wr-1 evoc 519 technology in career & vocational … evoc... · 2014. 5. 5. · wr-1 evoc 519...

WR-1 EVOC 519 TECHNOLOGY IN CAREER & VOCATIONAL EDUCATION

Apathy is an enduring problem in education. As teachers, we struggle to find strategies and tools for engaging learners. Yet often our students are captivated by non-academic media and technologies, including movies, TV, music, comic books, and video games. As teachers, we can try to keep these things out of our classrooms. Or we can view this as an opportunity. !Playful Interest Bridging !Playful Interest Bridging (PIB) is a strategy to foster motivation and teach critical thinking. PIB is about taking a sincere interest in our students' fascination and skills with new technologies and entertainments. PIB is an inclusive, student-centered approach to connecting our students' interests with our curriculum. !We'll study and play with the pop media and tech students are using to play, relax, and relate. We'll study the skills and knowledge pop media and tech already teach, and what they can be used to teach. !As teachers, coaches, parents, etc., we try to help young people grow and thrive. Some young people struggle with serious and crisis issues, including addiction, abuse, body image, bullying, mental health, school violence, and more. These issues can interfere with learning and performance. The problem is greater than an impact on academics or competition. We have a professional and moral duty to help. Our help is particularly vital when young people are confused, at risk, or hurt. Our efforts and our choices can be part of the solution. The more we know about serious and crisis issues, the more we can help.


!!This WR-1 assignment has been written and posted into my professional website and blog to help us better understand the issues and what we can do to help young people. For most of these issues, there aren't simple answers or strategies. Instead, we'll use a variety of readings, activities, and assignments to reflect on our individual experiences, perspectives, and beliefs. We'll reflect on the strengths and habits we can draw on to help young people. ! Teach Tolerance

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Let us focus on three big ideas. Design a needs/assets/deficits model of motivation and wellness. Design a model of community. ! !!!!!Finally, we'll study a model for approaching serious and crisis issues: prevent, perceive, investigate, intervene, and reflect. We'll also study how we can maintain our own wellness when dealing with these issues. !New technologies and media are often embraced by popular culture first, especially by young people. Current "pop" tech and media include blogging, video games, online worlds (e.g., Second Life), podcasting, video casting (e.g., YouTube), and more. Students often have some literacy in pop tech and media, or they're eager to develop literacy. Over time, new tech and media become part of our mainstream culture, including our public discussions of values and politics. So if we teach students how to produce public media like podcasts, they can become part of these discussions. !Why Apple in Education


!!!Excluding the fad factor, experts say there are legitimate reasons for educational interest. With a battery life of eight to 10 hours and a weight of just over a pound, the iPad offers more portability and less startup time during the full school day than laptops or netbooks, while its screen size facilitates more flexibility using the Web and easier input than smartphones. The iPad “beat every specification schools thought was important,” Thomas Greaves, the chairman of the Greaves Group, an education consulting firm based in Encinitas, Calif., says of the device, which now retails for about $400 in its first version—similar to the cost of a netbook. But such rapid adoption of a device with such a short history means that figuring out the best educational use can involve a lot of trial and error. That reality has some educators wondering whether the investment is wise. “I sometimes question if everything has really been thought through,” says Rob Residori, a literacy and technology coordinator with Chicago’s Striving Readers project. Three of the schools participating in that soon to be defunded federal reading program obtained one of the city’s 23 classroom iPad grants last fall, with several more winning money to use this spring, Residori says. “Is this the best use of our funds, or is it simply a tool to engage and motivate our students?” he asks. “Of course, technology has that capability, but is that always the best angle?” ! !McGraw, the state’s director of educational technology, is hoping to find the answer to Residori’s question. !Through a pilot program that is part of the Virginia education department’s broader “Beyond Textbooks” initiative, Virginia announced the purchase of 350 iPads for 4th, 7th, and 9th graders in

http://www.doe.virginia.gov/support/technology/technology_initiatives/learning_without_boundaries/beyond_textbooks/index.shtml


four counties to test the use of the device as a 1-to-1 computing tool in social studies classrooms. The 7th and 9th grade classes used gaming and assessment applications created by Pearson to supplement the publisher’s American and world history textbooks and an e-text feature that let students read those books from their devices. The 4th graders used an app version of a portion of Five Ponds Press’ Our Virginia textbook that focused on the colonial settlement of Jamestown, Va. !Rob Residori of Literacy and Technology Coordinator from Chicago’s Striving Readers project has suggest the following: !After implementing the pilot during the second quarter of the school year, State of Illinois in April was “still working on final reports,” McGraw says, but adds that most teachers and students supported continuing the pilot. Pearson officials say their material would be more refined a second time around after learning their own lessons about designing content. “The nice thing on the iPad is you have more real estate to present content, visuals, and to physically navigate,” says Jim Doris, Pearson’s director of emerging markets for the humanities. “But that can lead you to want to overload the presentation.” !


!!!!Teachers in the pilot also reported having to learn on the fly. At Drew Model School in the 21,000-student Arlington, Va., district, Joshua Henry says Five Ponds’ content for the iPad was too advanced for his 4th grade science and social studies class. So Henry says he spent much of the quarter creating PowerPoint slide presentations and other content based on the structure of the unit, but that was easier for students to digest.


“The community we have here, you have reading levels that are very low,” Henry says of his school, where just over half the 550 students qualify for free or reduced-price lunches, and 28 percent are English-language learners.

!!These facts are absolute and applicable for in my professionally reading of discretionary grants for the United States Department of Education I found an overall preponderance of written documentation within hundreds of grant proposals stating that our

public education system within too many of our inner city public schools continue to socially promote students which is detrimental to a secondary educator because a overall greater incidence of students have elementary reading levels and do not have the basics necessary to the methodologies taught by colleges and universities to both our “existing” capita of public educators nor the new educator who is licensed by State educational Departments of Education in Secondary methodologies. !!


The U.S. Dept. Education, 2005a regulations implementing IDEA states: "...to the maximum extent appropriate, children with disabilities including children in public or private institutions or care facilities, are educated with children who are non disabled; and special classes, separate schooling or other removal of children with disabilities from regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily." Simply put, the LRE is the environment most like that of typical children in which the child with a disability can succeed academically (as measured by the specific goals in the student's IEP). This refers to the two questions decided upon in Daniel R. R. v. State Board of Education, 874 F.2D 1036 (5th Cir. 1989). http://en.wikipedia.org/wiki/Individuals_with_Disabilities_Education_Act#Least_Restrictive_Environment While this “inclusive” federal regulation was implemented though out our American public education pre K- the students 22 year of birth, we find Secondary Single Subject credentialed educators not only professionally compromised by teaching a great population of students within secondary educational curriculums without an elementary methodology or State licensing. Couple this factor with the implementation of the US Department, 2005a regulations of “least restrictive environments” for atypical students ( special


education diagnosed by school psychologists) we find the same Secondary High school educators not licensed for special needs students. It seems common sense when every individual State within our Union demands Department of Education to license

special educators in their disciplines but further requires these “education specialists” a demanding curriculum of study on every disability and student teaching in the State of California is required for both the “specialists” credentials of mild/moderate and Severe

handicapped such as : Severely Emotionally Disturbed, Autism Spectrum Disorder, Profound Retardation, and other severe lags.


! !!As a linguistic college instructor with a TESOL master degree it is also noteworthy to understand that again we find the same single

subject educator high school endorsed teaching ESL learners. In my grant readings for the US Department of Education, I was also very troubled with the facts that English as a second language ( ESL) was the next fabric of the failings of our urban public K-12 school environments because additional licensure obviously prepare teachers to assist students in developing their English language and academic skill in grades kindergarten though secondary school.


Again and overwhelming statistic was a common thread in the language departments with English single subject high school licensed educators having little to any broad understanding of the educational set of rubies designed to assist the educational experiences for English Language Learners ( ESL). !•Curriculum •Instruction •Assessment •Resources !No matter how an educator utilizes the Rubrics to frame a discussion of the ESL student the question remains exact how are English educators encompassing the entire educational experience for the individuals labeled ESL learners. The statistics I read working for the OSEP Department of Education in discretionary grants strongly supports the facts that the ESL continue to score significantly below the averages of their peers on a nationally normed standardized test for English competence. !!I decided that the severity of the growing illegal populations and today’s research indicates that about 11.7 million immigrants are living in the United States illegally, a population that has not varied much over the last three years but may recently be increasing again, according to new estimates published Monday by the Pew Research Center Hispanic Trends Project to study Linguistic and received a Masters degree in TESOL and technology, awarded University of San Francisco, 2008. My professionally history of working within inner city of California school districts highly impacted by the “threads” of the facts I have outlined above warranted that most English educators within both inner city public schools and geographical areas within these United States that have a preponderance of ESL learners are not able to address the situations outlined by any single subject English teacher. These components of continued denial in public education K-12 outlined can only be helped by adoption of technology.

http://www.pewhispanic.org/


!!President Obama has laid out a blue print for a revision within the Federal Department of Education division, Career, Vocational and Technology Education and our President refers this Perkins Reauthorization as a “cornerstone” in rebuilding our American economy. The crux of the revision of the Perkins Reauthorization is found in todays success of postsecondary education and training which are the prerequisites for jobs in the new economy. Noteworthy are the facts that of the thirty fastest growing occupations, more than two thirds require post secondary education and training. Yet the statistics confirm my suppositions that I have outline above and America has fallen to 16th. place in the world in our share of certificates and degrees awarded to adults aged 25-34 with a severe lagging behind South Korea, Canada, Japan, and many others within the global economy and “new world order.” !Again, with vision from my federal levels of perspectives working as a consultant for the US Department of Education, it professionally warranted both a Masters degree in Linguistics and my current understanding with my Master’s program at CSUSB which continues to support my journey in public education. My Ca. Credential in Career and Vocational Education will be endorsed by CSUSB this month and the Masters program will allow me professionally to continue to strengthen all aspects of our educational system, offering students a career awareness and preparation for their successes in post secondary education, training, and employment. My professional goal is to return to Washington DC and consultant once again for the United States Department of Education within the Carl D. Perkins Career and Technological Education Act of 2006, and to foster alignment, collaboration, accountability, and Innovation which is the emphasis of President Obama’s vision in his “blueprint” for the reauthorized Perkins Act in the transforming the career and technical education ( CTE) which is a critical necessity for the


investment of our future allowing students both components of career awareness and preparation. Further the CTE blueprint will provide students with the academic and technology knowledge and work related skills critical to be successful in post secondary education, training, and employment.

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With 4th and 5th graders switching classes for core subjects, the iPads travel as well. English teacher Erin Upton tries to personalize reading assignments based on proficiency, and uses a feature of the iPad to help highlight key vocabulary words for students. Math teacher Amreen Alvi has found some apps to help students understand fractions and decimals, and also has the students open worksheets off the Blackboard Inc. classroom-management site and complete them with a stylus pen during a classroom exercise. But “it’s definitely a work in progress,” she says. !From kindergarten through college, iPads offer educators more diverse methods for delivering instruction and engaging students for learning in the 21st century. Here are 10 big benefits of using iPads in schools:

1. Tablets fit students’ lifestyles – The appeal of using iPads in school is obvious and students find them easier to use than traditional computers. This novelty leads to learning and when schools don’t implement what has now become “everyday technology”, we’re doing students a disservice. Besides, who wants to carry a backpack full of books?

2. Classrooms are ready for the iPad – Tablets are fully compatible with online teaching and learning platforms


which can be easily integrated into the everyday classroom. Some of the most innovative instructional software is being developed specifically for tablets, and teachers and students alike are more comfortable using them.

3. Students can run the helpdesk – Not only are kids eager to embrace new technology but many can troubleshoot and resolve computer issues faster than adults. With many districts experiencing cutbacks in IT staffing, it’s a natural fit for students to handle many of the basic questions to assist in routine triage and problem solving. And, there’s an app for that. Check out the SchoolObject:helpdesk by Eduphoria in the App store!

4. Collaborative content creation – Never before has it been easier to create and share content with others. The touch interface of iPad revolutionizes the way we interact with computers, making it easier to leverage database and social networking technology, like wikis, to promote collaboration and communication for enhanced learning.

5. Mobile data collection – From the science classroom to the gymnasium, students are now recording observations in the lab and on the court. Today’s teachers can more easily integrate instruction in cross-curricular lessons, for example, when students studying physiology measure their heart and breathing rates during exercise and apply it to their cellular respiration lab.

6. Tablets integrate with IT trends – With tablets and cloud-based computing systems, students can work from anywhere on campus with greater portability and connectivity. Schools also don’t have to pay for computing power that they no longer need.

7. iPads make mobile computing labs easier (and lighter) – Many schools utilize carts of laptops to bring technology into the classroom. When you compare the cost, size and mobility factor, tablets win.

8. Paperless innovation - School districts have found creative ways to use iPads to save money. From homework and tests to digital textbooks, the iPad offers numerous ways to eliminate paper, saving dollars and the environment.


9. No more missing the bus - Even if a child doesn’t ride a bus to school, chances are they’ll take one for a field trip. When bus drivers are equipped with an iPad they can easily monitor when children enter and leave the bus, noting time and location, and ensuring everyone is safely accounted for.

10. Virtual tour guide – iPads offer students an exciting way to experience field trip destinations. From the aquarium to the zoo, children receive enrichment through interactive maps and exhibit-specific content. And don’t forget to order your souvenirs--they’ll be ready for pickup on your way out. !!!

!!!iPads in Special Education !iPads – When many people think of technology in the classroom the iPad is usually what comes to mind because of its lower comparative cost, diverse capabilities, and ease of use. Technology such as this can be used in many ways:

• educational apps to give more practice for skills such as reading or mathematics

• apps and programs to track progress

http://www.districtadministration.com/article/ipad%E2%80%94breaking-new-ground-special-education


• software and apps that help translate speech • alternative communication software (i.e. pictures and symbols

to help clarify meanings) Screen Readers and Braille Displays – There are several choices on the market for the visually impaired and teachers can find great reviews here from the American Foundation for the Blind (AFB).

1. Most students are drawn to technology and special education teachers often find that these students are then more motivated to work because they get to use a technology device in the classroom.

2. Teachers can work with more students at one time more effectively, such as using a phonetic ear so that more students can hear or a clicker response system to engage all of the students at once.

3. Technology is an equalizer and parents even report that when their children with challenges or disabilities uses technology that they are seen as more capable by peers.

4. Children learn valuable technology skills that can translate into marketable skills.

5. Children with physical disabilities have more opportunities for engaged learned with modified assistive technology such as touch screens and assistive wands.

6. Students who spend time in mainstream classes and special education classrooms can use technology to bridge the expectations and demands of each, such as by using a device to record lectures for playback later.

7. Technology can help build confidence in children. They are finding more success academically and they are also feeling more like their classmates who utilize technology every day, too.

Even though there are many other tools that are valuable to special education teachers, technology can be counted as a beneficial

http://everydaylife.globalpost.com/advantages-ipads-special-education-students-4061.html

http://www.afb.org/section.aspx?Documentid=3481

http://www.speechbuddy.com/blog/speech-therapy-techniques/nonverbal-kids-3-ways-technology-improves-communication/

http://www.brighthubeducation.com/special-ed-inclusion-strategies/47379-mouse-and-keyboard-assisstive-technology-options/

http://www.special-and-determined.com/down-syndrome/how-assisted-technology-is-being-used-in-speech-therapy-for-children-with-learning-developmental-disabilities/

http://www.friendshipcircle.org/blog/2012/11/20/10-items-every-special-educator-should-have-in-their-classroom/


resource that can turn special education classrooms into launch-pads for learning – and life.

Technology can be the great equalizer in a classroom with diverse learners. Whereas teachers can find it difficult to differentiate instruction for 30+ students in one class, all with different needs and abilities, “assistive technology” (devices and software to assist students with disabilities) can often help teachers personalize lessons and skills enhancement to each child. Children with learning disabilities often have better technology skills than their teachers and are drawn to computers and other gadgets, so using them in the classroom makes perfect sense. For children with physical disabilities, technology can give access to learning opportunities previously closed to them. E-readers help students turn book pages without applying dexterity, and voice adaptive software can help students answer questions without needing to write. Computers are engaging and more advanced than the typical modified lesson allows. The widely-used teacher education textbook Educating Exceptional Children has a special section in each chapter focused on assistive technology explaining how it is used with exceptionalities ranging from giftedness to autism. !! !! !!

Assistive technology is not always just for students with disabilities; it can be used to help any student with motivation, academic skills, and social development. Here are some helpful resources for teachers looking for assistive technology for their students:

• UNC’s Center for Literacy and Disability Studies uses technology in their mission to promote literacy and communication for individuals of all ages with disabilities. The Center has developed a three-part video on reading assessment and assistive technology that explains evidence-based practices of improving literacy through technology. Additionally, the Center has developed “alternative pencils” for

http://www.friendshipcircle.org/blog/2012/11/20/10-items-every-special-educator-should-have-in-their-classroom/

http://www.med.unc.edu/ahs/clds


students with disabilities who cannot hold a traditional pencil or see a page, including children with deaf-blindness. These technologies include alphabet eye gaze frames allowing children to “point” to letters with their eyes, onscreen keyboards that are controlled by switches, and electronic flipcharts.

• LEARN NC offers an extensive set of resources to help teachers meet the needs of all learners, including “Reaching Every Learner: Differentiating Instruction in Theory and Practice,” a series of articles and web conferences about differentiation. In addition, LEARN NC’s technology integration page provides links to web resources, lesson plans, articles, and online courses designed to help educators incorporate technology into their teaching

• VoiceThread is a free software program that captures student voices and photos in order to collaborate on a topic. It is a technological substitute for written papers and allows students freedom to narrate their own projects.

• Sounding Board is an iPad/iPod Touch app that lets a student turn their device into a story board communicator. Students with writing disabilities and communication disorders can use the symbols to create their own messages in the same way that traditional symbol boards work, but easily and with a limitless supply of symbols.

• TechMatrix offers consumer guides and links to software and assistive technology devices for students with disabilities. The site is sponsored by the National Center for Technology Innovation and the Center for Implementing Technology in Education. TechMatrix gives information and links to resources for teaching science, math, reading, and writing using technology with special education students.

http://www.learnnc.org/lp/pages/6672

http://www.learnnc.org/lp/editions/every-learner/cover

http://www.learnnc.org/lp/pages/6673

http://voicethread.com/

http://itunes.apple.com/us/app/soundingboard/id390532167?mt=8

http://techmatrix.org/


!!! Most students with disabilities can and do benefit from technology in the classroom. Incorporating technology increases students’ motivation to learn and personalizes lessons to a student’s individual needs. Even the students with the most severe and profound disabilities can use assistive technology to join a classroom of typical students, and their potential can be reached in ways we didn’t have before. !!

wr-1 evoc 519 technology in career & vocational … evoc... · 2014. 5. 5. · wr-1 evoc 519...

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