Wednesday, November 12, 2008
Using a New Tool
During out last class, I literally sat in the same chair from 9:30-3:30, getting up once to use the washroom, and experienced 6 hours of stress, self criticism and feeling like I was lagging behind everyone else. I can only imagine what it must be like for some students who experience such stress 5 days a week. Trying to complete a task when you struggle with the language can be exhausting; just as trying to use a piece of assistive technology can be without knowing this language. For assistive technology to be an effective tool for our students we must know all the ins and outs of the tool so that we can answer any and all questions for our students to avoid adding to the stress they already experience. Thus, knowing your student and keeping their needs in mind is essential. Not only do we want to eliminate the stress of navigating a new tool but ensure that the tool itself is appropriate and is used in the most effective way for the student. Kurzweil has many gagets and these can be used in a variety of ways to engage a student; however, for the student I had in mind these gagets could distract rather than engage if his strengths and weaknesses are not considered. It is easy to create bells and whistles, sit back and oo and aw over the impressive show; it is also easy to get caught up in this and overlook specific needs. When these things are considered and are reflected in how the program is used it can aid students in becoming an active reader.
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6 comments:
Yes, the appropriate match of any program and within that, any feature...is critical to supporting the student with specific needs.
Sorry you had such a difficult day:(
Yes, although the programs do provide a much needed alternative for some students with regards to various learning diabilities, some can provide distractions, the students can get caught up in the "bells and whistles" and loose focus on the intention of the activity. I also agree that we, as teachers, must ensure that we are the "expert" with reagrds to the progams. I must admit, I get very frustrated when the programs don't work as I expect they will, and at times I get caught up in creating the "bells and whistles" for the students and I can also loose focus on the intended outcomes.
On finding the appropriate match, I'm looking forward to discussing the case study and how to determine the best match. It seems like we've barely skimmed the surface of so many of the programs available, and worry I'll mismatch! Does anyone have that chart with all the AT programs and skills sets?
You are not alone- I also went through six hours of stress trying to figure out the programs. I try to play with the programs after class time. I also agree the the appropriate match of any program is important for supporting the students.
What really made me wonder is how teachers who have little or no interest in At ever manage to create work for their students?
Always interesting to see things from the students point of view isn't it Karen?? In response to Eileen's comment, I guess it comes down to resource teachers finding things for the students. Either that or some really committed classroom teachers.
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