In this week’s class we did a “Choose Your Own Adventure”. We were given options about what we wanted to learn more about. I decided to learn about how to use a website called Canva. It can be used for many different purposes. I can make a poster, a graphic organizer, a slide show, a brochure, an interactive backdrop and many other visual forms.
I thought it was super useful to learn about Canva because it helped me for my EDCI 250 class. For my inquiry, I had to create a learning tool, and I decided to make graphic organizers and worksheets.
First off, I found a template, then I edited it to my personal liking and added text. After, you can download the file and use it as you see fit. Additionally, I like that Canva allows you to have interactive slideshows. This can be so helpful in the future presenting a lesson to the class. I believe the class would be more engaged by a more interactive, colourful and graphic slideshow.
Overall, I will definitely be using Canva in my future practices as a teacher.
This week I was looking into Optical Character Recognition software. It’s used a lot by Access and Diversity departments at Universities to support students, mostly with their readings.
Oftentimes, the texts we read in University have been around for a while. Some of them are older textbooks and others might be classic novels or excerpts of longer works. When somebody needs those old books translated into an alternative-to-text format, we can use OCR software.
Basically, the software is used when scanning a physical book, and it turns the words into an editable text file on a computer. There are usually some errors in this process, so someone then looks over the text to make sure it reads well for the student. Next, that text file can be translated into a whole variety of formats, like a digital copy, a text-to-speech audio file or even braille.
OCR technology allows us to take older texts that were produced before the digital age and translate them into some of the accessible formats we rely on and take advantage of today.
For this week’s blog post, I will be doing a voice recording. I sometimes use speech-to-text for school. It helps me get my ideas out as I have output issues. I wanted to be a bit more vulnerable in this post about my personal experience in school and how I am reflecting on my past experiences. This is going to be a podcast style, which I am very excited about trying. When I am being so vulnerable it is easier to get it out verbally. Enjoy!
My group and I decided to explore: “How can technology be used to enrich math throughout different grade levels? Does it coincide with the curriculum?” We really hope our presentation helps our peers in their future practices.
Attached is our slide show and a video of our presentation.
Before Tina’s presentation, I never thought of using gaming or coding in the classroom. There are two terms that I learned: gamification and game-based learning. According to the University of Waterloo, “gamification applies game elements or a game framework to existing learning activities; game-based learning designs learning activities that are intrinsically game-like” (Gamification and game-based learning). Tina has implemented gamification in her classroom and her students seem to have positively responded to this type of learning. Additionally, “Most games feature elements such as rules, goals, interaction, feedback, problem solving, competition, story, and fun (see Vandercruysse, Vandewaetere, & Clarebout, 2012). Though not all of the elements are needed to successfully gamify a learning activity, carefully selecting those elements that help meet the learning objectives of the course can be useful” (Gamification and game-based learning). In other words, including one game feature can be positive for course material and can be a fun way to reinforce learning. One gamification feature that my high school teachers used was Kahoot. You have to answer multiple-choice questions and there is a leaderboard for who can get the correct answer the quickest. My high school teachers used it as review and our class loved them because they were fun.
To continue, a gaming site that was suggested was Hour Code. I found a cute game called Code Monkey. You have to click arrows that are given on your screen to move the monkey to a banana or a treasure chest. The arrows you click have to be exact or else your monkey will not get to the banana or treasure chest. I thought this game would be a great introduction to gaming for kindergarten. Kindergarteners struggle with direction and obviously do not know anything about gaming. This game would be great for getting kindergarteners use to specific directions and basic gaming.
Another option is to use a no-technology game. Students can direct one student with arrows on the floor. The one student can only move with specific arrow directions, students can lead that one person to a place in a classroom and work together.
Jeff Hopkins was our guest speaker during our class. He is the founder and principal of Pacific School of Innovation and Inquiry.
What really resonated with me was his school’s framework. It seems to be very independent and free where each child can select what they want to work on and for how long. Jeff mentioned that one student was working on a novel and they decided to spend three hours of that school day working on it. Additionally, he mentioned that if a student needs help with math, they can pop in just for ten minutes to work with a teacher.
I find that this free-flowing structure is very interesting. I am personally one of those people who needs structure. I like being told what I have to do and having allocated time to do it, like a normal high school. I do not know how much I would personally like Jeff’s school as it is “unstructured.” However, what I really like is that children and teachers work together and help students with their personal interests. I believe schools should focus more on projects and work on student interest.
I think if students have a passion for something that they are working on, they will work harder on it and truly enjoy what they are learning. I am wondering how more student-based projects can be incorporated into the curriculum.
Jeff also mentioned that a lot of the students that attend his school have learning disabitlies. They seem to thrive in the school environment. I am wondering how aspects of Jeff’s schools can be added into the school curriculum to help those who have learning disabilities.
This week’s prompt for our inquiry post is a little different. I was expecting to write about new technology I discovered or ones that I previously used that I found helpful. However, I am expected to “ask questions, turn a corner, try to revisit an older question.” As I have been reflecting on technology being used to help people with learning disabilities, I have reflected on how fortunate I truly am to live in a first-world country where most schools provide children with the technology and support they need. I am also very lucky to have supportive parents that always want the best for me and my learning.
I understand that many children in second-world countries and in some parts of North America do not have access to technology to support their learning. I decided to look at some non-profit organizations that support children with learning disabilities. I could not find any reliable ones online. I did a lot of research and cannot seem to find one that was successful. Additionally, there were no specific non-profits that donate technology or programs to those who are less fortunate with learning disabilities.
Some questions I have is:
-How can we support those who do not have access to technology to support their learning?
-How is school funding allocated for technology? Is it enough?
-How is funding for testing for learning disabilities used?
I understand these are fairly broad questions, it really depends on the school district and province, etc. I do not think with my inquiry project right now that I am able to “turn a corner” as learning disabilities and technology is a huge subject that has many sub-layers.
I decided to ask some of my friends who have learning disabilities about their use of technology to support them. All of them said that using technology to help them just becomes so normal and natural to them. They also mention that they use technology basically every day and that it is just a part of their day-to-day lives. They do not really take a second thought about using technology to support their learning.
My follow-up questions are:
-Why and how is technology the norm for people with learning disabilities?
-How can we normalize the use of more technology in the classroom?
-Should there be a balance between using technology and no use of technology in the classroom with those who have learning disabilities?
Again, I cannot exactly come to conclusions yet, even with these questions. They are just to start conversations around this topic. I do not think there is a right answer but I think by answering these questions there can be more clarity on the situation. Additionally, I would like to mention that I am not bringing up technology programs for my questions above as I think the bigger picture is first either using a laptop or tablet to help support learners.
I have been using Quizlet for over five years as an alternative to writing physical cue cards. It would always take me a really long time to write out cards, so Quizlet offered a digital format. I’m not the strongest memorizer so the cue card format is a helpful way for me to commit facts to memory.
I have Quizlet plus which gives you many additional features as compared to the free version. Some of these include the ability to access cue card sets from other users and specific schools, as well as the ability to enter in a term and retrieve a definition automatically. Plus will also autogenerate cue cards on certain topics to create a helpful quiz. There is also the option for the terms and definitions to be read by the program aloud, which is helpful as an auditory learner.
Additionally, for quizzing you can create matching games and Quizlet will generate a test to review materials with a variety of written answer, multiple choice and matching. Quizzes can be generated based on your existing knowledge level, which it will determine based on your performance on previous quizzes.
Quizlet has proven an excellent study aid for me throughout high school and university. I think it’s an excellent tool for students with learning disabilities such as dyslexia and ADHD. When you aren’t able to access extra support, Quizlet can provide some of that needed support. It’s a time saver and the variety it offers makes it so everyone has access to a quiz format that will help them the best in their studies.
I personally really resonated to today’s class. Tracey brought up some great points that I related to. I could relate to my personal experience and for my parents personal experience.
I was diagnosed with dyslexia when I was in third grade. My third grade teacher talked to my parents about my struggles in class and she suggested to them that I get tested for a learning disabiluty. My teacher was very supportive and kind talking to my parents. My parents gave me the support I needed. I understand this is not the case for some teachers and parents as Tracey mentioned. If the teacher starts off with what their child is struggling with or doing wrong, then the parents will not react well. Addiotanlly in some cases, some parents are not as supportive or belive there is nothing wrong with their child. The result is the child not getting as much support they need.
In my personal experience, when my parents got my test results back, they were scared. They did not know how my future shool career would look like. I am very fortunate to have supportive parents and teachers to help me.
Additoally, technology has been a huge help for my learning. However, I had had lash back from my peers stating that “I do not deserve to have a computer because [I am] not disabled enough,” as they did not et to have one. Tracey brought this up too and it is very harmful and hurtful for students with learning disabilities, it invalidates their struggles.
I hope to use my personal experience to help advocate for my future students learning needs.
I personally have never heard of Ed Camp ever before. I have heard of Pro-D days where teachers attend workshops so they can learn new things regarding teaching from guest speakers and workshops. However, when I heard the word “camp,” I was a little confused by it, maybe because I thought that it would be like a sleepaway camp for teachers. I was completely wrong.
When it was explained to me, I really liked that Ed Camp was free, unlike Pro-D day where you have to pay for workshops. That means anyone can attend and learn new things without any additional costs, as I believe Pro-D workshops and organizing them are expensive. I also really love how everything that is learned is through discussing and communicating with fellow teachers, it is an open conversation. Additionally, I like how participants can come and go as they please and go to a new session if they like.
I understand that Ed Camp is different than Pro-D however, I do think Ed Camp is more accessible and inclusive by including open dialogue. When we tried Ed Camp in class, we proposed new things that we wanted to learn or facilitate. Then we voted on which ones we wanted to participate in. Then we went to each session as we pleased and a timer went off after 20 minutes for an actual proper switch. I think the 20 minutes gave us enough time for all of us to have a meaningful conversation. Everyone was very keen, open, and respectful to comments and questions. I got to hear about my peer’s experiences, which I never usually get to. I think we all learned a new perspective, strategies, questions, and more. I think it is really beneficial for future teachers and current teachers to participate in these meaningful conversations. I hope to do Ed Camp again in the future.
