First Class: Introduction

The purpose of this post is to elaborate on the first class of this course and discuss terminologies, presentations, activities, videos, and conversations. In particular, examine the terms Assistive Technology, Convergent Technologies, Universal Design of Learning, and Presumed Competency. Also discuss Barbara Welsford's (our class instructor) keynote presentation. 

Initially, we began our class with introductions. We completed an online survey, answered questions about ourselves, and our instructor generated the results. The results were shared with the class. This was a fast and efficient way to display our interests, commonalities, and individual characteristics. Here is a link to the online survey: http://fluidsurveys.com/.
Furthermore, this survey could be used in a variety of ways. In a classroom this online survey could be used as an ice breaker, this survey could be incorporated into math class (statistics/probability unit), or presented to staff, parent(s)/guardian(s), and/or within the community to gain further insight.   

Later in the class we were asked to work cooperatively to research a particular term, formulate a Wordle about the term (see right side of blog related to Wordle) and share our information with the class. Below I have further reflected and elaborated on the terminologies discussed during this class activity. 

Assistive Technology is a term used to describe adaptive, assistive, and rehabilitating devices for people with cognitive, physical, social, emotional, behavioral disabilities. Some examples of assisitve technology I am currently utilizing in my classroom include: adapted tool grips, enlarged text, thesauruses, dictionaries, books on tape, e texts, picture symbols, standing desks, yoga balls, bean bags, seat discs, seat cushions, handheld magnifiers, speech to text software/text to speech software (WYNN), picture schedules,visual timers, fidget tools, sensory headphones, sentence strips, board maker, manipulative, math software (FAST math), calculators, number charts, flash cards, counters, and graphic paper.  


Convergent Technologies refers to the interlinking of different technology systems (voice, audio, video, data). Some examples of convergent technology include SMARTboard, iPhone's, iPad's, laptops, Blackboard Collaborate,  and Facebook. Convergent Technologies enhance our ability to complete a multitude of tasks on a single device.   

Universal Design of Learning (UDL) means learning for ALL. All students have different capacities and abilities and we as educators must acknowledge and embrace differences. Diversity is predominate withing our schools so we must differentiate. We must provide the necessary tools and resources to support the success of all students. Furthermore, Howard Gardner's (1983) Theory of Multiple intelligence refrains from
 viewing intelligence as one realm of knowledge/intelligence, rather suggests there are eight intelligence's. These intelligence include: musical–rhythmic, visual-spatial, verbal-linguistic, logical–mathematical, bodily–kinesthetic, interpersonal, intrapersonal, and naturalistic. As a result, we must provide a variety of means for representation knowledge and understanding. Currently, I am using an amplitude of strategies to incorporate UDL into my classroom. A few implementation UDL strategies include KWL charts, rubrics, PhotoStory, Lexia, PowerPoint, diagrams, posters, oral presentations, iPads, SMARTboards, and dioramas. Furthermore, I am looking forward to adding additional UDL applications onto my classroom iPads. Barbara Welsford, our class instructor provided us with a document displaying a variey of applications used to enhance the incorporation of  UDL into the classroom. I look forward to exploring these applications and blogging about the incorporation of these UDL tools. 

Presumed competency requires us to acknowledge and recognize the diversity and needs among learners, provide students with tools necessary for learning, and advocate to ensure their needs are consistently and constantly being met.  Presumed competency means giving students a voice and ability to advocate for themselves.
Students in my classroom have complex emotional/behavioral needs and require the incorporation of a variety of assistive technology tools. My students and  the school-wide milieu were introduced to some of the assistive technology tools we use in our classroom through the use of a short story called, Arnie and His School Tools. Initially I read this story to my students, then they shared this story with other students in the school and brought along their "school tools" . Allowing students to educate others about the use of assistive technology "school tools" enhanced students confidence to utilize these resources. Reading this story aided in eliminating stigmas and misunderstandings associated with why students were using these tools. I recommend reading this book to students to enhance their understanding of assistive technology and to support the existence of presumed competency. 

Later during our class, our instructor presented a Keynote presentation. A highlight from this presentation was watching a video related to Assistive Technology and UDL. In the video a student with physical disabilities was able to play a musical instrument using an application called Garage Band on the iPad. He was able to create music using his tongue. What an amazing learning experience for this student. This clip in the video is a true example of UDL.  This is an example of a strategy being employed to make learning accessible to all students.