Categorizing our own resources, according to need, skill, and ability/disability of ourselves and our learners will ensure that we are not simply using technology to save face to our administrators, or to be held in regard as a "tech savvy" amongst our peers, but to actually utilize our tech resources for the benefit of our students.
As for how to keep these resources categorized, I found our group in-class work proved helpful. Our lists categorized our tech resources accordingly. Placing our tech resources in lists according to our learners' needs, will help to hand pick when and how we use these resources. Within class time, I created a Google Document to list these resources according to Recognition, Strategic, and Affective Networks. I find Google Documents to be easy, free, and user friendly in and of itself.
But what I took away from class on Monday that really resonated with me, was a sharing of resources that educators should constantly be exchanging these amazing resources. For example, a classmate mentioned the typeface "Dyslexie" and how it can be utilized for readers struggling with Dyslexia. I have never heard of a typeface specifically designed (by an actual typeface designer, diagnosed with dyslexia) to aide in the process of reading large amounts of text. Therefore, I quickly "googled" it! The typeface is designed with specific "weight" on the bottom of each letter to allow the reader to visualize the text as being "grounded." Often, learners with dyslexia, find the letters visually floating on the page, or visualize a p, d, b, or q interchangeably because of the similarity in shape of these symbols. Regardless or where the ascenders and descenders lie, the letterforms seem to turn themselves around in their head. Also, similar letters such as "m" and "n" or "c" and "e" are changed in space and weight so that they appear increasingly different from each other and are not visually confused. This sort of differentiation fascinates me! It isnt' a specific program or fancy gadget that aides the learners' experience, but enhances their experience to hopefully aide in an everyday activity that otherwise proves intensively difficult. I hope to utilize this support, and many others we have discussed in class, to the true benefit of my students.
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