Personal Learning Devices

Personal Learning Devices:

The Use of the iPad in Daily Instruction

Personally, I do not own an iPad. When it first came out I thought of it as a hand-held extravagance. Some strange mix of a laptop, smart phone, and kindle rolled into one. I thought the suited businessmen on the train using them were basically shouting, "Look at me and my over-priced hot new gadget that I have no idea how to use... but it looks cool when I swipe my finger across really quickly. Watch that baby scroll."

Similarly, when I heard that iPads were being introduced into the classroom for students with Autism, I thought of it as just another tech quick-fix that will cost schools a large share of their budget to supply. But all the parents will want them, so that's what they'll do... rather than supplementing instruction or, you know, hire more teachers.

I've informed myself since then a bit more on personal learning devices such as iPads, and have since gained an appreciation for what they can bring to the table. Or the classroom.

Though my current school does not supply our classrooms with such devices, there is rumor that through the help of a technology grant, we may have access to a cart that would provide our class the opportunity to use the iPads when available. Being that I do not own one or have much experience with them beside that of entertainment factor, I feel it necessary to acquire the proper training in new Apps and programs that would benefit the needs of my students. It has been mentioned that PD may be available for just that, and I would be first to sign up for it. I would love to incorporate these babies into the classroom: as I see fit and necessary. 

Is this instructional technology, adaptive technology, or both? What is important to consider when using it initially, in class, and for the longterm? What are the goals of using this technology?

In my opinion, personal learning devices such as the iPad are considered Adaptive technology. It is important to consider the long-term ramifications of utilizing such devices as an assistive tool and supplemental aide, but not a crutch or just a reward. In situations where students are non-verbal and communicate through an app such as Proloquo2go, this only makes sense as an assistive device that enhances communication and thus enriches their learning experience and socialization. When it is not necessary, iPads can be just what they are to those who may not truly need them: another flashy but fun tech device. In the classroom, the use of desktop or laptop computers make sense for students to become familiar so they may become familiar with word processing, internet research, and other skills that they will continue to use throughout school and into the future. We are not sure at this moment if iPads and other tablets will have longevity in usage, or if they are just a current gadget destined to go the way of the 8-track. 

What did you think? What were potential accessibility issues? How would you change it?

Learning about how the iPads may be used and adapted for those who may not have the ability to 5-finger swipe (such as the 3finger to one finger swipe, the ability to customize your selection print, and the adaptive use of pointers and stylus technology) show that the iPad has been designed to be adaptable. It isn't quite UD, but has the potential to be adapted, which is almost as good. The problem though, is the initial set-up and tailoring per individual, and if multiple students may be using the same device, then settings would need to be updated prior to each use. As I don't have an iPad myself, I don't know if it's possible to create profiles of different users with saved pre-set settings, so that settings do not have to be changed manually each time. If that is not possible, it's certainly something for Apple to consider in its next updated model.

My Thoughts on UDL

Although I was a bit dubious at first, I think I'm coming around to UDL. In an introductory course in my first semester at Teachers College, my thoughts on UDL were that it was too broad an ideal; that it made sense for architecture, but education isn't so concrete. No pun intended. Bad joke. There should always be standards met and addressed that meet the needs of as broad a range of students (or learners, population, etc.) as possible, but each idea needs to be somewhat tailored to the individual with the same end goal in mind. The issue is that time, and attention to certain detail, vary considerably for each individual. I agree that UDL is not a "one size fits all" set of principles, but also that when we consider multi-modal instruction, we are not forgetting that while student A needs short vignettes of learning for short attention span, student B may need more time to digest information and repetition to retain. Auditory and Visual inputs may be beneficial for some, or distracting to others. This is why small group activity and stations may be in some cases more effective for grouping learners in the ways that they learn, and how to meet those methods with the appropriate supports. In this way, it is more student-driven design, and not the instructor's information overload.  Perhaps I feel that this is the case, because I myself, become very easily distracted in a learning environment. While I need quiet for concentration and minimal distractions, others I know work better while feeding off the energy of others or from music and background noise in their environment. However, I am a visual and kinesthetic learner. I need to see something, write it down myself or perform the act itself, in order to retain the information. But being a visual and kinesthetic learner doesn't always mean that a graphic or action will help, if that graphic is not clear itself or if that action is not in line with the end goal. We need to keep in mind the difference between supplement and distraction.

I do agree that UDL principles are grounded in means and access for as many individuals as necessary, without exclusion, and should always kept in mind when planning the end goal of a lesson. So keeping in mind that an educator should provide multiple means of representation, expression and action, and engagement will add to the lesson as a supplement, but necessarily a requirement. To compare it to architecture, the ramp can be used by everyone, but the stairs and the elevator are there for those who choose to use either or. In terms of architecture, the ramp is considerably more cost effective and efficient, but in terms of education, the choices and different means provide individual options to "get to the next level."

Universal Design Challenge: Part 2

Before:

As we visited before, the entrance to my brownstone is not accessible to those in wheelchairs or with limited mobility. The doors are also narrow and heavy, but the difficulty in changing the facade lie in that it is all original architecture and is actually part of a strip of historic landmark buildings in Harlem. The need to preserve the aesthetic and history are at odds with fair and equitable accessibility.

After Ideas:

Idea #1:

The lift shown above may be added on to an existing staircase, with the use of a metal railing on one side. The lift folds down for minimal reach when not in use. It also can be made to blend in with minimal detraction from aesthetic with the use of similar materials, colors, and of course, additional wooden elements and floral boxes don't hurt to hide the extraneous wiring and mechanisms. The heavy doors themselves can be updated to have automatic opening mechanisms, as evidenced by the heavy old doors turned automatic entrances at Teachers College. 

Idea #2:

The second idea is not to retrofit the staircase itself, but add a lift from the sidewalk level that may be built on from outside the garden apartment and will open and have access to each of the three levels of the apartment building. This would require a lot of construction and retro-fitting of the building itself. The lift shown above has a clean, minimalist look and does not interfere or interrupt the design of the brownstone, especially when hidden from the frontal view of the building. It can be built in the area that is now a small courtyard that only houses the trash and recycling bins.

Universal Design Challenge

Universal Design...

... is difficult to retrofit. I chose to live in my current apartment, shown here with walk-up stoop, because I admire the historic brownstone and greystone architecture of the area of Harlem where I now reside. Well, that, and the affordable rent and convenience to the nearby train station. I did not have in mind Universal Design when choosing said apartment, but for as long as I have lived in New York thus far, I have not lived in one that would could be called UD. As you can see in the photo above, the stairs are not universally friendly, and neither are the heavy old double doors. There are more stairs once you enter to my second floor walk-up. The building has no elevator, no ramp, and the doors require two hands to enter the heavy doors which must be held open as you enter; they do not stay open of their own accord.
      When it comes to principles of UD, I think of new buildings with ramps and elevators which are accessible to all. I think of doors that are wide and have buttons or sensors for automatic entrance. I think of clean, contemporary buildings designed to accommodate large numbers of people, with various physical differences and capabilities. Often, the buildings which come to mind are hospitals, libraries, and contemporary museums. In certain instances, I see public transportation stations and vehicles which are accommodating with ramps, pneumatic lifts, automatic doors, and elevators. The limitations, however, I see everywhere. Stairs, stairs, stairs. Tight areas. High-reaching sinks, cabinets, and shelves. Heavy doors. The list goes on. Especially, when it comes to older, historic buildings. I tend to like and appreciate the aesthetic of old brick and mortar buildings, brownstones, and the like. But had I any physical limitation or disability, would I still feel the same way? Or would these restrictive beauties built of oppressive ornamentation produce anxiety upon approach? Perhaps I would strongly prefer the contemporary, clean, modern design of (most) buildings and areas built in respect to Universal Design. It is a thing for me to consider for the next time I find a place to live or work... how would I, or a friend or relative or acquaintance, physically navigate this setting? Can changes be made if it is not navigable in some way? And I must consider how I can be more aware of the importance of universal accessibility.

First Post 9/9/12

Greetings Classmates,

Welcome to my first blog post for HBSE 4005. I am looking forward to learning more about technology that can help me and my students in and out of the classroom. Currently, I am teaching full time in a 4th grade 12:1:1, self-contained classroom in the Bronx.
I taught one year previously in Brooklyn, also a 12:1:1, students with mild to moderate disabilities.

I am also in the Peace Corps Fellows Program here at TC, so I'm thrown into the classroom rather early, with a transitional certification. I'm working on my graduate degree in Special Education, ID/Autism for grades 1-6. I was born and raised in Akron, Ohio and attended Kent State University for my undergraduate degree. I received a BFA in Visual Communication Design and worked professionally for 3 years as a graphic designer and illustrator before serving in the United States Peace Corps as a health education volunteer in rural Tanzania. The Peace Corps experience changed my outlook on my future career and personal endeavors, and thus, here I am at TC and teaching in the Bronx. I would never have predicted I would be doing this back in undergrad. 

I am looking forward to melding my experience with visual communication, technology, and education in this course. Much of my projects in undergrad revolved around problem solving, as that is the bare bones of visual communication. Good design is all about problem solving and clarity, not just aesthetics. 

Technology has been a useful tool to aid in social, educational, and professional aspects of my life. From using design software to communicating with family, friends, and networking with professionals via social media, technology has been a useful tool when needed. I am not the most tech-savvy person, but stay abreast of new and useful technology in our ever-evolving social world. I use it for the benefit it can provide, but also believe very strongly in "tuning out" whenever possible and using hands-on methods and experiences. I don't pick up the latest thing right away, but rather keep in tune with how useful a program, piece of technology, or media tool may be and then assess whether or not it will benefit my lifestyle. I learn through experience and appreciate a user-friendly, clear, uncluttered interface. I believe this essential for learning through technology, and utilizing it well.

Upon reading Martinez' article on Problem solving, I harkoned back to my experience in visual communication design. It was critical to think about design as a means of communication and problem solving, not simply to make things aesthetically pleasing. Design has a function. It can b aesthetically pleasing simply because of it's balance and fluidity. I feel strongly that learning environments, learning tools, and technology should constantly reflect the benefits of change through problem solving. It is in this way that learning can be streamlined.
I also agree that the learning process is most beneficial when the learner is allowed a certain degree of autonomy to learn through experience, trial and error, and creativity. Problem solving is a method of higher order thinking that cannot be taught in a singular method or manner, but rather allows the learner to make connections to previously generated knowledge and how to apply that knowledge and skill in a practical manner. Problem solving is what gets a learner through life itself, so as many opportunities the learner is allowed to problem solve, the more practice she has in that method of thinking. These lessons are invaluable to the way a learner approaches situations for the entirety of her life.