The Evolution of Learning

In order to understand the importance of implementing technology at a young age we must look at human development in general. If we were to take into consideration that humans are able to learn without any written or spoken knowledge, we would understand how young children can learn through technology. In early human evolution we were usually found in small groups of hunters and gatherers. These early hominids did not have any kind of written or spoken language. They communicated using images and body language. Also, they learned through experiences and role modeling, which is probably the most important piece of evidence for this discussion.

Humans at an early age also learn through role modeling. When you were young how did you learn that the square peg didn’t go into the round hole? The repetition of success and praise from successfully completing this task caused your brain to “re-wire” itself. This Re-wiring is known as learning, the making of connections based on experiences. If technology is used in a manner that is appropriate for the age of the student, it can only enhance their learning. Young children are not motivated by a person, albeit usually an energetic one, doing mundane tasks. They need to experience concepts in order for their brain to make sense of them. The example found in this video: http://www.youtube.com/watch?v=wOhb4n4ADbM, is a perfect example of how technology can be used to improve the classroom experience for a young student.

As said by Francis Wardle (http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=302), it is important to keep in mind that students need social interactions and opportunities to relate to other students. Like everything else, technology should be used in moderation to enhance the classroom experience. The overuse of technology will limit the student’s development in other aspects that are essential to their success.

¿Comprendes o no comprendes?

When I first began teaching I had very little experience with students who did not speak my own language. I am a bit embarrassed to admit that even after 5 years of Spanish classes in college and high school; I would not be able to hold an intelligent conversation with someone in my "second" language. The frustration in this knowledge brings to light a new understanding of students who do not speak English as their native tongue. In the majority of classrooms at the school I teach at has at least one student who is fluent in a language I cannot understand. One fourth (5/20) girls on the soccer team I coach speak English as their second language (four speak Turkish and one speaks Portuguese). In the past 5 years I have been exposed to more diversity in a classroom than I would have ever imagined.



Even with this exposure, teaching a student who does not speak the language that you are fluent in never becomes easier. In terms of strategies I have used, the best and most helpful to the student is inserting pictures into everything we do. Using a storyboard technique to explain a concept can facilitate more understanding than a dictionary. Allowing students to draw a process or their understanding gives multiple perspectives and allows the student to communicate on an even playing ground.



Another piece of software the school has is a test maker. This particular program allows the teacher to change the language so the student is not immediately put at the disadvantage to the rest of their classmates. In most cases there is a teacher that can translate the answers after the test has been taken. On this note I have used Microsoft Word as a piece of assistive technology. If available, students can be given a computer and be allowed to type a question or answer in their native language. Word has a translator built into it so with a few clicks the entirety of the students work can be translated into multiple languages. Any handouts can be done the same way to ensure the student is receiving the same education as the rest of the class.



In order to write this blog I spoke with a Spanish teacher here about the title. The upside down question mark is a few keystrokes for a single symbol. If you hold down alt and type in 168 with the number lock on ¿ will appear. Here are a few more examples:

Type of Character	Character	Value	Type of Character	Character	Value
Accented a	á	Alt+160	Tilde n	ñ	Alt+164
Accented e	é	Alt+130	Tilde N	Ñ	Alt+165
Accented i	í	Alt+161	Inverted !	¡	Alt+173
Accented o	ó	Alt+162	Inverted ?	¿	Alt+168
Accented u	ú	Alt+163	Left angled “	«	Alt+174
Accented E	É	Alt+144	Right angled ”	»	Alt+175
Dieresis u	ü	Alt+129

Found at: http://users.ipfw.edu/jehle/courses/ascaccnt.htm

This can be tedious when typing in the English language. But if there is a small amount of work needed to be done to make a student feel more comfortable or have an easier transition into the classroom it is the teachers responsibility to make that as seamless as possible. I have actually contemplated writing this blog in English and then translating it in word and posting the Spanish version with directions how to retranslate it. Imagine the frustration you would feel having to go through the process and not simply being able to understand. The most important idea to keep in mind when teaching a student who does not speak English is understanding and patience.

True Availability of Assistive Tech in the Classroom

As the student walks into the classroom they take their seat in the middle of the class, sit quietly working on the activity for the day and working hard to pay attention to the directions written on the paper. Unfortunately, this student has a reading and comprehension level of a sixth grader. In this high school classroom the student is falling behind their classmates and would benefit from a read-aloud program.

This exact scenario has been playing out in a classroom in the high school I currently teach at. The student works very hard but is simply an auditory learner. The ability to hear the directions and/or reading they are supposed to do automatically puts them on a level playing field with their peers. Both the special education teachers and the general education teachers have pushed to get the student the Kurzweil reading program my school currently uses. Unfortunately the student does not qualify, according to state standards to receive the piece of assistive technology. This goes against the idea of a quality education.  According to the U.S. Department of Education (2006), who says, funding may be appropriated to students with disabilities in the general education classroom in order to maximize the accessibility of the curriculum. This instance is contradictory to that statement. Because the student is not “low” enough on the spectrum of learning disabilities they do not receive the assistive technology. In reality parents have to request or the need has to be blatantly obvious before the school can obtain the funding for certain pieces of assistive technology.

Fortunately, solutions in teaching styles are present. Instead of assigning readings teachers are now able to do a read-along. Also, the utilization of the Smartboard tools (a huge piece of assistive technology) have allowed students like to one described to succeed without the funding provided from the state. One of the newest tools used in the classroom are apps available on the new phone technology. These apps can transcribe a student’s voice to text, if the student has a problem with fine motor skills such as writing. Unfortunately, the funding for traditional assistive technology pieces is not always readily available. Teachers are able to come up with creative solutions to individual problems.

U.S. Department of Education, Office of Special Education Programs. (2006, December 8). IDEA–Reauthorized Statute - STATE FUNDING. Retrieved from: http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalBrief%2C18%2C

Breaking the Law!

As I was reading Title II of the ADA it claims that all people with disabilities should have equal access to public education. Incorporated into this is the fact the building has to be accessible to these students. In previous classes within this program I was instructed to take measurements of my classroom and the areas around my school. At that time the school was not accessible to students in wheelchairs and/or on crutches. There is only one elevator in the entire school and it may not be the easiest route for students to take. This could cause the students to be late to class and detracting from their education. The classroom itself is similarly not available to the same students. The desks provided by the school do not allow enough room for students in a wheelchair to fit in between them, no matter what configuration they are put in.

These measurements were taken prior to construction performed on the school’s entrance. While the above problems still exist, the entrance has become much more accessible to students. Originally there was maybe an 8-9 foot clearance between two sets of doors. It would make moving difficult for someone using assistance to move around. Now there is approximately 15-18 feet clearance between the doors. Other improvements have been made, including a new foyer and main office which is much bigger and includes automatic doors (the prior didn’t).

Educational Impairment

In the traditional classroom, found in the majority of schools in this area, there is a teacher leading some type of instruction or activity, and a group of students performing the task set forth by the teacher. In most classrooms students with special needs, such as a visual impairment, can have simple fixes for in class activities. For example, they can be sat in the front of the classroom. But, as a general education teacher, I feel unprepared for a student with any other special needs that may require more than the basic seating change. I have had students in the past which needed magnified copies of handouts. I’ve also recorded class notes in a word document for students who have difficulty writing or reading the computer screen.

Even with these technologies, if a student were to come into my room and be considered legally blind or deaf, I am not sure I would be prepared to accommodate that student.  I have spoken with some of my colleagues about this topic in the past and they feel as if they are not properly equipped with materials and support to adequately provide our students with an education they deserve. I think there needs to be more educational materials and support in schools for students with sensory deprivation disabilities. Without these, the impairments in our education system are allowing these students to fall through the cracks.

Technology for Students

Students who are classified on the autism spectrum, like other students with learning disabilities, have to overcome more obstacles than a “normal” student. Not only do they have to learn concepts that every student struggles with, but they also have to beat their own difficulties. With education in our country based on how well a student scores on a test, the concentration of our system tends to be on individuals performing on standardized tests. In the classroom, students should be given every opportunity to be successful. The issue of standardized testing inhibits this goal that every educator should have, but that is an entirely separate discussion.

With this fact present in our education system, it is important to give every student opportunities to do their best in the situation they are put in. I have experience with students on the autism spectrum. The difficulties they can have in a classroom are sometimes due to techniques we as teachers utilize. As the article “Technology helps children deal with autism in school,” by Janice Youngwit, discusses, structure is extremely important to minimize unexpected circumstances for the student. The repeated classroom procedure, in which students get their notebooks and answer an engagement question at the beginning of every class, allows students with autism (and every student for that matter) to begin getting their mind in the correct state to learn whatever concept will be covered that day. It also can reduce the amount of anxiety that a changing environment can bring upon a student.

Along with a simple procedural technique, other more technological based techniques can also be useful to help students understand difficult concepts. For example, Debbie Marsh describes this in her article, “Assistive Technology for Autism: Available at All Costs and for All Levels.” The use of videotaping in the classroom can assist in student retention. If a student is able to watch a video of some concept being covered they can predict what will happen in the video. The visual cues and language used can be revisited as needed.

All students deserve a chance to succeed, regardless of how faulty the system may be. The use of technology and skills such as organization, planning, and social interactions can assist and give all students the chance they warrant.

Diversity in the Classroom

Currently, I have almost a dozen students with special needs within a single class. The needs range from use of a word processor during any activity that requires more than a paragraph of writing, to rewording directions and extra time on tests. At times the differentiation needed on activities requires more planning than the actual activity and lab setup. For example, the student that uses a word processor must have access during any lab to type their conclusion and answers to analysis questions. As discussed by Wahl and Duffield (2005), the use of this word processor allows the student to communicate more effectively. Using grammar and spelling checks, this student is able to communicate their understanding of a certain concept and elaborate rather than be hindered by a disability that limits fine muscle control.

Along with the diversity of learning abilities I am fortunate enough to have very diverse classrooms in regards to the student’s personal experiences and cultural backgrounds. This diversity in my classroom is a major asset to teaching in general. The ability to draw on multiple examples and experiences makes the learning experience much more enriching for everyone involved. Saravia-Shore (2008) says, “The broad range of experiences and perspectives brought to school by culturally, linguistically, and ethnically diverse students offer a powerful resource for everyone to learn more – In different ways, in new environment’s and with different types of people” (p. 3). In my upper level IB biology class, I often have my students analyze their own perspectives on controversial topics. When students bring their own experiences and thoughts to specific topics the educator and students are able to draw from each other to better evaluate and analyze their own perspectives.

Saravia-Shore, M. (2008). Diverse Teaching Strategies for Diverse Learners. In Cole, R.W. (Eds.), Educating Everybody’s Children: Diverse Teaching Strategies for Diverse Learners (1-50). Alexandria, VA: Association for Supervision and Curriculum Development.

Wahl, L., Duffield, J. (2005). Using Flexible Technology to Meet the Needs of Diverse learners: What Teachers Can Do. WestEd, 1-12.