Fight My Cause

Okay, it is crunch time. There are tools that I need in order to provide my students with the proper education. Now I am going to start fighting for these tools.

Step 1: An interactive whiteboard

Clearly, I realize my school is not going to buy me a Smartboard. My alternative? I will wait 3 weeks to see if I can get them to commit to buying a Mimio unit. Either way, I am getting it, even if I have to break out my credit card. Below is one of the articles that I will use to defend my need for this device.

http://www.ingentaconnect.com/content/bpl/bjet/2008/00000039/00000001/art00007

Step 2: A touch screen monitor for my visually impaired child.

I'll have more to report after Tuesday when I meet with administration.

Journal of Special Education Technology

Just yesterday, I met with my county's adaptive technology specialist. We were going rounds about getting the tools that my kids need. The specialist wasn't fighting me because she did not feel that the devices I was asking for were unneeded, but more so because her hands were tied and she knew that I would have a hard time getting the county to provide my class with these tools.

 

I have two children in particular that have been completely non-responsive to all other methods of learning. Recently, the light went on and both of these children are trying to learn. What do I have to contribute to their sudden awakening? Computers! Both of these students have suddenly gained a love of learning because I found a niche that makes it fun for them.

 

I am currently in the process of designing a distance education program that stops student regression by presenting an online learning. At present, I am trying to get a touch screen for my one child so he won't have to strain to look back and forth between the monitor, the keyboard and the mouse.

 

I stumbled upon a great journal that is specific to using technology in the education of students with exceptional needs. In the particular excerpt that I reviewed, the title says it all… The future is now. This article is one of a series that addresses adaptive needs and learning needs of students and how technology plays an integral part in their education.

 

"Understanding how children are using and learning from consumer learning technologies is critical to maximizing their potential for students with disabilities." This article is one of many that I will use to support getting the technology I need for my kids.

 

Gray, T, & Silver-Pacuilla, H (2007). The Future is Now: Application and Innovation of Technology. Journal of Special Education Technology, 22:3, Retrieved April 15, 2008, from http://vnweb.hwwilsonweb.com/hww/results/external_link_maincontentframe.jhtml?_DARGS=/hww/results/results_common.jhtml.16.

Preparing Future Teachers

Over the past week, I have been extremely busy preparing for and working with future teachers. I taught two classes at the local college, teaching first semester, college of education students. I hope I was able to teach them some things. They certainly taught me a lot! We are preparing these future educators to teach students to read and how to be successful learners. They receive training on how to identify the special needs of the students and what to do to accommodate special needs. With everything they are taught (and believe me I know what a great education they are receiving, I learned from some of these same professors. Two of the professors who are teaching them are my mentors. They are both very well respected and extremely knowledgeable especially in the field of education.)

 

Still, I realized something. They need an additional class. Not necessarily a semester long course, I think it would be better to offer a series of 2-3 meetings per semester. These future teachers need to be taught the tools that they can access to make them better prepared. They need someone who has been through the program that can talk more candidly, answer their questions and demonstrate teaching techniques. Most of all they need to be shown what they have for technology.

 

In setting up for my class, I put my Livetext (electronic portfolio) up on the screen. One student greeted me with "I hope you're not going to be teaching us Livetext." She went on to tell me how they had a couple of professors who were "always Livetext this and Livetext that" and that she was "Livetexted out." By the way this same girl ended up taking notes on what I had to offer about Livetext. I am certain that they have had many opportunities to see how to upload files into their Livetext. I am sure they have been shown how to set up their FEAPS and ESOL folders and how to submit items for review within these folders. What they haven't been shown is how to create their lesson plans in templates that use the schools preferred style of lesson plan (Charlotte Danielson's Lesson Plan). They needed someone to show them how to create documents in new files, incorporate links, files, videos, websites, research articles, worksheets, etc. They needed someone to demonstrate how to create rubrics and tests directly in their lesson plan. They needed to be shown how to print, copy, save and share their work.

 

Among these things, I also taught them about resources they needed to utilize. I taught them about the Discovery Education Network (DEN) including United Streaming. I showed them the Webinars that are offered in the DEN, telling them to take advantage of them. I showed them how to embed links from this resource directly into their lesson plan. I shared my social bookmarking account and told them how to set up their own. I shared this blog site and encouraged them to check it out. Then I challenged them to set up their own. I told them about some free resources that they could use either as a teacher or for their students. I taught them money saving lessons on how to get things they need without paying for them and without waiting for the school or county to be able to get it for them.

 

I stressed to them to make their selves more marketable. I said to get at least dual certifications, one general education and one exceptional education and to do it to cover the grade levels they believe they preferred to teach. I told them to join the Council for Exceptional Children (at the national level if they could afford to do so, but at least at the local level). I urged them to make honors society and to join Kappa Delta Pi as soon as they are invited. All these things not only look good on a resume, but they are excellent resources that help the teacher continue to be the learner.

 

I pointed out how they were about to become teachers in a global society, filled with 21^st century learners and how their students could very well be smarter than them when it came to using technology. I demonstrated what the 21^st century learner looked like and gave personal examples of how they multi-task everything.

 

I closed by offering to be there for them. I know especially as a first year student, I would have appreciated having someone who had been there before me, to answer my questions and put my mind at ease. I encouraged them to email me, if they needed to and to periodically check my sites that I had shared with them. Then I invited them to come be part of my classroom. I suggested that they fulfill some of their hours in my classroom. I warned them that it would not be easy and that I would put them to work immediately, but that my class could be that deciding factor that they need.

I hope to continue to teach classes like this one to the next generations of future teachers.

 

 

 

Best Practices in Virtual Learning: Teacher View

One of my professors recently co-wrote an article about virtual school in the K-12 setting. Dr. Ferdig's article is a great help toward my goal of designing an online education program designed for students of exceptional education. It was nice to hear testimonials from the Michigan Virtual School (MVS). As reported in this article, it is difficult to find research that reports on the teachers' accounts of the research and results. I like how Dr. Ferdig and his associates focused on the importance of interaction between the educator, the designer and the students. This article quoted "The selection and coordination of pedagogy, technology, and content is a primary task for teachers in order to provide students with quality online learning opportunities" (Kurtz, Beaudoin, & Sagee, 2004a; Olson & Wisher, 2002). I appreciated the easy to read chart, identifying behavior management needs in virtual school. Behavior/classroom management when it is a virtual class? Is that really necessary? I knew it would be with my kids (special needs) but I now realize it would be needed regardless of students' ages or ability levels. At the end of the article, a term was penned that I think better describes the program that I am trying to establish… hybrid. I would like to design a program that starts as face to face, using technology and the computer based learning within the classroom but moves toward a virtual classroom and distance education program that would allow me to work with my students throughout the summer, keeping them up to date with their studies, thus eliminating or drastically reducing the regression rate among exceptional education students. Thank you, Dr. Ferdig and thanks to your colleagues for making this article available to all of us.

DiPietro, M., Ferdig, R. E., Black, E.W. & Preston, M. (2008). Best practices in teaching K-12 online: Lessons learned from Michigan Virtual School teachers. Journal of Interactive Online Learning, 7(1), 10-35.

Welcome to the KDP

Tonight, I had the honor of being the guest speaker at the induction ceremony, welcoming new members to the National Honors Society of the College of Education, Kappa Delta Pi. I have decided to attach my speech as tonight's blog because I feel that it does an excellent job of explaining why I am here and what my intentions are toward my students.

Future Teachers, Professors and Colleagues,

I stand before you today, reminiscent of the day that I was seated in a similar audience. Just two short years ago, I sat where you are, waiting to become a member of Kappa Delta Pi. I have to admit, I was surprised when I got the call asking me to speak at your induction ceremony. After all, we met before, and the impression I left at our last meeting was hopefully not a good one.

I stood before many of you on a different stage for your orientation. The KDP did a presentation on the expectations of a College of Education Student and I am ashamed to admit, in the skit I played the bad example. I was scantily dressed, rude toward my classmates and disrespectful to my professor. Basically, I was everything you clearly are not. You have been invited to join this crowd today because you are the best of the best. You have proven yourself to be virtuous of the values our organization represents: service, toil, and fidelity to humanity.

Recently, I read an article in the St. Petersburg Times. I would like to take a minute to touch on two things I took away from this article. First, the title… staff writer Jeffrey Solocheck wrote "A tough title to carry: teacher". How true. People say teachers are overworked, underpaid, underappreciated and in my opinion we are often overlooked. Overlooked? Think about it. At how many awards ceremonies do you see the best lead actor thank his first grade teacher for teaching him how to read so he could go on to read and memorize his scripts? So why do we do it? Let me give you an example.

Allow me to tell you about one of my students. For the sake of her privacy, I am going to call her Abby. Abby is labeled what they call Trainable Mentally Handicapped; she also suffers a severe language impairment. Abby could barely talk. She had a voice but was incapable of enunciating, she tried to sign she knew a few letters to fingerspell, but she couldn't spell. When Abby came to me, she was in the third grade, a non reader, who did not know her alphabet without singing it. She could not even identify her numbers 1-10 if they were presented out of sequence. Abby's needs were more profound than what I could do for her in my class, but let me tell you why she made my job worthwhile…

It was the day before Thanksgiving break and we had been working together diligently since the first day of school. On this day, Abby sat down to do some practice drills with one of my assistants, like she had done every day before. This day was different.

Today, Abby got it right! She was so excited that she grabbed the paper, ripping it out of the assistants hand, ran over and stood between me and the group with whom I was working. "I did it!" she screamed. For the first time, probably ever, the child understood.

In this moment and in many moments besides this one, I did not just feel satisfied because my students were learning. I wanted to cry from excitement because I felt the joy that my student was feeling because she had learned! That is why we do it; we do it for the Abby's of this world; We do it for our kids!

The second thing I want to share with you from that article was a quote that resonates in my head. A representative of the teacher's union was critical of the quality of teachers being hired today. Without going into the specifics of what was said or why, I would like respond to the opinion stated. If that PCTA rep was here today, I would tell him "You're wrong!" I would tell him to look around him.

I would say "let me tell you what you see… You are looking at hard working, conscientious, caring teachers. We represent the level of quality by which the standards should be set. We work strenuously (hm hm toil), we provide a great service, educating the future doctors, leaders and teachers of a global society. We are steadfast to the promises we make and to our duties as educators.

As you leave here today, I want to take with you a few words to live by…First when the title teacher becomes a little tough to carry, drag it behind you in your little book cart. Next, always continue to learn.

I've heard many motivational speakers say that "When you're green you're growing and when you're ripe you're rotten." So stay green. Be a leader and set the example. And finally I want to close with a very short poem, written by the wisest man I know…my dad.

Life

by Tom Walden

Life is what you make of it,

So make of it the best.

God helped you through the worst of it.

He'll help you through the rest.

And if you're feeling down a bit

And everyone's being a pest,

Just thank the Lord you're part of it

And Laugh at them in jest.

Thank you and may you have good luck in this adventure on which you have embarked.

Back to School with the Class of Web 2.0: How it Pertains to Me

Brian Benzinger's 3 part article Back to School with the Class of Web 2.0
is broken down into three very helpful parts. Section 1 gives great insight into the tools needed to become a teacher of 21^st century learners. Section 2 provides details into Office style applications and a glimpse at how students can work collaboratively. Part 3 provides testimonials and real world accounts of social networking and teaching or learning in a Web 2.0 world.

My next step in designing a technology based program for the students of exceptional education will be to compile a list similar to Mr. Benzinger's but providing information on how these applications will be helpful to my students. To do this, I will need to try out each program, compile a list of good sites and not so good sites. Next, I will look at how these sites can be utilized for accommodation, ability to assist, remediation, or enrichment. I will be designing lessons in which students will use these tools to express what they have learned, using their own technique and in a way that lets me know they are using problem solving or higher order thinking skills. I am really anxious to get the program off the ground. I have a vision for what I want, but still lack the experience to put it all together. I see this project taking a while, I just hope I can stay current with it and with the Web 2.0.

Pending Presentations

I will be teaching two classes at the St. Petersburg College, in the College of Education. The sessions are both evening classes on April 15th & 16th. As a Star Educator, it is my duty to educate teachers and future educators on the Discovery Education Network and all that it has to offer. We will be taking an in depth look at the resources offered by Discovery. Other discussion topics will include certifications and real world testimonials. If you would like more information, please email me.

Preparing to Go Back to School with the ESE Class of Web 2.0

They may have special needs and learn on a different level than the students in a general education classroom, but they are still children growing up in the world of Web 2.0. My future plans include designing a program where my students spend the school year learning to do their assignments on the computer in order to help their progression. Students will learn new ways of expressing themselves and will use the tools that Web 2.0 has to offer, in an effort to develop higher order thinking skills. They will receive the assistive technology that they need and will be able to try out new devices that may assist them even though the device might not be intended for their particular disability. Students will receive accommodation through computer-based technology. They will receive lesson enhancements and remediation in the form of games and activities on the computer.

All of these things will be put into practice, allow the students to gain the self confidence to be able to do it on their own. This will lead into my long term goal… Overcome regression.

The average student loses as much as 40% of what they have learned during the school year, over the summer break. For students with mental handicaps or severe learning disabilities, to lose as much as 70% is not uncommon. I want to overcome that gap. By designing a distance education program that allows the students to keep their minds actively engaged, I will be able to help them retain what they have learned.

I found a great 3 part article that provides a great introduction to Web 2.0, its tools and its students. I plan to use what I have learned from these Blogs and to assemble a program that will work for my students. Back to School with the Class of Web 2.0 gives a lot of information that will help me to achieve my goal. Here, Brian Benzinger provides a categorized list of the tools available and identifies what each tool can do. Keep in mind the blog was posted in 2006 and many things have changed since then; there are more tools like these and some of the ones listed are no longer available, but it is still a good starting point.

Benzinger, B (2006, September 29). Back to School with the Class of Web 2.0. Solution Watch, Retrieved April 03, 2008, from http://www.solutionwatch.com/512/back-to-school-with-the-class-of-web-20-part-1/

Get ready for your 21st century learners

I just sat through the most informative presentation. It was a webinar presented through the Discovery Education Network. Discovery offers all sorts of resources for teachers, but the free internet-based seminars (aka webinars) are the best. You dedicate about an hour of your time and in return you receive training from an experienced educator in the subjects you choose.

I don't want to be a commercial for any company or service but if you have not signed up to be a Discovery Educator, you should!

Today's webinar was an introduction to the path that educational technology is leading us down. It was a lesson in what the Web 2.0 is and how to teach the 21^st century learners. Brad Fountain, today's presenter introduced many great resources for teaching in this multi-media world. The power point that accompanied the webinar is available through www.discoveryeducation.com. Select Educator Network, Blogs, National and this presentation is featured in the right hand column. "Twenty-first century teaching for twenty-first century learners" is an excellent compliment to what we are learning in the Educational Technology program. Check out: http://blog.discoveryeducation.com/blog/2008/04/01/21st-century-teaching-for-21st-century-students/ and if you aren't a member of the Discovery Education Network, sign up for a trial membership. I am confident you will like what you see.

Wednesday, I am teaching a session to College of Education students at St. Petersburg College. I will be introducing them to the Discovery Education Network (DEN) and United Streaming. I will be teaching this course as my final step in becoming a Star Educator with DEN. I'll post tomorrow night on my experience, teaching at the college level.

Upcoming events, I will be hosting a second class on April 10^th for colleagues at the elementary school at which I teach. On April 11^th, I will be the guest speaker at the Kappa Delta Pi induction ceremony for St. Petersburg College.

Can children with learning disabilities and mental handicaps be more successful learners with web based learning?

This is a question that I often ask myself. I say "Yes" and I am going to eventually prove it.

Each day, I work with my students trying to find ways to make them more successful. It has been my experience that when the work is presented as a computer based activity the student is more willing to participate. I have also seen that when the student is agreeable with the assignment, the results are improved. Therefore, it is my mission to prove that children with impairments that hinder learning can be more successful in a setting that offers web-based learning. I found another article to help support my argument. "Exploring the relationships between Web usability and students' perceived learning in Web-based multimedia (WBMM) tutorials" is featured in Science Direct. This study is more along the lines of what I am trying to establish for my students. I do not want to replace my time in class with time at a computer. Instead, I want web based learning to compliment what we are doing together in class. I need the face to face interaction with my kids as much as they need that one on one personal attention from me. What I am proposing is a way that I can keep my kids from regressing over summer break; I can maintain my relationship with them and I can help them to be better prepared for the next grade level's expectations.

The case study, done at the university in Albany, NY is exactly the type of documentation that I need to support my proposal. Working with the three main learning theories, these researchers investigated how constructivist, behaviorist, and cognitive learners fared when face to face classes were complimented by various Web-based multi-media supplements. Focusing primarily on the cognitive approach to learning, the researchers investigated the impact that the WBMM had on overall learning. The article features examples of what the students participating in the study saw. It shows the survey that these students took, sharing their views on the study. Graphs and statistics are referenced to demonstrate that this is a successful learning approach. More than 65% of the students said that the WBMM tutorials did improve their learning (The graph showing the poll results is featured below).

This study has a similar set-up to what I want to do with my kids. Instead of meeting face to face each week, I will begin with face to face interaction, move to web-based multi-media lessons, and then return to face to face with complimentary web based interactions to continue throughout the next year. I am anxious to start gathering my own data and report on the success of my case study.

Resources for this blog included:

Informal research personally conducted at Walsingham Elementary School in Largo, FL, with the students of the 2^nd-4^th grade IVE program.

Mackey, T & Jinwon, H (2008).Exploring the Relationships between Web Usability and Students' Perceived Learning in Web-Based Multimedia (WBMM) Tutorials. Computers & Education. v50 n1 , 386-409 .

A full text version of the article referenced may be viewed at http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VCJ-4M3J0MN-1&_user=10&_coverDate=01%2F31%2F2008&_rdoc=27&_fmt=full&_orig=browse&_srch=doc-info(%23toc%235956%232008%23999499998%23670613%23FLA%23display%23Volume)&_cdi=5956&_sort=d&_docanchor=&_ct=30&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=0814fc2e6650fd40b198c08d3fb1cf72

 

 

 

Make your presence known!

Before I can become a successful Distance Education (DE) Teacher, using online technology to increase learning potential for the children in exceptional education (ESE) programs, I have to get my name out there and develop an association between Elizabeth Snider, Education for children with disabilities and the idea of DE for ESE.

Because I want to make my name synonymous with the computer based education associated with exceptional education, I need to increase my web presence. I have established a few blogs. Besides this one, I also have www.de4ese.blogspot.com and www.esnider234ive.blogspot.com. I have established wikis and blog lines and even have a couple of websites. For more about my web existence, check out http://sniders-stars.wikispaces.com/, www.ryanrecord.com or http://it.pinellas.k12.fl.us/Teachers8/SniderA/. All of these addresses were created before I invested in a really great resource. After purchasing and reading the book, I recommend "The Non-Designer's Web Book (2^nd Edition)" by Robin Williams and John Tollett. I am anxious to get the time to apply what I learned from this book to improve my own visibility on the World Wide Web.

Disabled doesn’t mean not able!

Children with disabilities are children first. We must look beyond the handicaps. As a teacher of special needs kids, I view everything through altered glasses, meaning that I analyze it. I consider three questions… How will this help my students? What will they get from it? How can this teach them?

I found a great website that helps us to appreciate people with disabilities who have gained fame. As we look back in history, many accomplishments are noted. What do all the people pictured in this virtual tour have in common? They were never expected to be successful at anything, because of their handicaps.

http://www.museumofdisability.org/ is a virtual walk through museum. Through this museum you can learn about the spots accomplishments, medical aides, the cures, advocates, and educators that fought for and helped these people. Use this site to learn about the laws that protect people with disabilities.

I see this site as a great history unit, especially for my more profound students.

A Checklist Testing Software to Student Appropriateness

The Council for Exceptional Children’s Division of Technology and Media (TAM) has come up with a great tool for helping teachers know how to evaluate software to see if it fulfills the needs of our students. Keeping in mind that all students’ brains develop differently and that we must understand the psychology of each child individually, this checklist identifies what we need to consider when choosing the appropriate software to suit our students. This checklist reaches beyond the typical student and evaluates the software according to the needs of a child who is learning disabled. Go to http://www.tamcec.org/pdf/TIA%20Nov%202007%204Web.pdf to see the latest issue of this newsletter. Here, you will find an in depth explanation of how the checklist was devised, what its purpose is and why it was created. At the end of the article are reproducible that you can use to test software for yourself. Most software available today offers some sort of downloadable short term version that can be used as a trial version; I recommend (especially for teachers whose kids have learning disabilities). With the trial version, use it for yourself. Then observe a student using it, complete the checklist and determine that the software is appropriate for the needs in your classroom. Do this before purchasing the programs and you will save yourself money and aggravation.
Boone, R, Higgins, K, (2007, Nov). The Software Checklist: Evaluating Educational Software for Use by Students with Disabilities. Technology in Action, 3:1, Retrieved March 20, 2008, from http://www.tamcec.org/pdf/TIA%20Nov%202007%204Web.pdf

Using Instructional Technology in Exceptional Education

Consideration needs to be given to the effect that technology has on learning for children in exceptional education. I recently found an article that reveals where our path should be leading us; telling the results of research that investigates how these students respond to technology. Through documented practice and referenced research, these four gentlemen confirm what I am seeing in my own classroom… The students with disabilities are able to be more successful learners through computer-based learning. So much of being able to teach the students with moderate to severe disabilities is keeping them focused. For students with visual handicaps the auditory portions must be exciting and poignant. For students with short attention spans, whether it is due to ADHD, ADD or cognitive or processing delays perform better when information is presented in a manner that is brief, simple but colorful. Langone and his co-authors discuss how using simulated settings such as in the classroom or in a grocery store can help these students to process information that is crucial to their survival in the real world. This form of interactive technology offers an outlet for allowing the students learn transitioning, life skills and other important life skills. Interactive technology allows students to learn in an environment that does not jeopardize their safety if they fail. It also cuts down on the expense accrued by community and classroom based learning. The main source of research for this article is a project identified as Project Shop. This is a CD-ROM that features simulated learning, teaching these high risk students how to shop for themselves in the community. In the article, they compare situated learning to simulated learning. The article reveals that the important connection between situated learning and simulated learning, and their ability to be successful can be attributed to target stimuli. A group from Vanderbilt University has introduced Anchored Instruction which applies situated learning into simulated presentations which is hopeful to help students with disabilities to learn problem solving skills and how to process higher order thinking. I am anxious to study this article further and look into the many articles used as resources for producing this journal entry.

Langone, J, Clees, T, Rieber, L, & Matzko, M The Future of Computer-based Interactive Technology for Teaching Individuals With Moderate to Severe Disabilities: Issues Relating to Research and Practice. JSET ejournal, RetrievedMarch 19. 2008, from http://jset.unlv.edu/18.1/langone/first.html.

FCAT & FAASD for ESE

Today I completed the last section of the Alternate Assesssment for my students working toward a Special Diploma and yesterday concluded the final session of the FCAT and NRT testing for my 3rd grade, standard diploma students. Because my students have IEPs with accomodations, I was able to read the tests to them. It was awful! To watch my students struggle with the questions, exhibit the inability to "fill in the bubble completely" and avoid stray marks that may be read as their answer... not even close! My students had no concept of working their problems out; they just guessed. For the reading portion, I had students finish the entire test faster than I could have read half of the questions. Because of my experience, I played around with questions similiar to the ones I read in the tests. I created a computer based version of the tests that I did in small groups and allowed students to do in a one on one setting. With students looking at the questions on the computer, presented with scratch paper and told to work the problems, they were more successful. For example one student who scored a 12% on the most recent Math Commmon Assessment, was given the same questions featured in the Common Assesment taken last month. On the exact same questions, he improved his score from a 3/24 to a 17/24 (21%). I will be using the results of my experience as defense for a computer based test and a technology based test prep.

Distance Education for Exceptional Education Needs

Development Project PlanI. Audience: This program is designed for beginning second through ending fourth grade students, enrolled in exceptional education programs that emphasize accommodation with mental handicaps, cognitive delays and/or specific learning disabilities. The program will be designed for students functioning on a second grade level, but will accommodate non-readers as well as visually impaired. The purpose of this distance education program (DE) is to prevent skill regression, remediate and prepare students for the upcoming school year. It has been designed as a summer program that will allow the teacher and students to work together in an asynchronous manner while school is out of session.The program has been created for students from low socio-economic status (SES) families. The software used is free or has been funded by the teacher, school or school district and requires few downloads. The necessary applications can be accessed from any public computer, allowing students who do not have a computer at home to still participate. It was designed in this fashion to ensure the participation of all students including the 70% of students in the current class enrollment who are free or reduced lunch (indicating low SES).Students participating in this program have already received training in how to use each of the applications here-in defined. Students will have prior knowledge of Microsoft Office applications: Word, Power Point, Publisher as well as being versed in Internet resourcing. The students participating in this program will have spent a minimum of one hour weekly in the school’s computer lab, receiving hands on tutorial on each application. They will have spent approximately 50 hours of class time familiarizing themselves with these programs; receiving one-on-one assistance or in small groups at in-class computers. All projects and assignments will appeal to the students learning styles because, with this being an ESE classroom, all students have shown better success with lessons that are kinesthetic in nature. This application appeals to all learning styles because it incorporates all the modalities associated with learning. Students are able to touch, hear and see all levels of the project.This project is being developed for the students belonging to Walsingham Elementary School in the self contained Independent Varying Exceptionalities classes. For the pilot year, it will be open to this specific group of students at this school only, and only to the students who were in the first through fourth grades at the end of the 2007-08 school year. This program correlates with the schools mission “to provide a safe learning environment that will build students’ self-esteem as they advance to their highest individual and academic potential.” The program will support the current quality of the IVE students’ educational structures, with all projects and assignments compliant to Sunshine State Standards for both standard and special diplomas. Consent will be sought by the school administration as well as county school district approval.II. Content: This will be a six week, distance education, cross curricular program, focused on the Social Studies with the infusion of Language Arts and Math. It will be taught with the support of Music and Technology.Using the given song, with lyrics of historical significance, Billy Joel’s “We Didn’t Start the Fire”:In summary, this distance education unit, entitled “Fire Starter” will break down and define the people, places and events listed within the Billy Joel song. Students will be answering the essential question...How was history made in your lifetime? The unit question will ponder: What impact did our generation have on world history? Content questions will include:Who are these people?What are these events?Why are these things significant to history?Collaboration: The unit plan will include a total of 3 50 minute asynchronous lessons. It will also include 2 15-20 minute mini lessons, per project, in live chat format (essential one mini lesson each week).The standards and benchmarks are:Social Studies: SS.A.1.3.1 The student extends and refines understanding that historical events are subject to different interpretations (for example, patterns, chronology, sequencing including cause and effect and the identification of historical periods). GLE #2. The student understands chronology (for example, knows how to construct and label a timeline of events). SS.A.2.3.2: The student knows how major historical developments have had an impact on the development of civilizations. GLE #1. The student knows ways major historical developments have influenced selected groups over time (for example, the rise and spread of the Muslim religion).Language Arts: Standard 2: The student constructs meaning from a wide range of texts. LA.A.2.3.1: The student determines the main idea or essential message in a text and identifies relevant details and facts and patterns of organization. GLE #4. Analyzes ways writers organize and present ideas (for example, through chronology, comparison-contrast, and cause-effect).III. Goals and ObjectivesThe student objectives and learning outcomes will be:1. The students to identify and explain people, places and events listed within the lyrics of a given song with 80% accuracy (Due by week 2’s end).2. The students will create and present a Power Point Presentation based on the lyrics of the song, presenting lyrics that have historical significance within the timeline of their own lives (Due by week 4’s end).3. Students will create a newsletter or brochure demonstrating comprehension of the historical relevance of the lyrics in the given song (Due by week 6’s end).4. The students will subdivide into groups of 4 to 6 people and will create a final report from afore listed options as their final project. This final project will not be due until the end of the second week of the upcoming school year. (Thus allowing students face to face interaction and live small groups, with teacher assistance to complete the final assignment.)a. Students may create a website or wiki for a written report with each member of the group editing or adding to the product.b. They may present an oral report using applications such as Voice Thread, with each member of the group sharing/contributing to the conference.c. They may present a video presentation (using skit, role play or reenactment) as a small group.The Student Goal for this project will be that upon completion of this DE program, I (the student) will be able to successfully explain how history has been made during my lifetime. The Teacher Goal is to “fan the fire” (Snider, 2008) of knowledge. The project is designed to decrease the chances of regression and allow students a structured opportunity to learn new forms of expression, enhance the skills they’ve previously learned and to introduce new skills that will be necessary for the year ahead.The timeline will be take place over a six week period. All grades will be with held until the end of the six week period, allowing the students time to modify their work and make changes according to newly gained knowledge or teacher feedback. The project will be broken down into 3 stages with a final project that will be due two weeks after the start of the regular school year. Grades will be administered as one total grade, compiled from three categories (each project being one category) and will be their first marked grade of the initial grading period when traditional classes resume. The final project will be the second grade awarded for the initial grading period upon returning to school. Scoring will be based on rubrics explained in the teacher PowerPoint (viewed at the end of the previous school year and available online at the student’s discretion).IV. Activities: The lesson will be introduced by showing the music video http://www.youtube.com/watch?v=pKu2QaytmrM . Enthusiasm will be peaked by presenting the University of Chicago student’s slideshow http://home.uchicago.edu/%7Eyli5/Flash/Fire.html. Three scheduled slideshow presentations will take place as part of asynchronous conferences. The slideshows will be created using Power Point and will be discussed by adding individual comments to a Voice Thread account. Assignments will be submitted by emailing a URL address or Web link to the teacher within the allotted time. www.slideshare.net/AESnider/presentation3-288642/, www.slideshare.net/AESnider/presentation2-288640/, and www.slideshare.net/AESnider/assignment-3-280474/Other planned activities include:1. Supplemental learning will be provided through computer based lessons that are chosen because of their ability to reaffirm lessons taught during the previous school year.2. Computer based lessons that will introduce objectives from the upcoming school year. Sources include Starfall, TumbleBooks, FCAT Explorer, and Riverdeep: Destination Success.3. Students will attend a virtual field trip through http://www.kidscosmos.org/welcome.html.4. Students will practice their math skills by working with manipulatives online through http://nlvm.usu.edu/en/nav/vlibrary.html.5. Links will be provided to other practice sources through http://del.icio.us/aesnider and the schools resource page, http://destiny.pinellas.k12.fl.us/common/welcome.jsp?site=176.V. Materials and Media: This Distance Education Program will be possible through the assistance of printed materials, internet resources, virtual applications and various supplies.Printed Materials: Students may use their textbooks, encyclopedias, archived newspapers, and archived magazines.Internet resources: Student chosen search engines (example Google, MSN, or Yahoo). Inspirational slideshow used as introduction to lesson, courtesy of http://home.uchicago.edu/%7Eyli5/Flash/Fire.html. The actual video filmed and performed by Billy Joel of the song “We Didn’t Start the Fire” will be shown thanks to YouTube. Test preparation, supplemental and remediating lessons and additional practice will be given through links to Starfall, TumbleBooks, FCAT Explorer, and Riverdeep: Destination Success.Virtual applications: Students will take a virtual tour of the National Library of Congress, courtesy of www.loc.gov. Other Virtual applications will be provided by http://www.kidscosmos.org/welcome.html.Technology – hardware: Students may use computers, digital cameras, the internet, laser disk players, printers, projection systems, scanners, television and VCR or DVD, and/or video cameras during the duration of this program.Technology – software: In completion of this program, students may use various forms of software to assist in: desktop publishing, email, image processing, web page development and word processing, as well as for multimedia applications, as encyclopedias on CD-ROM and in the form of internet web browsers,.VI. Assessment: All grading will be withheld until the end of the six week program. Teacher feedback will be provided through duration of the summer session. Detailed feedback and suggestions will be made at the end of each two week interval and will be specific to the section of the project submitted. The final project will be graded upon the completion of the second week back to school in the fall, allowing students face-to-face interaction for the final project. Grades will be given based on specific criteria and according to the rubrics listed below.

Avoid Behavior Management

Despite a very strong classroom management plan that is highly structured and complete with a contingency contract, I learned very quickly that with even the best planned classroom suffers at the hand of behavior management. I left my class in the care of my two very competent assistants for one hour and my students took control! The manner in which behaviors hinder academic ability is yet one more defense for developing an online learning environment for Exceptional Student Education (ESE). The students in my program are easily distracted, often off task and exhibit inappropriate behaviors in a domino effect with their classmates. I will be using the following article in my proposal for a distance education program for the ESE students of my school. Managing behavior in a classroom is a vital part of the education process. In order to teach our students, we need their attention and they need to know our expectations. There are many methods for managing behavior; it is up to us to find and implement the methods that work best with our students. In the article Using Video Self-Modeling to Decrease Inappropriate Behavior, three educators test and report on one approach to behavior management. This article was written based on the observations of one of the authors, Janet Graetz. In her situation, the student whose behavior needed managing, Peter, had autism. The article accounts for how allowing Peter to watch himself model the desired behavior decreased his aggressive tendencies. The authors also describe the method of using social stories in order to help the students understand proper behavior under various circumstances, and discuss the effectiveness of social stories with this particular student. They stress the importance of visual aides such as pictures, especially with students like Peter who are occipital learners. The three authors introduce video modeling is and explain how it works. Video modeling allows a student to see others demonstrating a target behavior and then see themselves demonstrating the same behavior. The approach is strengthened by allowing the student to observe role-play of the behavior, known as “In-Vivo Modeling”. They discuss success stories and stories of failure using video modeling. Modeling the appropriate behavior has proven successful in many situations. This article considers with which students and in what situations video modeling would be helpful.If you are interested in this approach to behavior management, the article advises that there are five steps to successful video self-modeling. After you have identified which students you wish to use this method on, you need to identify each student’s target behavior. This can be a behavior that you want to decrease or increase. The target behavior must be videotaped. The tape may have to be edited, but then you want the student to watch the video. Allow the student to observe the video of himself performing the desired or undesired behavior, and then discuss the video with the student. This approach may be used more than once and it is encouraged that the student observes more than one taped setting in which he and others perform the target behavior. Also the student may need to watch and discuss the video several times and may even need to review it, even after the target behavior has be achieved or diminished. This article was encouraging. It made video self-modeling seem like a favorable approach, especially because it was successful with Peter. Peter seemed to be proud to recognize himself on the video and was excited to get to watch the tape. One personal bit of advise though, make sure you get the parents consent before you video their child. Also, be mindful that the child whose behavior is being targeted is not the only person on the video. If you are interested in reading the complete article, it can be found in the most recent edition of Teaching Exceptional Children. Also check out the website http://www.alaskachd.org/video/index.html for further information and links to supporting documentation. On a personal note, I would like the opportunity to try this approach with one of my own students. References:Graetz, Janet E., Mastropieri, Margo A., Scruggs, Thomas E. (May/June 2006). Show Time: Using Video Self-Modeling to Decrease Inappropriate Behavior. Teaching Exceptional Children, Vol. 38 No. 5.University of Anchorage Alaska Center for Human Development. Retrieved June 1, 2006, from Video Futures Project Web site: http://www.alaskachd.org/video/index.html.Zirpoli, Thomas J. (2005). Behavior Management Applications for Teachers. Columbus, OH: Pearson Merrill Prentice Hall.

Recent Readings

What is the last book you read? Was it for pleasure or profession? Did you read it because you wanted to or because you had to? I recently had a therapist that works for a private company and has been referred to counsel two of my students, counsel me. She urged me to "take time for myself" and be careful not to "over do it". As she sat there and cautioned me to take time for hobbies. She didn't understand that I meant it when I said that my profession is my hobby. I love what I do. Perhaps that is why the books that I have read for pleasure are all some form of self help or professional enhancement books.
My most recently read books were "7 Habits for Highly Effective People" by Steven Covey and Schools of Fish by Philip Strand. The best book that I've read recently would have to be The Four Agreements: A Practical Guide to Personal Freedom by Ruiz & Coyote. I recommend these works of inspiration to any one in education!

Teaching with Podcasts

Podcasting is a great tool for teachers and students. Students can identify with the information that they are being taught by seeing it in real world situations. The Discovery Channel offers a great opportunity to test this theory. Pose the question "What do you want to be when you grow up?" Introduce the video by pointing out how we are all dependent on other people and professions to make us successful. Teachers need book manufacturers, authors, printers, paper makers, pencil makers, crayon makers, computer technicians and programmers, etc in order to have materials to teach with. Grocery stores need farmers and factories to grow, harvest and make the food they sell. Take for example Cranberry Juice. Did you ever think about how we get it? Watch the Discovery Channel's QuickTime or iPod Podcast of Dirty Jobs: Cranberry Bogger to learn more.

Get your students interested in reading a particular genre or author's works by helping them get to know the person behind the books. PBS offers Meet the Authors

As a teacher, help yourself to understand the fundamentals of learning to read by checking out Public Broadcasting Systems podcasts on Reading Rockets

Exploration of the Web 2.0 Application

What role should distance based learning play in the education of students at the elementary through high school levels? There are many articles out there that explore this integration of the new Web into curriculum and learning. Research has been conducted on cyber learning. The article A Comprehensive Look at Distance Education in the K-12 Context explores the 5W’s (who, what, when, where, why/how) of distance education with primary and secondary level students. Kerry Lynn Rice from Boise State University summarized 85 articles and research studies that define distance education and break it down into five types of programs. Here, Rice explains the differences between statewide supplemental programs, district level supplemental programs, single district cyber schools and cyber charters. She offers clarification of the changes that are happening in the views of education and connects the seven main objectives of implementing that change through technology (Rice, 428) Rice explores the reasons educators are offering a distance education format and how these programs are utilized for remediation, supplemental education or to educate student who are unable to participate in a “brick and mortar” education setting such as students in juvenile detention centers or students who have been expelled from public schools. According to the research that Rice used to support her article, there is little difference between in-person education and distance education, at least as far as the success rates. The studies show that students are equally as likely to succeed in online courses as they are in live course; the students are also equally as likely to fail in either setting (Rice, 434). This is a very long article that quotes many sources of data and statistics but it is a great read if you want to get an unbiased look at the effectiveness of online education at a pre-college level. The article points out the similarities between adult distance education and like programs for the K-12 setting and gives great insight into what we can expect from Web 2.0 and its integration into education. As teacher who is integrating technology into the education of my students, I can recommend this article and encourage readers to follow up with some of the articles that Rice used to research what she wrote in this article.


Rice, KL (2006).A Comprehensive Look at Distance Education in the K-12 Context. Journal of Research on Technology in Education. 38:4, 425-448.

3 Blogs I Want to Share

In an earlier discussion, I chatted with one of my classmates about creating computer games designed to assist in teaching. In Eliane Alhadeff's blog, she discusses immersive education. Talking about Boston College's program that enables students to get the feeling of "being there" through open discussion forums and simulations. In her blog she shares how games allow us to learn in the real world and apply what we are learning (or test it) in a virtual world complete with avitar representations of the individual playing the game. This is a brand new blog (posted yesterday) I am curious to see what conversations stem from it.
http://elianealhadeff.blogspot.com/2008/01/when-serious-games-meet-immersive_26.html

Joyce Valenza gets a great conversation flowing with her blog "Virtual teaching grows effective". In her post, she introduce's New Zealand's ATS (Affective Tutoring System) which uses an avitar of a woman who conducts the tutoring. I would love to see something like this, here. In the meantime jump on the discussion by connecting with her blog at http://www.schoollibraryjournal.com/blog/1340000334/post/1590018159.html?nid=3714.

My favorite blog that I found sparked a great discussion about synchornous learning and the value of it. This videoconferencing community posted a blog that has already had 7 posts. There is a great discussion going about whether distance learning is successful and if it is the route that education is taking. See this for yourself at:
http://bcisdvcs.wordpress.com/2008/01/24/is-synchronous-distance-learning-worth-the-trouble/

Web 2.0 and Blogging

Alexander, Bryan. "Web 2.0: A New Wave of Innovation for Teaching and Learning?." Educause Review March/April 2006 33-44. 26 Jan 2008 http://www.educause.edu/ir/library/pdf/erm0621.pdf.

In the article titled "Web 2.0: A Web of Innovation for Teaching and Learning?", Alexander conceptualizes Web 2.0 as "social software". He talks about how we are a blogging society. He says that blogs should be looked at as "streaming conversations". They should not be looked upon as books or collections of facts but rather as mini-discussions that talk about the facts and often include opinions. Blogging is "microcontent" that is open. It opens up the lines of communication, which in education is necessary. Teachers need a source with which to keep parents informed, communicate with students, and sometimes help parents to communicate with the students; blogs give us that avenue for self-expression.
Alexander went beyond blogging to discuss many ways in which socialization has created the new Web. The article homes in on social bookmarking sources such as del.icio.uc. and networking resources such as Jot Spot Live (www.jotlive.com). Jot Spot Live is a software resource that allows multiple students to create word documents that they may share and combine, which is helpful in assigning collaborative reports.
I got specific in my exploration of the Web 2.0. I wanted to relate it to what I do in education. From Alexander's article I walked away with many new resources as well as ideas for integration the Internet into instruction. This article offers many resources that would be helpful to educators. Many of the sources cited in this article should be in a bookmarking page specific designed for teachers. Alexander points out that Web 2.0 is still very young and still growing. We do not know exactly where it will end up but what we can see already, as this article explains is that the new Internet will centered upon socialization. Especially after finding this article, I am excited to see where Web 2.0 takes us.

Getting Educated

What better way to make myself known in the world of educational technology then to introduce myself using the resources that will aide me in teaching. This will be my blog into the world of learning. More will be coming as I familiarize myself with everything blogging has to offer.

Videos of my teaching style can be seen at http://www.mydeo.com/videorequest.asp?XID=36099&CID=140006

Check out my personal website at http://www.ryanrecord.com/