Graphic Organizer Tool Apps for Writing

Educators have championed graphic organizers for years to aid the writing process. Students with learning issues can have these organizers on their ipods to help them organize their ideas.

Graphic Organizer Tools

by Florida Digital Educators

Here are some ways and websites that pomote online graphic organizers (Watch Video).








Here are some reasons I feel graphic organizers should be used.

n“The suggestions for creating GOs usually include the following steps:

1.Analyze the learning task for words and concepts important for the student to understand.

2.Arrange them to illustrate the interrelationships and pattern(s) of organization.

3.Evaluate the clarity of relationships as well as the simplicity and effectiveness of the visual.

4.Substitute empty slots for certain words in order to promote students’ active reading” (P. 69)

Portable Sign Language Translator (PSLT) is software that can be installed on a device with a built-in camera, like a smartphone or laptop, and translates signs into text displayed on the screen.

iMovie

Wednesday, 6 June 2012

Technology that translates sign language into text aims to empower sign language users

The software application is the first of its kind in the world which can be used on portable devices and allows users to customize sign language to their own specific needs.
The technology has the potential to transform how sign language users – from the profoundly deaf to those who have lost hearing in later life – communicate.
Computing scientists at Technabling, a spin-out company of the University of Aberdeen, are behind the technology which aims to bridge the gap between sign language and more standard forms of communication.
One of its main focuses is to help young deaf people gain employment opportunities.
Dr. Ernesto Compatangelo, a lecturer in Computing Science at the University of Aberdeen, and founder and Director of Technabling said:
“The aim of the technology – known as the Portable Sign language Translator (PSLT) - is to empower sign language users by enabling them to overcome the communication challenges they can experience, through portable technology.
“The user signs into a standard camera integrated into a laptop, netbook, Smartphone or other portable device such as a tablet.
“Their signs are immediately translated into text which can be read by the person they are conversing with.
“The intent is to develop an application - an “app” in Smartphone terms - that is easily accessible and could be used on different devices including Smartphones, laptops and PCs.”
The PSLT has the potential to be used with a range of sign languages including British Sign Language (BSL) and Makaton.
The number of people in the UK whose first or preferred language is BSL is estimated to be between 50,000 (Action on Hearing Loss) and 70,000 (British Deaf Association).
BSL is however, a general-purpose language and therefore poses limitations for users, making it impossible for them to easily express certain concepts and terms that are very specific or used only within particular areas of society – for example education and the workplace.


To overcome this, PSLT enables users to personalise sign language to their own individual needs.
Dr. Compatangelo continued: “One of the most innovative and exciting aspects of the technology, is that it allows sign language users to actually develop their own signs for concepts and terms they need to have in their vocabulary, but they may not have been able to express easily when using BSL.
“Whilst the technology has the potential to transform the lives of all sign language users, a key target market has been identified.
“Our research is being funded by the UK Department for Business, Innovation and Skills*with the specific remit to create technology to enhance the lives of deaf people with special emphasis on post 16 learners, i.e., young people who are either in education or training.
“The key intent is to enable sign language users of this age, and beyond, to overcome the communication disadvantage they experience, allowing them to fulfil their education potential and enter the job market.
“The personalised aspect of the technology is crucial to making this happen.
“For example – for a student who is being trained in joinery, there is no sign in BSL which means “dovetail joint”.
“A student using PSLT can create their own sign to mean “dovetail joint” allowing them to communicate easily with their tutor or other students in their class, without the limitations imposed when communicating solely with BSL.”
Sign language users have inputted into the development and testing of the product since its conception.

Technology which translates sign language into text is being developed by scientists.

Three Assistive Technologies to Support Deafness

Portable Sign Language Translator (PSLT) is software that can be installed on a device with a built-in camera, like a smartphone or laptop, and translates signs into text displayed on the screen.

This software helps deaf students who are deaf and non-verbal to communicate with classmates and teachers. The student's signed messages are translated to text and displayed for the intended recipient to view.

iCommunicator

iCommunicator promotes independent communication for persons who are deaf or hard-of-hearing and encourages increased literacy by “translating” English in real time:

• Speech to Text
• Speech/Text to Video Sign-Language
• Speech/Text to Computer Generated Voice

Once translated, the user can easily:
• Use the built-in Dictionary / Thesaurus to obtain definitions, synonyms and antonyms
• Perform internet searches for more information

iCommunicator supports students in the classroom in the following ways:
• Helps studetns achieve efficient, effective communication.
• Receive equal access to acoustic information (ie. teacher's instructions).
• Strengthen spoken language comprehension.
• Increase Reading and Language Skills.
• Expand Opportunities for Advancement and Success in Education and Employment.
• Enhance Independence And Self-confidence.

iMovie (with captions)

iMovie helps you turn the HD video you shoot on your iOS device into a thrilling trailer or masterpiece worthy of the red carpet (even if it’s just the one in your living room). And since iMovie is designed for Multi-Touch, all you have to do is tap, swipe, and drag to make some movie magic.

Get iMovie from the App Store for $4.99

Captioning is available with iMovie. This feature allows a universal learning experience in classrooms with deaf students. All students caption their movies and all students are able to have access to the information.

Technology that translates sign language into text aims to empower sign language users

Wednesday, 6 June 2012

Technology that translates sign language into text aims to empower sign language users

The software application is the first of its kind in the world which can be used on portable devices and allows users to customize sign language to their own specific needs.
The technology has the potential to transform how sign language users – from the profoundly deaf to those who have lost hearing in later life – communicate.
Computing scientists at Technabling, a spin-out company of the University of Aberdeen, are behind the technology which aims to bridge the gap between sign language and more standard forms of communication.
One of its main focuses is to help young deaf people gain employment opportunities.
Dr. Ernesto Compatangelo, a lecturer in Computing Science at the University of Aberdeen, and founder and Director of Technabling said:
“The aim of the technology – known as the Portable Sign language Translator (PSLT) - is to empower sign language users by enabling them to overcome the communication challenges they can experience, through portable technology.
“The user signs into a standard camera integrated into a laptop, netbook, Smartphone or other portable device such as a tablet.
“Their signs are immediately translated into text which can be read by the person they are conversing with.
“The intent is to develop an application - an “app” in Smartphone terms - that is easily accessible and could be used on different devices including Smartphones, laptops and PCs.”
The PSLT has the potential to be used with a range of sign languages including British Sign Language (BSL) and Makaton.
The number of people in the UK whose first or preferred language is BSL is estimated to be between 50,000 (Action on Hearing Loss) and 70,000 (British Deaf Association).
BSL is however, a general-purpose language and therefore poses limitations for users, making it impossible for them to easily express certain concepts and terms that are very specific or used only within particular areas of society – for example education and the workplace.


To overcome this, PSLT enables users to personalise sign language to their own individual needs.
Dr. Compatangelo continued: “One of the most innovative and exciting aspects of the technology, is that it allows sign language users to actually develop their own signs for concepts and terms they need to have in their vocabulary, but they may not have been able to express easily when using BSL.
“Whilst the technology has the potential to transform the lives of all sign language users, a key target market has been identified.
“Our research is being funded by the UK Department for Business, Innovation and Skills*with the specific remit to create technology to enhance the lives of deaf people with special emphasis on post 16 learners, i.e., young people who are either in education or training.
“The key intent is to enable sign language users of this age, and beyond, to overcome the communication disadvantage they experience, allowing them to fulfil their education potential and enter the job market.
“The personalised aspect of the technology is crucial to making this happen.
“For example – for a student who is being trained in joinery, there is no sign in BSL which means “dovetail joint”.
“A student using PSLT can create their own sign to mean “dovetail joint” allowing them to communicate easily with their tutor or other students in their class, without the limitations imposed when communicating solely with BSL.”
Sign language users have inputted into the development and testing of the product since its conception.

Technology which translates sign language into text is being developed by scientists.

Three Assistive Technologies to Support Deafness

Portable Sign Language Translator (PSLT) is software that can be installed on a device with a built-in camera, like a smartphone or laptop, and translates signs into text displayed on the screen.

This software helps deaf students who are deaf and non-verbal to communicate with classmates and teachers. The student's signed messages are translated to text and displayed for the intended recipient to view.

iCommunicator

iCommunicator promotes independent communication for persons who are deaf or hard-of-hearing and encourages increased literacy by “translating” English in real time:

• Speech to Text
• Speech/Text to Video Sign-Language
• Speech/Text to Computer Generated Voice

Once translated, the user can easily:
• Use the built-in Dictionary / Thesaurus to obtain definitions, synonyms and antonyms
• Perform internet searches for more information

iCommunicator supports students in the classroom in the following ways:
• Helps studetns achieve efficient, effective communication.
• Receive equal access to acoustic information (ie. teacher's instructions).
• Strengthen spoken language comprehension.
• Increase Reading and Language Skills.
• Expand Opportunities for Advancement and Success in Education and Employment.
• Enhance Independence And Self-confidence.

iMovie (with captions)

iMovie helps you turn the HD video you shoot on your iOS device into a thrilling trailer or masterpiece worthy of the red carpet (even if it’s just the one in your living room). And since iMovie is designed for Multi-Touch, all you have to do is tap, swipe, and drag to make some movie magic.

Get iMovie from the App Store for $4.99

Captioning is available with iMovie. This feature allows a universal learning experience in classrooms with deaf students. All students caption their movies and all students are able to have access to the information.

Deafness

Imagine a world without sound. Never hearing your favorite musician, hearing the birds sing, or even hearing the panicked honk of a horn. For some this is an everyday occurrence. Deafness is an issue that some students face every day when they come to school. It is our job as educators to provide compensatory technologies that will help them in many class settings.

Deafness may be only a physical characteristic or it can signify both a physical condition with a social/cultural perspective. Hearing impairment can run the full gamut from mild loss to profound. The main characteristic that separates the hearing impaired person from the deaf person, is whether they relate primarily to the hearing world or to the deaf world. Hearing impaired persons at one time or another were able to hear and continue with traits of the hearing world. Deafness most likely means sharing very few traits of the hearing world (Ex. Speech).

Hearing loss in children

In the USA, 12.5% of children aged 6–19 years have permanent hearing damage from excessive noise exposure. The American Academy of Pediatrics advises that children should have their hearing tested several times throughout their schooling:

• When they enter school
• At ages 6, 8, and 10,
• At least once during middle school
• At least once during high school

Besides screening children for hearing loss, schools can also educate them on the perils of hazardous noise exposure. Research has shown that people who are educated about noise-induced hearing loss and prevention are more likely to use hearing protectors at work or in their private lives.

iCommunicator

iCommunicator promotes independent communication for persons who are deaf or hard-of-hearing and encourages increased literacy by “translating” English in real time:

• Speech to Text
• Speech/Text to Video Sign-Language
• Speech/Text to Computer Generated Voice

Once translated, the user can easily:
• Use the built-in Dictionary / Thesaurus to obtain definitions, synonyms and antonyms
• Perform internet searches for more information

iCommunicator supports students in the classroom in the following ways:
• Helps studetns achieve efficient, effective communication.
• Receive equal access to acoustic information (ie. teacher's instructions).
• Strengthen spoken language comprehension.
• Increase Reading and Language Skills.
• Expand Opportunities for Advancement and Success in Education and Employment.

• Enhance Independence And Self-confidence.

Another Great Educational Website

http://www.brainpop.com/

An excellent website that looks at all school subject matter that is interactive and fun. It would be an excellent resource for any student.

Get with the Times...Top ten reasons to use technology in the classroom

Why are some teachers fighting the trend towards the the use of technology in the classroom. The quote at the beginning of this video makes so much sense when you think about our every changing technological world.

After watching the video check out these reasons which seem to put everything in perspective.

10. They are cool. Kids like cool stuff and it makes those who may not have wanted to pay attention, pay attention. (At least for the beginning)
9. They are tools of the "presentation" trade outside of school, and school prepares kids to be members of the community outside school.
8. They allow kids to be visually stimulated in ways that photos and posters and diagrams on the board do not.
7. They are similar to the entertainment that kids love and may usher them into learning that feels fun.
6. Fun is not the enemy of a good education.
5. They are easier to digest for some auditory and visual learners than lecture or even hands-on opportunities.
4. For the teachers that produce them and/or creatively use them, these tools keep the teachers learning new and valuable skills.
3. The sheer newness of them can breathe life into a curriculum that was languishing in its repetitiveness of delivery. (This is the way we did it last year...and five years ago...maybe even ten years ago.)
2. They are a great tool (just a tool, not a panacea)one of many that good educators use to reach kids.
1. They help keep this off your program's "tombstone:" "We've never done it that way before."

5 Reading Ideas and Technology

Based on the results of the National Reading Panel http://reading.uoregon.edu/big_ideas/

Concept	Description	Finding
Phonemic Awareness	Means knowing that spoken words are made up of smaller parts called phonemes. Teaching phonemic awareness gives children a basic foundation that helps them learn to read and spell.	The panel found that children who learned to read through specific instruction in phonemic awareness improved their reading skills more than those who learned without attention to phonemic awareness.
Phonics Instruction	Phonics teaches students about the relationship between phonemes and printed letters and explains how to use this knowledge to read and spell.	The panel found that students show marked benefits from explicit phonics instruction, from kindergarten through 6th grade.
Fluency	Fluency means being able to read quickly, knowing what the words are and what they mean, and properly expressing certain words - putting the right feeling, emotion, or emphasis on the right word or phrase. Teaching fluency includes guided oral reading, in which students read out loud to someone who corrects their mistakes and provides them with feedback, and independent silent reading where students read silently to themselves.	The panel found that reading fluently improved the students' abilities to recognize new words; read with greater speed, accuracy, and expression; and better understand what they read.
Comprehension: Vocabulary instruction	Teaches students how to recognize words and understand them.	The panel found that vocabulary instruction and repeated contact with vocabulary words is important.
Comprehension: Text comprehension instruction	Teaches specific plans or strategies students can use to help them understand what they are reading.	The panel identified seven ways of teaching text comprehension that helped improve reading strategies in children who didn't have learning disabilities. For instance, creating and answering questions and cooperative learning helped to improve reading outcomes.
Comprehension: Teacher Preparation and comprehension strategies instruction	Refers to how well a teacher knows things such as the content of the text, comprehension strategies to teach the students, and how to keep students interested.	The panel found that teachers were better prepared to use and teach comprehension strategies if they themselves received formal instruction on reading comprehension strategies.
Teacher Education in Reading Instruction	Includes how reading teachers are taught, how effective their methods of teaching reading are, and how research can improve their knowledge of teaching students to read.	In general, the panel found that studies related to teacher education were broader than the criteria used by the panel. Because the studies didn't focus on specific variables, the panel could not draw conclusions. Therefore, the panel recommended more research on this subject.
Computer Technology in Reading Instruction	Examines how well computer technology can be used to deliver reading instruction.	Because few studies focused on the use of computers in reading education, the panel could draw few conclusions. But, it noted that all of the 21 studies on this topic reported positive results from using computers for reading instruction.

The life cycle of a frog: The Frog Blog

Tonight my partners: Toni, Setz, Jenna, and Mary Jo explored the grade 2 science curriculum. The curriculum states that student should "Investigating the Needs and Life Cycle of an Organism". We created our own blog dedicated to the life cycle of the frog. We explored ways to make it interactive and fun for all students. The students with special needs were also taken into consideration by providing video and reading assists to meet a variety of interests and goals. For the students with dyslexia we provided models that could be used that simple cut and paste actives that took into account the outcomes and the child's disabilities. The activity came together very quickly within an hour the blog had many posts with a variety of activities for a diverse classroom.

The Reading Process

IMPLEMENTATION OF ASSISTIVE COMPUTER TECHNOLOGY:

The use of AT in the classroom can be a rather intimidating scenario for a teacher who has done things a certain way for an extended period of time. However, the use of AT is a very valuable tool when used properly by a student with a disability or disorder.

When I read the article IMPLEMENTATION OF ASSISTIVE COMPUTER TECHNOLOGY: A MODEL FOR SCHOOL SYSTEMS (Morrison,  2007) it was an eye opening experience about why using assistive computer technology is important but ,also, how it can also be misused.

The biggest reason ACT is used inappropriately is due to the fact that the teacher does not buy into the plan. The article talks about the fact that some teachers become uncomfortable when using new technology. The use of ACT fails quite often if the teacher is forced to change his or her teaching style. If the new philosophy does not gel with prior pedagogical techniques the teacher is likely to dismiss ACT altogether or use it in a manner that does not assist its prime user. 

Teachers’ comfort level with ACT is closely related to training issues. Lack of training is a commonly cited barrier for effective ACT use. Leadersip at both the board and school level need to provide the training hours to make a jump like this possible for some teachers.

Teachers attitudes are the most important issues in creating a successful ACT environment. Training can only take a teacher so far if the intentions are to merely discard the newly found professional development to begin with. For those willing to utilize the medium of ACT within the classroom, certain barriers need to be breeched. A challenge for educators is finding personnel who are qualified to complete ACT assessment and make technology recommendations. The pace of developments in ACT is rapidly changing and keeping up with all the new advances can be very difficult.

It is important for students, teachers, and stakeholders to work together to make ACT work. Leadership must find ways to have their teachers trained in proper uses of ACT as it relates to the student using the device. Using the device for the sake of using the device is not a useful aid within the classroom. The reduction of student anxiety creates a supportive enviroment that allows for student growth and performance. On the other hand, if the educator in the room does not encourage the use use of ACT the plan will fail. Teachers need to lean outside their comfort zone to create a setting of acquire learning. 

Other available links for uses of ACT.

www.icdri.org/CynthisW/SL507overview.html

http://sweb.uky.edu/~jszaba0/JoyZabala.html

www.cenmi.org/matr

Technology for All

It was a very interesting night of class tonight. I was one of the fortunate ones to present my PowerPoint presentation tonight.  In presenting my presentation, I focused on the team aspects of assistive technology and the many stakeholders who should be involved in the consideration process. It is important for stakeholders to collaborate, the sharing of ideas and knowledge of the student about to be assessed.This is crucial. You need to know what works and what doesn't. However, even beyond this; why it does not work or, even, does work. These students are in need of assistance and we as educations need to find a way to provide this help.


This video made me think about how the classroom is changing for everyone. It is important to use technology to help students who are capable learners, but is essential to help students who have a need for compensatory options.

The teachers who do not incorporate technology may find themselves as instinct as the dinosaurs.

Dallas MacDonald (2012)

4 Models of Assistive Technology

Strength-Based Model

Team Problem-Solving Model

On-Going Longitudinal Model

Unifying Functional Model

Chambers’ Consideration Model

Strength-Based Model

•Identify student Strengths

•Let students responses formulate how the plan takes shape.

•Assessment of students should fit the students strengths rather than tackle student challenges.

•A consistency between framework and process.

•All compensatory items used within the classroom should be used during the Assessment. 

Team Problem-solving Model

•A team should include: parents, all involved educational supports, therapists and school administration.

•Should include person centered-planning.

•The strength of this approach allows for diverse voices to be part of the decision-making process (McLoughlin & Lewis, 2001).

• Family input about the student should be given all considerations. Communication with the family is of the utmost importance.

•The purpose of the assessment is to provide decisions regarding technology interventions.

•The school should create a decision-making schema that does not call on undue attention to the student. The only support provided should as limited as is necessary.

•In order for this to be an effective procedure the author speaks of having other classmate use the technology on a rotating basis to avoid bringing about undue attention. 

On-going Longitudinal Approach

•The model was derived from responses received from assistive technology experts and focus groups that consisted of trainers and consumers of assistive technology services.

•These stakeholders used their expertise to devise a new model of consideration.

•Contains a series of opened ended questions.

•Looks at what is the student not able to do or participate in daily.

•The team should make attempts to answer each question about the child’s deficits.

•The school team should reflect upon whether current strategies, devices, and modifications are working or not. 

• 

The framework of the Chambers’ Consideration Model:

•Collaboration

•Communication

•Incorporation of multiple perspectives

•Gathering of pertinent information

•Use of shared knowledge

•Flexibility

•On-going processes

 

 

The iPod Touch

The first class we looked at the importance of Assistive Technology to certain students. Students with disablilities rely on these technologies to help them compensate for their learning struggles. Some technologies can provide remedial support for students as well.

The iPod Touch can be an effective tool for:
 Text to Speech: For students with cognitive disabilities, the iPod Touch is equipped with Text-to-Speech (TTS) technology that can read aloud a selection of text or an entire document to students.

Word Completion: Students can avoid spelling mistakes and reduce keystrokes with the word completion.

iCal: Sends reminders for class schedules, homework deadlines, or team meetings (something any student can use).

Built-in communicator: As mentioned in the above video the iPod Touch can provide language for students who do not have the ability to speak for themselves.

Closed Captioning: Which provides sign language for students with auditory difficulties or close captioning to allow them to watch videos.

http://www.apple.com/education/special-education/

Assistive Techanology in Helping Students with Autism

1.     Conversations

2.     Creating Shared experiences

3.     Emotional Awareness and Regulation

4.     Social Cognitive skills

These 4 areas are areas of focus for students of ATS. Several apps are available that focus on these areas.

Conversations

With conversation builder, students will learn when it is appropriate to introduce themselves, ask questions, make observations and change the subject of the conversation.

How it works is that:
-Students record their half of the conversation
-They can initiate or respond to conversations
-and the conversations can be 4 or 8 exchanges long
-One nice aspect of this application is that some personal Student information can be used in conversations to personalize the conversation and make it more meaningful.

Shared Experiences

:
● Identify feelings in others

With Strip Designer

The term Assistive Technology is a widely used in the literature but has a level of “definitional ambiguity”, as it can mean different things to different people (Golden, 1998). So what do we mean when we say assistive technology?

As a teacher/vice principal  in a two building complex, assistive can be a helpful tool. at my school Kurzweil and Moodle are used extensively to aid in the remedial and compensatory needs of our struggling learners. With the ability to use apps within the classroom this resource opens up new avenues to organize and strengthen student services.

Kurzweil 3000 - http://www.kurzweiledu.com/
Their products help to empower students to take control over their reading and writing disabilities and establish their independence. Kurzweil 1000 is an advanced scanning and reading solution for the blind or visually impaired. Kurzweil 3000 is their scanning, reading and writing solution for people with learning disabilities or reading difficulties. This is available in Mac and Windows versions now. Kurzweil offers demo CD’s of two assistive technology products.

The Moodle Community, an open network of over one million registered users who interact through the Moodle community website to share ideas, code, information and free support. This community also includes a large number of non-core developers, with Moodle's free source license and modular design allowing any developer to create additional modules and features that has allowed Moodle to become a truly global, collaborative project in scope.
Assistive technology can mean many things to teachers who work hard to make struggling learners feel more comfortable in the classroom and also help to minimize the learning gap. Here is a look at some apps that are available for students: