Twitter Post

Twitter Assignment ED 505

The technology in education class has been a unique experience for me to say the least.  It would be easy for me to say how great twitter has been, however, I honestly cannot say that at this time. One being with all the different technology assignments due each week for the class I found it hard to concentrate on searching twitter   Due to old habits I found putting in a search phrase much more relevant  and quicker finding results than the first several people I followed on twitter.

The first week of class I used some of the websites suggested in the syballus to find some educators to follow and picked some local people, however, with this being summer they did not seem to have a lot of significant post.  I mainly experienced a lot of irrelevant chatter initially; therefore, I was turned off to twitter.  I think if I am able to secure a position back in a public classroom I can see where connecting with a couple of educators could be helpful on one subject.  However, during this class I did not find it very useful and my inexperience with twitter was probably the major factor which I can work on in the future.  I did see among our classmates how the hash tags could be helpful for a class or group of students to research the internet thought out the year.  I enjoyed seeing the twitter post among classmates each week and the different web sites relating to the same subject (ex. Digital divide) therefore, a class or group of students could quickly build up a database of references on the internet with twitter.  Consequently, the irrelevance of twitter was due more to be not being confident with the technology than twitter itself.

One hash tag I tried to follow outside of the class was Ed Tech k-12 Magazine @#ow.ly/n1L81, another one was Digital Maverick @ digitalmaverick.   Both had some insightful tweets, however, a lot of chatter also that was not relevant to our assignments.   Another one I followed was Karl Fisch@Karlfisch his blog is thefischbowl.blogspotl.com.  I did not do a good job following them due to they had so many tweets I found it quicker to search the net on my own, however, as stated above in the future once you find someone tweeting about subject you are interested in with practice I am sure you can learn to search tweets more effectively than I did during this class.

In conclusion, I think posting a tweet with a website attached on a particular subject like we did for class is much more helpful for education purposes.  Therefore, our class hash tag was the most useful tweets in my opinion. I can also see where social bookmarking like Delicious can help organize your tweets, websites, and bookmarks now that assignment is finished.

Check out my social bookmarks at
https://www.delicious.com/edwinatc24

Assistive Technology in the Classroom

In this week’s blog we will examine how to use assistive technology with students that have mild, moderate, and severe cognitive disabilities, physical disabilities, sensory disabilities, at-risk behaviors, and gifted students. Roblyer and Doering point out first we must understand what constitute a disability, which is “when an impairment limits an individual from performing an activity in a manner normally expected for human beings (communicating with others, hearing, movement, manipulating objects, and so on)” (p.398).

For students with mild cognitive disability low-tech technology that are usually non-electrical such as highlighting markers, word list, and organizing systems may be helpful (Roblyer & Doering,2013, p.404).  Software products that have text-to-speech products and interactive storybooks could be used for reading, and for writing voice-recognition software has been helpful (Roblyer & Doering, 2013, p.405).

Roblyer& Doering point out for students with moderate to severe disabilities “effort is devoted to ensuring that they acquire daily living skills such as personal hygiene, shopping, and use of public transportation”(p.408).  An iPad app (Time, Money, and Fractions On-Track) could be used to teach money and time management skills (Roblyer & Doering, 2013, p. 408).  For students with this disability accessing and using a computer can be very difficult, therefore, alternative keyboards (Intellikeys) can enlarge keys, remove keys not needed for particular software program, and have multistep keys that do several functions (print, save, quit) with a single press of the key (Roblyer & Doering, 2013, p. 408).

Physical disabilities usually affect the student’s mobility and agility, therefore, Roblyer & Doering point out technology needs to address ensuring maximum motor function to decrease physical demands by looking at placement of the technology and having good training so that the student can operate independently (p.405).  Assistive technology such as joysticks (one handle moves in all directions) for power wheelchairs and switches for controlling computer systems and environmental systems need to be considered (Roblyer & Doering, 2013, p.408).

Assistive technology for students with sensory disabilities (loss of hearing or vision) Roblyer & Doering point out can start with a cane with sensor technology for the blind to assist with mobility, to scanners that convert printed information into audio for the blind (p.409).  They point out there are mobile apps like “Text-Grabber” for the visually impaired (p.409).  

Individuals who are hearing impaired Roblyer & Doering point out can use most technologies without many adaptations; however problems can occur with products like computers due to the “reliance on sound in multimedia software” such as error messages (p.409).  Therefore, it has been advocated for designers to produce information in multiple formats (error messages with sound and on-screen instructions) (p.409).  In the classroom FM amplifications systems (Lewis, 2010) are being used with the hearing impaired, it allows the teachers voice to be amplified through a head-set to the students to help them focus their attention (Roblyer & Doering, 2013, p. 409).

The At-Risk student is not disable from the federal definition of disability; however, their low performance often correlates with students who have a disability (Roblyer & Doering, 2013, p.209).  Consequently, software programs and websites need to be engaging and motivating to the student, such as electronic quizzes that provide immediate feedback on performance.  An example of this would be Brain Pop (www.brainpop.com) (Roblyer & Doering, 2013, p. 405).

The last student we will examine is the gifted and talented student. Roblyer and Doering point out the primary issue with these students is identifying “students who merit special services or activities that they would normally not receive in school” (p.411).  Roblyer and Doering point out five areas to focus assistive technology on with the gifted student; they include pace of learning, process, passion, products, and peer relationships (p.412).  Assistive technology should focus on products such as “multimedia presentations, web page design, and electronic portfolios to document learning experiences” (Roblyer & Doering, 2013, p.405).  The internet can be very useful with gifted students allowing them to follow their passion, showcase their products through podcasts, and work on peer relationships through social networking, email, and wiki pages to name a few (Roblyer & Doering, 2013, p.412).

Assistive Technolgy

#ED50591413UWA You Tube video on Assistive Technology http://t.co/86yk5l8we2
— Edwin Harris (@EdwinATC24) July 16, 2013

twitter 2.0

Check out this site for web 2.0 resources;https://t.co/rdlspzSHmW #ED50591413UWA
— Edwin Harris (@EdwinATC24) July 9, 2013

Glogster Nutrition Food Pyramid

Web 2.0 Resources in the Classroom

As I pointed out in my last blog (7/2/2013) physical education and health has been put on time restraints in many school systems due to increase academic pressure in core subjects to reach benchmarks on standardized testing, therefore, learning to use resources like web 2.0 to increase online content could be very helpful.  My own child will be entering high school this year where they are teaching an integrated class call LIFE PE that students take the entire year and receive state credit requirements for health, driver’s education, and physical education (Nivada Spurlock, Chairman Physical Education, Homewood School System).  To accomplish this the school system is using a combination of “hybrid learning where the course is a mixture of online and face-to-face delivery” (Roblyer and Doering, 2013, p. 207).  For example, the health component is taught entirely through on-line modules.

According to “keeping pace”, hybrid learning is the “fastest growing segment of k-12 online learning (Roblyer and Doering, 2013, p.212).  As distance learning increases education systems must keep in mind characteristics of successful distance learners such as responsibility and self-organization ability of students.  Furthermore characteristics of  effective distance learning instructors such as course planning, verbal and non-verbal presentation skills, ability to use strategies, and ability to coordinate several internet sites for student activities need to be kept in mind.(Roblyer and Doering, 2013, p.213).

Using web 2.0 resources embrace the technology world students of today are growing up in; therefore, instructors must keep pace.  Interacting with files online in recent years has expanded with tools such as icloud and drop box (Roblyer and Doering, 2013, p.220) which makes sharing much easier for students and instructors in online learning.  Sending instructions or assignments through email was the only option a few years ago in online instruction.  However, now instructors can use blogs as their main communication points with links to web 2.0 resources like in this week’s assignments (glogster, animoto, blabberize), websites, tweets, wiki lesson plans, Prezi presentations and many other internet options (Roblyer and Doering, 2013, p.222).    The web 2.0 resources like glogster (1 page), and short videos (30 seconds) like animoto, blabberize with animals talking are good examples of tools that can be embedded into a blog.  These presentations are short which I think helps keep students attention and can be used to introduce an entire unit of study or simple lesson plan in a fun way.

Try our video maker at Animoto.

Blabber3

Blabber2

Blabber1

Mobile Technologies in the Classroom

<iframe width="560" height="315" src="//www.youtube.com/embed/p6ffjlfrb3I?rel=0" frameborder="0" allowfullscreen></iframe>

Video explaining heart rate monitor using i pod with Nike+running program.

Mobile Technologies in the Classroom

As I discussed in a earlier blog (June 3, 2013) technology is much more than the world wide web access through our computers, now with mobile technology of iPods, iPhone and tablets technology is truly everywhere.  I mentioned in the June 3, 2013 how iPads were being used for curriculum's such as physical education with exercise apps.  I think iPads and  iphones can be used to make physical education and health much more interesting in a time when there is a decrease emphasis across the nation in health and PE requirements. Roblyer and Doering point due to emphasis on meeting benchmarks in core subjects less time is being allotted for PE and health (p.378)  However, studies have shown that the decrease emphasis in physical education may be affecting students health.  The number of overweight children in the United States has triple since 1980.  Besides the decrease emphasis in physical education, Roblyer and Doering point out research indicates children are less active due to spending more free time watching TV and playing (Fogel, 2010) computer games (p.381).

Therefore, what I want to discussed today is how technology and apps can benefit students and schools by helping in the instruction in physical education and health with the limited time allotted for these subjects in the majority of school systems today. Consequently, demonstrating how to use technology to increase activity not decrease activity.

Our text reviewed several programs that could be useful technology in physical education classes.  The first one fits into the category of software know as exergaming, “video games that provide physical activity or exercise through interactive play” (Roblyer and Doering, 2013, p.29).  Games such as Dance Dance Revolution (www.ddrgame.com) and Nintendo Wii games with dance pads provide a good alternative to participation to engage students in aerobic activities (p.389).  I think these programs would be very helpful and fun to the students that do not view their selves as athletic.  The Nike + running program highlighted in the video embedded with this blog can be used in conjunction with programs like dance revolution to teach understanding how heart rate monitoring can help increase intensity during exercise, therefore, increasing cardiovascular fitness. 

Banville and Polifko in 2009 (Roblyer & Doering, 2013, p.385) “research confirm that video feedback can increase the ability to learn and perform motor skill.” This can be from reviewing video images from video recorder, digital camera, ipad & i phones that can give student immediate feedback.  An example of using video feedback could be as follows, first set up video station for motor skill (Batting –softball).  Place students in small groups, one student hits ball, second student gives feedback from video, and third student records performance in writing (p.386).  Dartfish (www.dartfish.com) is a video software program that can be used for basic motor skill training (elementary school) by physical education teachers and has advanced modes that are used by professional physical therapist and certified athletic trainers to analyze movement.

Four Free Apps for Physical Education & Health.

Nike app for running (www.apple.com/ipod/nike) is a simple, fun app that measures distance ran or walked, pace of run, and calories burned. The app allows you to set your calendar to remind you when to run, and gives points called Nike fuel to keep the student challenged.  It can also be used with heart rate monitors to guide students in intensity of their workout.

Next app is called Loseit (www.loseit.com) which can set goals for losing weight in a safe, healthy way.  Students can learn healthy choices by tracking their calorie intake, and it gives students feedback on percentage of fat, carbohydrates, and proteins in the calorie intake.

Third mobile app is AphaTrainer (www.alphatrainerapp.com). This app allows individual to pick different parts of their body they want to focus on and will recommend workout to target those specific areas.  Program gives examples of each exercise so students learn proper technique and knowledge of how exercises work different parts of the body.  Program will modify workout according to if you are doing it at home or at the gym.

Last app is called Lighting Finder, it has a free trail period then their is a charge if you want to keep it.  Find it at https://itunes.apple.com/us/app/lightning-finder/id406162876?mt=8. 
As physical education instructors, coaches, or athletic trainers safety of our students and athletes should always be our primary concern.  Lighting is a real threat and kills, this app can be on your phone and it will let you know the distance the strikes are from your location and the amount of time between each strike.  Unfortuantely, there is not a certified athletic trainer employed at every high school, therefore this responsiblitly falls on the PE instructor (or coach if sport related) for outdoor activities.  The NATA (National Athletic Trainers Association) recommends waiting 30 minutes once lighting is detected, if no strikes occur in 30 minutes then it is safe to resume activities.

Tweet

#ED50594113UWA Get fit with this app http://t.co/wov4K1vsnX great software for you i pad or i phone.
— Edwin Harris (@EdwinATC24) July 2, 2013

#ED50594113UWA This website has good integrated software for all subjects. http://t.co/yb0lPWzDLl, found in research for this week's blog.

— Edwin Harris (@EdwinATC24) June 25, 2013

Instructional Software Applications in the Classroom

Today we will examine the use of instructional software in the classroom. We will be looking at the six types of instructional software option being used in the classroom today including 1) Drill and practice 2) Tutorial 3) Simulations 4) Instructional games 5) Problem Solving & Integrated learning systems. (p.82).

First, we will look at drill and practice software. Merrill & Salisbury (1984) research pointed out that drill activities can lead to better transfer of newly learned material to long-term memory through effective rehearsal (Roblyer and Doering, 2013, p.84).  Roblyer and Doering point out three benefits of drill and practice software including immediate feedback, motivation for students, and saving time for teachers (p.84).  The example of drill/practice software I would like to point out is a online flash card study system for a professional examination.  It could be used in a athletic training curriculum to prepare students for the National Athletic Trainers Association examination.  This software can be found at www.flashcardsecrets.com/nata.

Next we will look at tutorial software which Roblyer and Doering point out has characteristics of instructional sequence and usually includes a drill-and-practice function (sometimes in form of games)(p.89).  Benefits of tutorial software are some of the same as drill/practice including immediate feedback, private feedback, and time savings (Roblyer and Doering, 2013, p.89).  With increase curriculum requirements many health requirements are going totally online for high school level so tutorials can be very helpful, plus they can be very helpful preparing for professional certification exams.   The following tutorial would be good for upper elementary introduction into health for learning basic anatomy, it is a tutorial on the skeletal system.  It can found at www.sheppardsoftware.com/health/anatomy/skeleton/Skeleton_tutorial.htm. It is very simple and easy to follow, and include quizzes and games to test the students knowledge.

Simulation software benefits includes compressing time, student involvement, safe experimentation, saves money, allows repetition with variation, and can make the impossible possible (Roblyer and Doering,2013 p. 93).  As an certified athletic trainer you need to be proficient in blood pressure measurement which can sometimes be uncomfortable for the subjects you are practicing on.  This simulation would allow students to practice unlimited first on computer, making it easier to be proficient before practicing on real people later.  The could make things more comfortable for student and model.   Find this software at www.practicalclinicalskills.com/taking-blood-pressure.aspx.

As pointed out in our text some software overlap several techniques a good example of this is the skeletal tutorial I reference above, after students take the tutorial they can test their knowledge by performing quizzes or games.  In this software program the game has different levels for the students to attain.  Students are growing up in environment of video games, therefore, educational video games can be fun and motivate kids to spend more time on subjects (Roblyer and Doering,2013, p.96).  Roberly and Doering point out the following characteristics of instructional games; they provide rules, challenges student to compete and win, entertaining, create problem solving and practical skill opportunities (p.96).    The skeletal anatomy game can be found at www.sheppardsoftware.com/health/anatomy/skeleton/Skeleton_game_1.htm

Problem-solving software can come in interesting challenging formats , it encompasses some of the tools of simulations and instructional games.  Problem –solving software can help students work on mastering specific components of content area (Roblyer & Doering,2013, p.100).   This could be useful in the athletic training and medical field where you cannot practice on live models.  Example of this would be the following software (ages 13-18) for students interested in going into a medical career called ER 3.  It can be found at www.superkids.com/aweb/pages/reviews/problem/9/er3/merge.shtml. Several schools are now including health sciences class to expose students to different careers in the health care industry, software like this ER3 could be really helpful.

Integrated learning systems are online systems that can provide "both computer based instructions and track and report" students progress as it is used.  ILS activities" range from simple drill and practice to extensive tutorials", advancing to "complete tutorial systems intended to replace teachers in delivering entire instructional sequences" (Roblyer & Doering, 2013, p.103).  Before advancement of computer software students in physical education class have been taught manually how to monitor their heart rate in relation to intensity of exercise to increase fitness levels.  Today with electronic heart rate monitors and software to accompany them, students are able to track heart rates more accurately and keep track of how heart rate increases fitness levels.  Heart rate monitors  can provide other feedback such as distance ran or walked, calories burned, even body temperature to let students understand how different intensity level effects increase in fitness.  This software can be found at www.spreesports.com.

In conclusion all the instructional software available with the advances in mobile (smart phones, i pads) technologies, web-based tools, file exchange compatibility, integrated packages which can combine several functions word processing, spreadsheet, and databases continues to advance quickly (Roblyer & Doering, 2013, p.115).   Therefore, the technology ceiling  has no limit in sight for educators and students in the future in my opinion.