can allow them to show to a greater degree their knowledge.
Another example is if a student has Dysphasia, a condition that affects their expressive language output, they can use internet based technologies such as ‘Crazy Talk’. Crazy Talk is a program that allows people to “Create and control a virtual cast of live talking characters ready to deliver an animated vocal performance for your video, web, mobile or messaging projects.” (http://www.reallusion.com/crazytalk/) Using such a tool can enable a student who has very limited speaking skills to be able to communicate their knowledge in an oral presentation for example to the highest degree of their ability. What we have done is taken the barrier or ‘limit’ out of the equation, allowed the student to have an alternate means of presentation, and thus empowered them to ‘construct’ their own meaning and sense of an assignment. This is what education is all about.
Gardner developed the theory of Multiple Intelligences, whereby he states that individuals have different intelligences and strengths in a variety of areas. Merrill outlined these areas in a previous posting. Please refer to that post for further explanation of Gardner’s theory.
Constructivism incorporates multiple intelligence theories. Assistive Technology is a tool that students can use to foster the use of their specific area of intelligence. If a student has a high spatial awareness for example, using programs such as Inspiration or drawing functions in Microsoft Word can allow them to show to a greater degree their knowledge.
Another example is if a student has Dysphasia, a condition that affects their expressive language output, they can use internet based technologies such as ‘Crazy Talk’. Crazy Talk is a program that allows people to “Create and control a virtual cast of live talking characters ready to deliver an animated vocal performance for your video, web, mobile or messaging projects.” (http://www.reallusion.com/crazytalk/) Using such a tool can enable a student who has very limited speaking skills to be able to communicate their knowledge in an oral presentation for example to the highest degree of their ability. What we have done is taken the barrier or ‘limit’ out of the equation, allowed the student to have an alternate means of presentation, and thus empowered them to ‘construct’ their own meaning and sense of an assignment. This is what education is all about.
Discovery Learning
This post will take the form of a short story. When I taught in a Special Ed. withdrawl room a few years ago, I had a student who was just identified as having a Learning Disability. In this identification, he was granted Assistive Technology to help him overcome some of his learning difficulties.
This student had previously been skipping school, avoiding homework tasks, and really causing many problems at home. When he received his AT equipment, his educational experience changed dramatically. He became a responsible independent learner. He matured, and was willing to attend school regularly.
One day he came to the Special Ed. room to see me during his regular time. He brought his laptop and we started with his work as per usual. He stopped the lesson and said “Miss, I have to show you something.” I allowed him to carry on. He opened the program Kurzweil 3000, and proceeded to show me how he had figured out how Dragon Naturally Speaking could be integrated in Kurzweil using the voice function. I was so proud of him as his teacher, and impressed at his tenacity. I had known him previously and he had had such a difficult time in the classroom. To see his development and willingness to learn via this mode was an incredible change from what had been seen previously. This student had created his own ‘discovery learning’ opportunity using Assistive Technology. One element that contributed to his ‘discovery learning’ was the willingness and openness on the part of his teacher to allow him to think outside the box. We both knew at that point that his educational future was a lot brighter than we had originally anticipated.
This post will take the form of a short story. When I taught in a Special Ed. withdrawl room a few years ago, I had a student who was just identified as having a Learning Disability. In this identification, he was granted Assistive Technology to help him overcome some of his learning difficulties.
This student had previously been skipping school, avoiding homework tasks, and really causing many problems at home. When he received his AT equipment, his educational experience changed dramatically. He became a responsible independent learner. He matured, and was willing to attend school regularly.
One day he came to the Special Ed. room to see me during his regular time. He brought his laptop and we started with his work as per usual. He stopped the lesson and said “Miss, I have to show you something.” I allowed him to carry on. He opened the program Kurzweil 3000, and proceeded to show me how he had figured out how Dragon Naturally Speaking could be integrated in Kurzweil using the voice function. I was so proud of him as his teacher, and impressed at his tenacity. I had known him previously and he had had such a difficult time in the classroom. To see his development and willingness to learn via this mode was an incredible change from what had been seen previously. This student had created his own ‘discovery learning’ opportunity using Assistive Technology. One element that contributed to his ‘discovery learning’ was the willingness and openness on the part of his teacher to allow him to think outside the box. We both knew at that point that his educational future was a lot brighter than we had originally anticipated.
Scaffolding and Assistive Technology
Vygotsky believed in ‘scaffolding’ as a way for students to ‘build on what they know’. This theory is one of the foundations of Constructivism. In using Assistive Technology, students do just this. If students had a writing assignment for example, they could use the graphic organizer program called Inspiration to help them get started. This program allows students to use diagrams, pictures, or words to organize their thoughts and ideas in order to show what they know. This is a critical opportunity for students with learning difficulties as these students often are high visual learners and do their best work in this way.
Inspiration has two main views to it: the diagram view, and the outline view. In these options of the programs, students most often start with the diagram view. They find it easy to use, and easy to see what information they are including in their work. Once they are done the diagram, they simply go to the tool menu to choose outline view. What is beautiful about this program is that now, it takes the information the student entered on the diagram, and formats it into an outline that they can use for the start to a story, essay, or report depending on the task at hand.
We can see clearly how this program scaffolds the child’s learning assisting them in compensating for their learning deficits. Without this opportunity, many of these students would never be able to gather their own ideas independently to get even close to the level of performance expected in the classroom.
A point well taken is the fact that students have traditionally perceived using technology in a playful or ‘non-educational’ way. As a result of this, students are open to using technology, and willing to do whatever they can using it. They see it as fun. Educators can capitalize on this aspect, and ensure that all students have the opportunity to succeed to their personal best levels of achievement.
Vygotsky believed in ‘scaffolding’ as a way for students to ‘build on what they know’. This theory is one of the foundations of Constructivism. In using Assistive Technology, students do just this. If students had a writing assignment for example, they could use the graphic organizer program called Inspiration to help them get started. This program allows students to use diagrams, pictures, or words to organize their thoughts and ideas in order to show what they know. This is a critical opportunity for students with learning difficulties as these students often are high visual learners and do their best work in this way.
Inspiration has two main views to it: the diagram view, and the outline view. In these options of the programs, students most often start with the diagram view. They find it easy to use, and easy to see what information they are including in their work. Once they are done the diagram, they simply go to the tool menu to choose outline view. What is beautiful about this program is that now, it takes the information the student entered on the diagram, and formats it into an outline that they can use for the start to a story, essay, or report depending on the task at hand.
We can see clearly how this program scaffolds the child’s learning assisting them in compensating for their learning deficits. Without this opportunity, many of these students would never be able to gather their own ideas independently to get even close to the level of performance expected in the classroom.
A point well taken is the fact that students have traditionally perceived using technology in a playful or ‘non-educational’ way. As a result of this, students are open to using technology, and willing to do whatever they can using it. They see it as fun. Educators can capitalize on this aspect, and ensure that all students have the opportunity to succeed to their personal best levels of achievement.
Skills For the 21st Century
One benefit of using Assistive Technology is that students learn new technology skills. They bring them to a new level of understanding. Their frequency of use with the specialized programs, and learning how to troubleshoot small problems with their computers helps them to build the feeling of industry. In this feeling is a new confidence. This confidence shows up in other areas of the student’s life including with personal relationships. Moreover, through these experiences, the student has transformed their learning experience from one of inferiority to industry, and in some cases, leadership.
In this author’s experience, some of the students that I have worked with Assistive Technology with have learned to use the software, internalized the knowledge, independently made further applications of the knowledge themselves, and then have capitalized on their newly found strength to show other students how to go about doing things in the classroom. This outcome is one that will benefit the student for many years to come. In addition, the technical skills the student develops can carry on into later educational pursuits, and even career opportunities. We know that we as teachers are preparing our students for the future, and many of the employment opportunities that our students will participate in in their lifetimes do not even yet exist. In this, we are providing these students with skills for the 21st century regardless of how they perform in the traditional classroom of today.
One benefit of using Assistive Technology is that students learn new technology skills. They bring them to a new level of understanding. Their frequency of use with the specialized programs, and learning how to troubleshoot small problems with their computers helps them to build the feeling of industry. In this feeling is a new confidence. This confidence shows up in other areas of the student’s life including with personal relationships. Moreover, through these experiences, the student has transformed their learning experience from one of inferiority to industry, and in some cases, leadership.
In this author’s experience, some of the students that I have worked with Assistive Technology with have learned to use the software, internalized the knowledge, independently made further applications of the knowledge themselves, and then have capitalized on their newly found strength to show other students how to go about doing things in the classroom. This outcome is one that will benefit the student for many years to come. In addition, the technical skills the student develops can carry on into later educational pursuits, and even career opportunities. We know that we as teachers are preparing our students for the future, and many of the employment opportunities that our students will participate in in their lifetimes do not even yet exist. In this, we are providing these students with skills for the 21st century regardless of how they perform in the traditional classroom of today.
Constructivism and Assistive Technology
If we believe that students with special education needs have the ability to overcome and compensate for their learning deficits, then it is safe to say that they also have the opportunity to succeed in school using technology. The premise of Assistive Technology is to help students with learning difficulties to overcome, compensate, or build bridges to assist them in showing what they know. Most often, students with these learning difficulties have very high oral capabilities. So they can tell you what they know, and probably talk your ear off till the cows come home. However, in the traditional school setting, they are often limited in their performance, or unable to produce at all. Why is this? There are many factors. Individual teaching style of the teachers is one component; mode of assessment implementation is another.
In the application of Constructivist ideals, students are empowered. They generate their own learning. They become independent and critical thinkers. This is a critical facet of combining the two approaches. Why you ask? Most students with learning problems suffer from self esteem issues and lack confidence due to years of feeling ‘low self worth’, or having seen themselves as ‘not as smart as’ their peers. Facilitating learning through constructivism and assistive technology allows students to soar in their areas of strength. As we know that constructivism supports different learning styles, this is most often the case with students with learning difficulties. Most of these students have strengths that lie in non-traditional areas, such as non-verbal intelligence. This type of strength is generally not fostered in the traditional school setting, and therefore the student doesn’t see the fact that they have abilities, they just lie in non-traditional areas. Constructivism takes this out of the equation though, and allows these students using Assistive Technology to show what they know. Consequently, the results can be very promising. Students can raise test scores. They can improve the presentation of their work. Their abilities in the area of organization can also show improvement. All of these things put together help to facilitate the building of self esteem and industry in our students.
If we believe that students with special education needs have the ability to overcome and compensate for their learning deficits, then it is safe to say that they also have the opportunity to succeed in school using technology. The premise of Assistive Technology is to help students with learning difficulties to overcome, compensate, or build bridges to assist them in showing what they know. Most often, students with these learning difficulties have very high oral capabilities. So they can tell you what they know, and probably talk your ear off till the cows come home. However, in the traditional school setting, they are often limited in their performance, or unable to produce at all. Why is this? There are many factors. Individual teaching style of the teachers is one component; mode of assessment implementation is another.
In the application of Constructivist ideals, students are empowered. They generate their own learning. They become independent and critical thinkers. This is a critical facet of combining the two approaches. Why you ask? Most students with learning problems suffer from self esteem issues and lack confidence due to years of feeling ‘low self worth’, or having seen themselves as ‘not as smart as’ their peers. Facilitating learning through constructivism and assistive technology allows students to soar in their areas of strength. As we know that constructivism supports different learning styles, this is most often the case with students with learning difficulties. Most of these students have strengths that lie in non-traditional areas, such as non-verbal intelligence. This type of strength is generally not fostered in the traditional school setting, and therefore the student doesn’t see the fact that they have abilities, they just lie in non-traditional areas. Constructivism takes this out of the equation though, and allows these students using Assistive Technology to show what they know. Consequently, the results can be very promising. Students can raise test scores. They can improve the presentation of their work. Their abilities in the area of organization can also show improvement. All of these things put together help to facilitate the building of self esteem and industry in our students.
Thursday, July 12, 2007
Connectivism
This theory views learning as a continuing process where the base (our brain) is always being expanded by the addition of small parts. There is a high degree of personal control over what is being learned and an equally high control over the structure of learning. This learning theory emphasizes connection-making and knowing where to find specific information. We connect or network our learning processes so that we can build upon our knowledge.
The rapidly expanding world of technology over the past decades has forced us to rethink how we learn. Because our social environment is rapidly changing, so too must the way we accumulate knowledge.
In his article, “Connectivism – A Learning Theory for the Digital Age”, George Siemens explores how technology has changed and is continually changing society in the way we learn, live and interact with each other. “Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime. Information development was slow. The life of knowledge was measured in decades. Today, these foundational principles have been altered. Knowledge is growing exponentially. In many fields the life of knowledge is now measured in months and years.” http://www.elearnspace.org/Articles/connectivism.htm
Some significant trends in learning:
Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks.
Learning is a continual process, lasting for a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same.
Technology is altering (rewiring) our brains. The tools we use define and shape our thinking.
The organization and the individual are both learning organisms. Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning.
Many of the processes previously handled by learning theories (especially in cognitive information processing) can now be off-loaded to, or supported by, technology.
Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed). http://www.elearnspace.org/Articles/connectivism.htm
References
Connectivism: Learning Theory for the Digital Age. Retrieved July 12, 2007 from http://www.elearnspace.org/Articles/connectivism.htm
The rapidly expanding world of technology over the past decades has forced us to rethink how we learn. Because our social environment is rapidly changing, so too must the way we accumulate knowledge.
In his article, “Connectivism – A Learning Theory for the Digital Age”, George Siemens explores how technology has changed and is continually changing society in the way we learn, live and interact with each other. “Learners as little as forty years ago would complete the required schooling and enter a career that would often last a lifetime. Information development was slow. The life of knowledge was measured in decades. Today, these foundational principles have been altered. Knowledge is growing exponentially. In many fields the life of knowledge is now measured in months and years.” http://www.elearnspace.org/Articles/connectivism.htm
Some significant trends in learning:
Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
Informal learning is a significant aspect of our learning experience. Formal education no longer comprises the majority of our learning. Learning now occurs in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks.
Learning is a continual process, lasting for a lifetime. Learning and work related activities are no longer separate. In many situations, they are the same.
Technology is altering (rewiring) our brains. The tools we use define and shape our thinking.
The organization and the individual are both learning organisms. Increased attention to knowledge management highlights the need for a theory that attempts to explain the link between individual and organizational learning.
Many of the processes previously handled by learning theories (especially in cognitive information processing) can now be off-loaded to, or supported by, technology.
Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed). http://www.elearnspace.org/Articles/connectivism.htm
References
Connectivism: Learning Theory for the Digital Age. Retrieved July 12, 2007 from http://www.elearnspace.org/Articles/connectivism.htm
Application of Assistive Technology
“Universal Design is not just a technique for special education; rather it is a technique to enhance the learning of students.” (Turnball, Turnball, Shank, Smith and Leal, 2002, p.92) Teachers are then able to look at student’s individual needs and plan a program based on their profile.
(Education for All, 2005)
Universal design initially applied to the examination of accessibility for individuals with physical disabilities. Most recently universal design concepts have been applied to the use of computers in order for students to have equal access to the curriculum and allow for a modified curriculum as required. It is important to be proactive about accessibility of information for students and not reactive.
There are cases where teachers will have students in their classrooms that require assistive technology devices in order to participate in a program at their level of ability.
Various programs
are used by the learning-disabled students, that are unable to access curriculum in the traditional manner. Such programs would be Write:Outloud Co: Writer, Kurzweil and Dragon Naturally Speaking to name a few.
Students who have visual or sensory impairments are able to access curriculum using specific programs. For a blind student they can use text-to Braille converter, and screen readers. For the hearing-impaired student they can access their curriculum with the use of FM Amplification systems.
In cases where teachers are working with students with severe disabilities, computers can be accessed with alternative keyboards like intellikeys. You can also use the PECS program for students who are non-verbal. This program allows students to communicate to others using pictures.
Teachers may also look at using different software programs that are suited to student’s particular ability level. These programs would best suit their ability and reading levels. This way they are able to use the computer and to complete tasks that are designed with their program needs in mind.
It is important that a teacher assess the student’s needs to see what will be best suited for accessing the activities that all students are completing.
Ultimately, this creates an inclusive environment for all students.
(Roblyer, 2006)
(Education for All, 2005)
Universal design initially applied to the examination of accessibility for individuals with physical disabilities. Most recently universal design concepts have been applied to the use of computers in order for students to have equal access to the curriculum and allow for a modified curriculum as required. It is important to be proactive about accessibility of information for students and not reactive.
There are cases where teachers will have students in their classrooms that require assistive technology devices in order to participate in a program at their level of ability.
Various programs
are used by the learning-disabled students, that are unable to access curriculum in the traditional manner. Such programs would be Write:Outloud Co: Writer, Kurzweil and Dragon Naturally Speaking to name a few.Students who have visual or sensory impairments are able to access curriculum using specific programs. For a blind student they can use text-to Braille converter, and screen readers. For the hearing-impaired student they can access their curriculum with the use of FM Amplification systems.
In cases where teachers are working with students with severe disabilities, computers can be accessed with alternative keyboards like intellikeys. You can also use the PECS program for students who are non-verbal. This program allows students to communicate to others using pictures.
Teachers may also look at using different software programs that are suited to student’s particular ability level. These programs would best suit their ability and reading levels. This way they are able to use the computer and to complete tasks that are designed with their program needs in mind.
It is important that a teacher assess the student’s needs to see what will be best suited for accessing the activities that all students are completing.
Ultimately, this creates an inclusive environment for all students.
(Roblyer, 2006)
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