I am writing this blog entry in response to this weeks Blog assignment and comments which I have received about previous blog entries.
The item which I am going to showcase this week is a closed circuit television or CCTV. As previously stated these devices use a camera and television screen to to produce enlarge images. The camera can be used to focus on printed materials including words, pictures, diagrams, charts, graphs etc. In addition the camera can also be used to focus on 3D objects which also appear enlarged on the screen.
The history of these devices is much like that of computers in general. When they were first introduced they were extremely bulky and cumbersome with limited features. Students today however, have the benefit of lighter more compact versions and more advanced features which increase the student performance.
Modern CCTVs range from small hand held devices to mobile cart mounted devices and even ones which run in conjunction with a laptop.
The following link will take you to a site where the most popular device I currently use with my students is located www.visionaidsystems.com/senseview (Sense View)
While there is currently no support software which accompanies this device, my hope is that the future will continue to provide users with more options.
Another piece of software which I have previously mentioned is JAWS. JAWS is a screen reader program. What is a screen reader program? Simply it reads aloud all of the information displayed on the screen in addition to command information. This is used in combination with keyed commands (hot keys ex. control + p = print) hence replacing the need for a mouse and monitor. This software if you have not guess is great for people who are totally blind. You can obtain a demo for JAWS at http://www.freedomscientific.com/jaws-hq.asp
Thursday, March 26, 2009
Tuesday, March 17, 2009
Multimedia Software & Devices
My work as a teacher consultant for the visually impaired centers on the use of technology related accommodation which my students use to gain access to the curriculum. As it turns out a number of these accommodations are Multimedia devices. For example, I currently use an optical scanner to scan print documents which I then translate into Braille for my students.
In addition I have used with my students a number of Closed Circuit Televisions (CCTV) to enlarge materials using a television monitor and a camera. These devices can be both hand held (about the size of a VHS tape) or larger including a directional camera which can be focused on the classroom’s white board.
My students also use a variety of digital voice recorders (DVR) for note taking purposes. They can record up to 20hrs on these devices. It can also be connected to a computer in order to transfer files back and forth. My students use Microsoft Media Player to listen to and manage these sound files.
Previously, I have assisted students in learning how to make PowerPoint presentations including sound files which they create with their DVR. One particular student used their DVR to record herself playing the piano and guitar. She then used her recording as real examples of the different styles of music she was trying to verbally describe in her PowerPoint.
In the future I would like to use a digital camera to create picture files of the students for inclusion in their cumulative file.
In addition I have used with my students a number of Closed Circuit Televisions (CCTV) to enlarge materials using a television monitor and a camera. These devices can be both hand held (about the size of a VHS tape) or larger including a directional camera which can be focused on the classroom’s white board.
My students also use a variety of digital voice recorders (DVR) for note taking purposes. They can record up to 20hrs on these devices. It can also be connected to a computer in order to transfer files back and forth. My students use Microsoft Media Player to listen to and manage these sound files.
Previously, I have assisted students in learning how to make PowerPoint presentations including sound files which they create with their DVR. One particular student used their DVR to record herself playing the piano and guitar. She then used her recording as real examples of the different styles of music she was trying to verbally describe in her PowerPoint.
In the future I would like to use a digital camera to create picture files of the students for inclusion in their cumulative file.
Thursday, March 5, 2009
Spreadsheets
My personal use of spreadsheets centers on Microsoft Excel. During the last two years I have used Excel to track my mileage information as I travel from school to school. This has enabled me to efficiently produce my mileage reimbursement forms. What once took me all day to complete, now only takes me about an hour. In addition, my department recently developed an Excel document which we use for out of district student billing. The form is capable of automatically computing information such as indirect and direct service time and travel time.
Currently, I do not have any students who are using computer based spreadsheet applications, but I do utilize low tech paper spread sheets when teaching mathematical concepts such as addition, subtraction, multiplication and division. Through the use of number grids, students navigate rows and columns of numbers in order to complete a given mathematical operation.
My department is still putting the finishing touches on our out of district billing form. Since we first used it earlier this year, we have decided to include many other aspects of our job that are billable. This will allow us to provide different school districts a better reflection of the services we are requesting reimbursement for.
Currently, I do not have any students who are using computer based spreadsheet applications, but I do utilize low tech paper spread sheets when teaching mathematical concepts such as addition, subtraction, multiplication and division. Through the use of number grids, students navigate rows and columns of numbers in order to complete a given mathematical operation.
My department is still putting the finishing touches on our out of district billing form. Since we first used it earlier this year, we have decided to include many other aspects of our job that are billable. This will allow us to provide different school districts a better reflection of the services we are requesting reimbursement for.
Thursday, February 26, 2009
Databases
Currently I use database software indirectly with the help of school secretaries to access student enrollment information such as grades, schedules and attendance. Being a teacher consultant who services an entire ISD, it would be impossible for me to become acquainted with each school’s or district’s system, so I rely on the trained staff to accomplish these tasks for me.
My department has recently started compiling all of our student records into one electronic database using Access Software. We are assuming this task while our district transitions from Individual Education Plan (IEP) forms which are mainly filled out by hand to electronic IEP documents which require only signatures to complete. This is a large task for a number of reasons; including the fact much of the data we intend to add is currently in paper form.
We have worked with our district’s IT department throughout this year on the project. We were able to initially approach them with a goal and since then they have supported us with training and direction. I look forward to the countless benefits our database system will bring us, the students, and their families. From the storage of contact information to tracking student progress to long term storage, my department will have a tool which will enable us to hopefully spend more time working with students and less time standing at the copy machine or searching through stacks of paper.
While working with my students on research projects, I instruct them in accessing the same online educational databases which the teacher recommends for the rest of the class. My students also utilize database software when they access the address list option contained in their BrailleNote. This option allows the user to create a database of individual contact information which they can later search using names, numbers or words.
In the future, I would like to create a database containing detailed information about different lesson plans and related task analysis for the goals and objectives I work on with my students.
I could also create a database with information specific to different visual impairments and Blindness in general. This could contain form letters and informational documents for both teachers and families to use when interacting with people who are blind or visually impaired. Having the information stored and organized would prevent long searches or having to duplicate work I have already produced.
My department has recently started compiling all of our student records into one electronic database using Access Software. We are assuming this task while our district transitions from Individual Education Plan (IEP) forms which are mainly filled out by hand to electronic IEP documents which require only signatures to complete. This is a large task for a number of reasons; including the fact much of the data we intend to add is currently in paper form.
We have worked with our district’s IT department throughout this year on the project. We were able to initially approach them with a goal and since then they have supported us with training and direction. I look forward to the countless benefits our database system will bring us, the students, and their families. From the storage of contact information to tracking student progress to long term storage, my department will have a tool which will enable us to hopefully spend more time working with students and less time standing at the copy machine or searching through stacks of paper.
While working with my students on research projects, I instruct them in accessing the same online educational databases which the teacher recommends for the rest of the class. My students also utilize database software when they access the address list option contained in their BrailleNote. This option allows the user to create a database of individual contact information which they can later search using names, numbers or words.
In the future, I would like to create a database containing detailed information about different lesson plans and related task analysis for the goals and objectives I work on with my students.
I could also create a database with information specific to different visual impairments and Blindness in general. This could contain form letters and informational documents for both teachers and families to use when interacting with people who are blind or visually impaired. Having the information stored and organized would prevent long searches or having to duplicate work I have already produced.
Thursday, February 19, 2009
Word Processing Ideas for Teachers and Students
Word Processing Ideas for Teachers and Students
My primary word processing software, besides email, is Microsoft Word. I use Word on a routine basis to accomplish many of my daily tasks. As a special education provider, documentation is an essential part of my work. Word enables me to create student reports, parent letters, student assignments, permission slips, daily progress and contact logs. Sometimes I will just open up Word in order to draft something or just make quick use of one of Words Tools such as grammar, spelling, and synonyms.
My students who are blind or visually impaired also use Word for word processing tasks. In combination with either JAWS or Magic software, students are able to gain access to every user option. Classroom assignments including: essays, reports, and journals, are easily created, stored and retrieved at a later time using Word.
In addition, some of my students use a word processing software program which comes preinstalled on the BrailleNote.
What else might you like to do?
Just brainstorming, I suppose one could create a Word document of any creative writing sample containing a number of misspelled words. This document could be used as a digital work sheet for students learning how to use spell checker (this can be tricky for JAWS users).
Just recently, thanks to my wife, I cleaned up and organized a number of my many Word documents and am still in the process of doing more. The new file/folder system which I have in place makes the process of looking for personal, work and school files faster and less frustrating.
My primary word processing software, besides email, is Microsoft Word. I use Word on a routine basis to accomplish many of my daily tasks. As a special education provider, documentation is an essential part of my work. Word enables me to create student reports, parent letters, student assignments, permission slips, daily progress and contact logs. Sometimes I will just open up Word in order to draft something or just make quick use of one of Words Tools such as grammar, spelling, and synonyms.
My students who are blind or visually impaired also use Word for word processing tasks. In combination with either JAWS or Magic software, students are able to gain access to every user option. Classroom assignments including: essays, reports, and journals, are easily created, stored and retrieved at a later time using Word.
In addition, some of my students use a word processing software program which comes preinstalled on the BrailleNote.
What else might you like to do?
Just brainstorming, I suppose one could create a Word document of any creative writing sample containing a number of misspelled words. This document could be used as a digital work sheet for students learning how to use spell checker (this can be tricky for JAWS users).
Just recently, thanks to my wife, I cleaned up and organized a number of my many Word documents and am still in the process of doing more. The new file/folder system which I have in place makes the process of looking for personal, work and school files faster and less frustrating.
Sunday, February 1, 2009
How my students use technology
As a teacher consultant for the visually impaired and blind, I work with numerous students who require both high and low technology accommodations in order to successfully participate in a classroom of sighted peers. My students who use Braille as their primary reading medium, are able to utilize a hand held personal computing device called a "Braille Note." This device contains numerous applications such as a word processor, scientific calculator, address list, organizer, and email. Students navigate these applications using a keyboard and select keys while listening to auditory feedback. They also are able to read information presented by the device in what is called a refreshable Braille display. A refreshable Braille display is an output device which presents Braille information using metal pins that pop up then retract as required. Essentially the Braille Note is a glorified note taking device. My students are also able to use desktop and laptop computers with the aid of Screen Reader software such as JAWS and Screen Magnifier software such as Magic and Zoomtext. JAWS replaces the need for a mouse and monitor. Students are able to successfully and efficiently navigate computer programs and the Internet using only hot key commands and auditory feedback. Magic and Zoomtext both act as digital magnifiers by enlarging presented information beyond what the monitor can present at one time. In other words the information is so large, users are required to move the mouse to the far left, right, top or bottom in order to bring information into view.
While my I do posses a good working knowledge of the disability specific technology related devices used by my students, in my opinion, I lack a greater understanding of the many more uses of technologies which are common place in today's regular education classrooms.
While my I do posses a good working knowledge of the disability specific technology related devices used by my students, in my opinion, I lack a greater understanding of the many more uses of technologies which are common place in today's regular education classrooms.
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