Blog Post # 12

My feelings about technology have changed. I feel much more comfortable when I think of using technology. I don't feel afraid to explore unknown technology. It's seems to have opened up a new world of exploration, such as my purchase of Corel Painter 11. I think that's the best thing I learned. I'm pretty amazed at how far I've come. I put off taking this course for a couple of years because I dreaded having to deal with technology. But, I don't feel that way any longer. I'm must confess I'm impressed with all I've learned and appreciate the simplicity of instruction and patience shown to someone with my background.

Blog Post # 11

The Computer Delusion article points out that we need to evaluate technology based on whether or not it improves teaching practices and student achievement. From the information so far, it doesn't seem to. The article itself states that there is a discouraging record of student and teacher performance with computers. Part of the problem, I think, is that the software development companies are not skilled in child development and learning. Who are these companies developing the mainstream software? The answer may be linked to the revelation within the article that the government task force was made up of thirty-six individuals who were tech advocates, with 2/3 from the high tech industry and the rest from the entertainment industry. I also found it interesting that child development specialists hold the position that younger children need a broad based experience, rather than software sequential data experience. The over emphasis of stimulating the left hemisphere of the brain at the expense of the right hemisphere is disturbing. I was also dismayed to read that schools are cutting art, music, and physical education, which contributes to a broad based experience, in order to buy computers. I think government influences with special interests and commercial businesses are greatly impacting the practices within schools and that's not the best thing.

Blog Post # 10

Two posts on class blog.

Blog Post # 9

Two posts on class blog.

Blog Post # 8

I had put off taking this course because I dreaded having to deal with technology and I thought it would be boring. At this point in the course, though, I can say I've been pleasantly surprised and am having great fun, even though in class I'm a little anxious. I think that is due to the time constraints of the class. At home I can take as much time as I need making mistakes and figuring out how to make corrections and do it properly. For someone who found technology intimidating, I have found the instruction to be simple enough for beginners. I'm not an auditory learner, so I do find that part challenging. I do hope I continue having fun learning about technology that is unfamiliar to me. The only suggestion that comes to mind, and this only pertains to those of us who have not worked with lesson plans, is to have to create a lesson plan integrating technology. It would have to have proper supports because curriculum and lesson planning is a 500 level course and we don't take that until after MD400. As anxious as I might get in class, I am having fun learning about and using this technology. In fact, I purchased Photoshop (on sale at Costco for 49.99) and Corel Painter 11.

Blog Post # 7

Implications of Copyright Issues for Educators:

Pretty simple for me - PROTECT - yourself, your school, school district, students and their parents. It's probably prudent to have a list of public domain sites, other sites students can use, and a list of legal rules, one for teachers and one for students. Post the student list in the classroom and send one home for the parents with an explanation of copyright laws. Reviewing copyright laws and their purpose with students throughout the year to drill these laws into their brains would be useful, as they will need to apply them for many years.

Blog Post # 5B

I found the concept of of Universal Design for Learning, while valuable for all students, particularly applicable to students of special ed who require highly individualized content, instructional presentation and technical accomodations. The inclusion of enhancing student engagement as a foundation principle was particularly notable to me since my classes have stressed the struggles and failures special ed students may have repeatedly experienced, resulting in low self esteem and a reluctance to engage in learning. I also found it interesting that the principles and elaborations within the UDL/digital media article point to using these tools in supporting student weaknesses to reduce or eliminate barriers to learning, while at the same time challenging student strengths to assist them in moving to new levels.

Blog Post # 6

The standard of focus I’m using for this course is Theatre Arts Grades 5-8. Examples of linking visual learning with Inspiration and digital imagery follows:

Inspiration For Creating A Script (Content Standard 1): Student is assigned to create a 10 minute script of 10 scenes covering a theme. First a map is produced identifying each character and their role, such as protagonist, antagonist, secondary characters and their purpose; off of that main level are some basics about each character, such as age and how character dresses; then off that level each character has a list of specific traits which should be color coded with the other characters if the traits are opposite, as that will result in conflict. Then a map of the overall design is produced: theme; hook scene; introduction of characters and environment segment; instigating catalyst driving the script; middle segment of script consisting of part A, middle, and part B; climax of script; and the denouement. Each of these sections has their own color code. Off of each identified segment is a color coded brief description of what happens. Off of the brief identification of what happens are the coordinating color coded specific elements needed to accomplish the goal of the segment, taking into consideration both the motivations of the characters and the writer’s desired emotional impact upon the audience. Off of that level the student identifies each scene with more specifics: scene location, location elements, character actions, character clothes and actions, emotional impact upon audience. Using this map, the student can then begin writing dialogue. Everything within this second map can be color coordinated in a variety of ways: by scene, by individual scene element, by emotional impact the individual scene element will have on audience.

Digital Imagery For Ensemble Acting (Content Standard 2): A group of students are assigned to gather digital images based on a theme they decide upon or using sources assigned by the teacher and then come up with a story. From the group of images, a limited number are selected to tell a story. The images do not have to be people, as animated movies do have talking and singing objects and elements of nature. The images can be used either as is or altered if software is available. For example, if the students have an image of an evil sorcerer resting at a tree, this could be altered to have a large flower with a face next to the sorcerer and then dialogue is assigned to both the flower and sorcerer. The students within each scene of the image would decide how they want their character to act and develop dialogue. Action can be conveyed either by the original image or through alterations, such as raising and turning the image of the sorcerer, so it looks like it’s levitated and trying to overpower the flower; or, the flower could have an arm with a magic wand attached to it. The possibilities of image enhancement are endless. After all the images are finalized with the chosen action and/or emotions conveyed and accompanying dialogue decided, the students then record a voice over to “act” the vocal part of acting. In this example, digital imagery is used to take the place of the necessity of a set design, costumes, and the actions of characters. Use of digital imagery in this way leaves the students to convey their character’s interpersonal motivation and emotions through their voice.

Blog Post # 5A

I don't know why this ended up so tiny because it was huge when working on it. I had to work on this at home because trying to do it in class was just too confusing. The Mac screen was disorienting and then trying to learn Inspiration and then put it all together in a short period of time was too much. Anyway, after downloading the trial version, I played with it a bit and got used to using the software. As you can see, I lost the connecting arrow lines. I don't know why they disappeared and I can't figure out how to get them back. In this image I tried to use colors, lines and shapes to focus and direct attention and to establish a heading, subheadings and detailed points. The software was a little time consuming because I didn't see any place to set the text at bold and to be a certain font and size. Measuring units on the top and side of the screen would be useful for proper alignment and sizing of objects. I enjoy organizing material and color coding, so this was fun for me.

Regarding the subject: I made a distinction between the types of schools I've encountered and the resulting support I would expect to be established - excellent, workable, poor. That's all on the left side. The right side indicates benefits for special education students (the subject matter of my degree).

Blog Post # 4

Dodo Birds Witness Jabberwocky Slaying

This final image consists of two separate images: the digital photo taken during the previous class assignment and a bird image found from a search on Google. Both images were put into Photoshop and the resolutions made to match at 72. The full size dodo bird image was much larger than the class image, so I resized the class image. I then edited out the background from the dodo bird using Photoshop's magic laso tool and the inverse tool. Each dodo bird was dragged into the class image and the sizes were adjusted to reflect an adult dodo bird and a baby dodo bird. The resulting image was then saved as a jpeg file for uploading to the blog.

Photoshop was confusing. A manual with tool symbol pictures and accompanying descriptions would be useful. Aside from that, the tools used and the final image produced were fun and have inspired me to investigate Photoshop further.

Note: When uploading the image to this post, I chose the centered position with text underneath but when I post the blog, the image moves over to the left side of the post.

Blog Post # 1

Special education teachers may find it beneficial to integrate educational technology into their lesson plans. Special ed students already have narrowly identified academic, social and life function goals listed in their IEP’s. These goals and teacher creativity are then used to assess the value of integrating a particular educational technology component into the teaching-learning process. Some key benefits educational technology can contribute to special education teaching and learning are the following: 1) individualized instruction – key to effective special ed teaching; 2) catering to individual student interests – key to keep the special ed student involved and motivated while he/she struggles with overcoming their disability; 3) the ability of the student to employ self-monitoring during the learning process – this immediate feedback either keeps the struggling student highly motivated through success or provides the immediate feedback to get help; 4) fluency can develop through independent student practice; 5) the practice of communication and interaction patterns; 6) the development of executive function skills; and, 7) enhance student motivation to learn through the production of a product.

Of course, this will not be possible without administrative support. Funds are needed to purchase hardware and software and to provide teacher education and support. While my experience in observing special education students is limited, what I have seen has made it apparent to me that unless the special education student lives in either a high income or low population town, this support will not be there.

Blog Post # 2

Hmmmm...my current personal and work related use of technology: limited. I've used two specialized software programs extensively, one for stock trading and one for screenplay writing. The stock trading software used various analysis tools to evaluate whether to buy or sell and the screenplay software lays out the work within an industry standard so the writer can focus on the creative aspects. Other than those two programs, I just use the computer for internet access and Word for faxes and letters.

My comfort level depends upon how familiar I am with what I'm using. So, the new terms and expectations presented in class were anxiety provoking. But, so far, the use of this blog has not produced anxiety, so I'm expecting future assignments with those unfamiliar labels to turn out to be not so bad.

Blog Post # 3B

Blogging is a new experience for me. Prior to class, I didn't even know what it was. So, my experience is limited to this newly created blog and the assigned article. So far it seems to be fun and it's allowing me to understand how younger people would enjoy blogging as a communication tool for both self-expression and interpersonal expression.

The assigned article was enlightening for me. It was interesting to learn how useful blogging can be as a tool for elementary school teachers to enhance and make the practice of language and the formulation and exchange of ideas exciting for young students. I also thought the involvement of parents and other relatives on the class blog was a unique and fun way to get families involved in their child's education.

Blog Post # 3A

Toby and Lilly before getting their hair cut. Toby - the male - is very hyper and talkative. Lilly - the girl - is quiet and sweet.

Sleeping Eber had been left at a no kill shelter at age 10. He was there for 10 years before I met him. He's now 22 years old. He has a sensitive stomach, so I boil organic chicken, organic carrots and broccoli, and organic oats, then grind them up in the cuisinart, then add organic flaxseed oil. He gets fed every 2 to 3 hours during the day and usually gets 1 meal in the middle of the night, but only after rubbing me with his head to wake me up