Smartphones, Ipods & Pads, etc, etc, etc, are devices not only used to provide edutainment, but they most definitely increase the ways in which we communicate. The message in today's AT class is once again COMMUNICATION. Not only do devices increase the way to transfer communication, they also have different abilities, features and visual aspects to further captivate the communication experience.
Determining which learning object or assistive technology to integrate must be left up to the experts. Various assessment frameworks describe (HAAT, WATI) a detailed process of planning and preparation throughout assessment. Determining the needs and specific required tasks of the optimal users of the device requires contributions from all, this includes identifying coping skills, compatibility, reliability, and cosmesis. As this may difficult with adult learners, NBCC students can be assessed within the Assistive Technology lab, while including competencies that instructors are expecting outcomes for: communicate, read, hear, etc. As with all devices, all models are premised to follow the 'golden rule' that any mode of assistive technology used should not be presenting pain, stress and fatigue to the individual. Using the Ipod Touch is just that; cheap and pain free (just like going to the dentist ;>)
I purchased my Touch over a year ago, I've used to check-in at the aiport, to teach with it, save my homework, store my photos, and GPS myself around Orlando. It's used so much I often deplete the battery.
I'm excited to use the Touch as an assistive technology tool, and can't wait to go back and show my students how!
About Me
- Shelley Poirier
- An educator (and life-long learner) with the New Brunswick Community College & a recent M.ED graduate from Acadia University
Wednesday, July 7, 2010
Tuesday, July 6, 2010
common sensory communicating
Communicating....a word to describe talk, touch, smell, see, and hear. For many of us these methods of communicating are fairly simple. For others, assistive devices are used to increase the way to transfer the sounds, feelings, thoughts and touches, or needs in one form or another. Developing a stronger awareness on alternative methods of communicating is crucial for all educators, mainly those working with students with various learning as well as physical needs.
As a college educator, assessing and determining students needs is not as easy as it sounds. Working towards the common ground of being "employable' can be hindered by unidentified learning disabilities. Communication and collaboration once again is paramount to promote successful and fulfilling productive lives. This can be a constant struggle. Integrating assistive technology with the college network will not only support the student, but will further support a community. As I swim in unknown territory of assistive technology, I anticipate the knowledge to practically apply within my curriculum and classroom.
As a college educator, assessing and determining students needs is not as easy as it sounds. Working towards the common ground of being "employable' can be hindered by unidentified learning disabilities. Communication and collaboration once again is paramount to promote successful and fulfilling productive lives. This can be a constant struggle. Integrating assistive technology with the college network will not only support the student, but will further support a community. As I swim in unknown territory of assistive technology, I anticipate the knowledge to practically apply within my curriculum and classroom.
videos changing lives
Day one of AssistiveTechnology - Exciting! As the Learning Design Consultant for NBCC many opportunities await! As I am becoming more and more knowledgeable on the 'technical' aspects of assistive technology (imagine using my Ipod Touch for more than just the LoseIt weight loss App!) I also strengthen the application of "student centered".
As described by our instructor, collaboration, communication and a team understanding of the constant philosophy that "we must presume competency" is the methodology and practical application for the rewards of assistive technology. Hence, the Suzie Rubin video, (college student with Autism who is a champion of learning and perseverance) reinforced the reality of this philosophy.
Part of AT class instruction was to reflect on video presentations of local students using and leading successful lives with assistive technology. The common theme is collaboration among all invested parties. Professional development for all involved is paramount in the successful growth and future initiatives. Communication was a definite theme, but the epiphany for all instructors is to PRESUME COMPETENCY. I wondered how many of my college students walk t
hrough the halls with LDs that are not identified, as well as how can the college system better design sound curriculum to include assistive technology. My educational role is to not only prepare my students for work, but to also collaborate with the local employer and community industries to present assistive technology alternatives for our graduates.
As described by our instructor, collaboration, communication and a team understanding of the constant philosophy that "we must presume competency" is the methodology and practical application for the rewards of assistive technology. Hence, the Suzie Rubin video, (college student with Autism who is a champion of learning and perseverance) reinforced the reality of this philosophy.
Part of AT class instruction was to reflect on video presentations of local students using and leading successful lives with assistive technology. The common theme is collaboration among all invested parties. Professional development for all involved is paramount in the successful growth and future initiatives. Communication was a definite theme, but the epiphany for all instructors is to PRESUME COMPETENCY. I wondered how many of my college students walk t
hrough the halls with LDs that are not identified, as well as how can the college system better design sound curriculum to include assistive technology. My educational role is to not only prepare my students for work, but to also collaborate with the local employer and community industries to present assistive technology alternatives for our graduates.
Monday, July 5, 2010
a bitter sweet graduation
As is with most academic institutions, the month of June brings with it much anticipation and anxiety of 'year end', this anticipation flows throughout the hallways of the local community college, as well within the veins of every instructor. This is the like at the New Brunswick Community College. Envy, as well as delight (access to better parking) is secretly expressed by those left behind to do the behind-the-scenes college work of registration, textbooks, schedules, orientation, and hopefully a big cleaning.
As an educator, 2010 has been an extremely joyous academic year - for two reasons. First, I had the pleasure to meet and provide training to the members of the Elsipogtog First Nations reserve, but more importantly, I watched 16 of them walk across the graduation stage.
Second, my child graduated from NBCC. We'll come back to that.
Teaching post-secondary education on a First Nations reserve is an extremely rewarding experience. Many educators may not think so. Preconceived notions, judgements and inaccurate aboriginal reflections have lead us to believe legends of mistakes and half-truths. Often enough educational institutions feel that they can 'teach' to the aboriginal culture in a new way, or perhaps that institutions can bridge the educational gap, fill in the missing pieces, direct aboriginal education in the right direction. My instructional experience reveals a different story.
A lifelong advocate for Aboriginal education, Verna Kirkness (1999) claims a radical approach is needed in Indian education and that Natives must put into practice the goals and objectives based on their philosophy of education. She urges that “Aboriginals need to disestablish many of the current educational practices related to institutions failing to meet Aboriginal needs and that Aboriginal education should return to a traditional holistic curriculum approach”.
It will take a radical approach, and recently splashed throughout the news are the stories, apologies and a hope of healing to then transpire. This is a slow, but yes, perhaps a radical approach to a new educational process.
As an educator, 2010 has been an extremely joyous academic year - for two reasons. First, I had the pleasure to meet and provide training to the members of the Elsipogtog First Nations reserve, but more importantly, I watched 16 of them walk across the graduation stage.
Second, my child graduated from NBCC. We'll come back to that.
Teaching post-secondary education on a First Nations reserve is an extremely rewarding experience. Many educators may not think so. Preconceived notions, judgements and inaccurate aboriginal reflections have lead us to believe legends of mistakes and half-truths. Often enough educational institutions feel that they can 'teach' to the aboriginal culture in a new way, or perhaps that institutions can bridge the educational gap, fill in the missing pieces, direct aboriginal education in the right direction. My instructional experience reveals a different story.
A lifelong advocate for Aboriginal education, Verna Kirkness (1999) claims a radical approach is needed in Indian education and that Natives must put into practice the goals and objectives based on their philosophy of education. She urges that “Aboriginals need to disestablish many of the current educational practices related to institutions failing to meet Aboriginal needs and that Aboriginal education should return to a traditional holistic curriculum approach”.
It will take a radical approach, and recently splashed throughout the news are the stories, apologies and a hope of healing to then transpire. This is a slow, but yes, perhaps a radical approach to a new educational process.
NBCC has come along way to foster educational partnerships with our First Nations community, we appear to be growing..just watch.
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