28 April 2006

Teachers and Technology 2: The SEN Component





- still angry after all these years, Ira Socol

18 April 2006

Teachers and Technology

What about technology do teachers need to know? For the past year I've been working in various ways on this question, and, well yes, I have long lists of answers. But those long lists are about competencies, and what matters more - at the start - are attitudes. Teachers need to accept both the technologies and the responsibilities that they, as educators, have to the future - and their students' needs. If this happens then they may seek out the tech knowledge they need, or, at least, be much more receptive to it.

So, after years of listening to educators speak about technology, here are my "attitude adjustments."

First, educators need to stop thinking that "technology" is something separate from society and separate from their lives. After all, do we not describe human societies by their technology? We are different from ancient Greeks not in moral world-view or variations of government or even literature, but in how technology alters our interactions with, and perceptions of, the universe. Our technology is our world. To deny that is to deprive students of a key component of their education, and a whole vital set of life skills.

Second, teachers need to stop mourning old technologies. I am sorry, but catching the duck, pulling the feather, and cutting a perfect quill, need not be an essential part of the writing curriculum anymore. Nor does how to carefully unroll a sheepskin scroll need to be in the reading curriculum unless you are preparing children for their Bar/Bat Mitzvah. And, we could probably drop the lessons on how to look things up in a library card catalogue, in how to operate a slide rule, and how to use correction fluid properly when typing. Also, morse code no longer needs to be a graduation requirement. Notice that everything in this paragraph is "a technology." They were introduced into education at one point in time in response to changes in the world, and they have disappeared in response to other changes. The world works this way.

And to combine those ideas, they must realize that new ways to do things are not either "better" or "worse" - because that is a debate we could have for a millenium without resolution - but simply different, and the way things work now. Bemoan the destruction of the scribes' art at the hands of Gutenberg all you want, but that is not an educationally valid reason to refuse to let your students read printed books.

Third, educators must accept responsibility for changing knowledge. They are professionals, underpaid certainly, but professionals in perhaps the most important human occupation. Imagine your doctor saying, "I don't believe in MRIs or CT Scans, we'll open you up and look around." Or, "You may think there are different effects of medicines on different people, but I really haven't read those things." You would run out the door. But teachers and school administrators say the equivalent things all the time. Imagine the 1970 teacher saying, "I don't use pens in my classroom, they run out of ink sometimes and children lose them." Or, "I know there are other reading books but I've stuck to McGuffey's Readers, they have always worked for me." You expect your phone not to depend on vacuum tubes anymore, and you like your airliner to use radar and automated landing signals, and you don't go out in the morning expecting to crank-start your car. Should students expect anything less?

Fourth, teachers must accept human differences. I realize that this is difficult for either American Republicans or New Labour in the UK, but different students need different things, and the best way to let that happen in a classroom (absent individual tutors) is technology. We need to fully understand that there are all kinds of different but effective ways to get information in, and get information out - not just "the authors intent" or "the old way." After all, Shakespeare wrote his plays to be performed before rowdy audiences of standing people who were talking, yelling, singing, sometimes throwing things - yet - and this is true - I have seen teachers have students read his plays! And you know what? Some students (not many in my experience, but some) really like it.

Fifth, get over it. "I don't allow pencils in my classroom, one student stabbed another with one once, and others write bad notes with them." "I don't allow books in my classroom, I had a student throw one once and another child was hurt. And last week a boy brought a book to class with bad words in it." "I won't let them use paper for math, it interferes with them memorizing their arithmetic facts." "I can't allow children to wear shoes in class, some students have more expensive shoes than others, and then jealousy starts." "I will not let students see each other in my classroom, I realized that some students were signalling to their friends." I have heard every one of these excuses from educators explaining why they can't let students use computers, or pocket PCs, or cell phones, or the internet, or calculators. And all they are, are excuses for faculty not willing to learn how to teach to, and for, a world different from the one they were born into.

- Ira Socol

17 April 2006

CSUN 2006/People to Watch








- Ira Socol

10 April 2006

Mapping, and Speaking, Diversity

It is hard to get people to really accept and respect human diversity, and that is a huge issue for those of us with, and/or who work with, students with differences. But the world is full of differences, and maybe if our schools were better about teaching the breadth of that diversity, acceptance and respect would come more naturally to the classroom.

One thing that has always bothered me is our willingness to call other people's nations and cities by names we choose, instead of the names they choose. There are no countries called "Germany," or "Spain," or "Hungary," or "Finland," or "China." No one travels to "Vienna," or "Rome," or "Munich." These are just English names, and teaching them to our children "in isolation" encourages a "one correct way" vision of the world, that not only interferes with heir future in the world but probably backfires badly on our students with differences and disabilities.

There are, thanks to technology, solutions for this. Here's a world name list, and most Wikipedia entries are great, often including sound clips. My little contribution is now available at Wayfaring

It is an attempt to give classroom teachers the ability to show students how the people of the world name themselves. The idea is to collect "native names" - offer pronunciation guides, and even link to "in language" radio stations. Click on a few waypoints to see. Send me information on a country if you'd like to help me add on, or if you want to correct or expand anything.
socolira "at" msu.edu

-Ira Socol

06 April 2006

CSUN 2006/More Keyboard Alternatives










04 April 2006

CSUN 2006/Live Captioning-Notetaking

How to keep track of what goes on in a class? Does taking notes help? Would a bi-sensory approach work best? How best to help hearing impaired students? or students for whom notetaking is difficult? or students for whom the physical act of writing - or even typing - is all-consuming ("if I concentrate on my writing I no longer hear the instructor well...")?

We could design individual solutions, from personal notetaking assistants to sign-language interpretors to attempts to simplify keyboards via quick-key-combinations or "chords," or, we can look for Universal Design solutions.

Three technologies offer great possibilities:
1. Live Captioning of the class for everyone via "echo-captioners."
2. The IBM Liberated Learning concept, using instructor voice training.
3. The classroom notetaker utilizing Microsoft's OneNote software.

You might want to start by looking at The Case for Real-Time Captioning in the Classroom by Carnegie-Mellon's Aaron Steinfield... "However, one finding from my first experiment (Steinfeld, 1998) provided clear reinforcement... A 9.8 percent increase in recall accuracy was seen from a traditional presentation (the speaker's face and voice only) to the RTC [Real Time Captioning] conditions for the hearing subjects. The decrease in perception difficulty was clearly beneficial to the students who were deaf, with a 149.6 percent accuracy increase from the traditional condition to the RTC conditions. The real world impact of these results is that providing captions will clearly help deaf students. Furthermore, captions will also assist their hearing classmates. This is especially true for rooms with poor acoustics where hearing students have perception difficulties similar to their deaf and hard-of-hearing counterparts due to the environment."

Liberated Learning is a brilliant idea with some key difficulties. The promise is all-time, automatic access to captioned course content via instructors who were wireless microphones feeding into a high-end version of ViaVoice that adds grammar content. The text is then fed to a projector which both puts the text up on a wall behind the lecturer and makes a digital transcript available to all students immediately after class. I have actually utilized wireless mics and ViaVoice Pro-USB 10 feeding directly to the laptop computers of hearing impaired students, but without the addition of grammar (periods, commas, etc) this is difficult and only appropriate for the most committed students. The system also fails in highly interactive classrooms where many voices are heard. There is also the issue of lecturer willingness to properly train their voice, which, lacking an overall institutional commitment, is "uneven." Still Liberated Learning is "the future," and those of us on "the technology" side need to keep pursuing this goal.

Echo Captioning is an easier to apply strategy. With this method a "voice captioner" sits in the classroom linked by a mask microphone to a Voice-to-Text equipped computer. The captioner repeats everything that is said, by both instructor and students, with appropriate grammatical marks. The resulting text can then be either directed to individual laptops, or can be projected as above, and again, made available as a digital transcript after class. Ultech displayed a simple, relatively inexpensive system for this at CSUN, called Caption Mic Classroom. Though the voice captioners need training and need to train the software, this system does away with the need for lecturer voice training and complex classroom mic set-ups.

OneNote Notetaking is another choice. I tend to call OneNote, Word Liberated, because like it is Microsoft Word freed from its origins in typewriting. OneNote has many advantages over both hand-written notes and notes typed into MS Word. It can provide accuracy not typical of handwriting, it can be re-arranged later, based on increased understandings, it can be combined with digital text and read back by text-to-speech software. It can also accept handwriting, sound clips, diagrams, etc. A classroom notetaker provided for hearing impaired, physically impaired, or learning difficulty students should not be quipped with antiquated technology like carbonless duplication paper or even asked to copy his or her notes. They should be equipped with OneNote on a tablet PC. And if the notes exist for any students, why shouldn't they be made available after class to all students? After all, are we teaching content or the art of notetaking?

Reinforcing lecture and discussion content is an essential part of education. Captioning, Class Notetaking, and transcript/notes availability can all be an effective part of this, and technology makes it all much easier.

Waiting for spring in North America's Midwest -Ira Socol

01 April 2006

CSUN 2006/SQR3 and Literacy Software

How do you use literacy software in the classroom? As I've said in previous posts I think this type of software can do some remarkable things, including increasing "read to time," allowing access to cognitively-appropriate information even when skills are low, and supporting sight word recognition (the important value of word-highlighting). But like everything else, the best uses come when the uses of these packages are tied to instructional methods.

This is especially important with older students. When I meet with students exiting secondary education I can always tell if they came to decoding "late." They can read, but they have no strategies for handling content. They are weak on understanding what sentences are, what paragraphs do, and have not developed real reading strategies. This is because these skills are usually taught in primary schools - secondary schools concentrate on more advanced skills. So when an older student begins to use literacy software as an accommodation, we need to help those students do all that eight-year-old to ten-year-old work on managing the information they get from texts.

SQR3 is one method of building comprehension skills. It is a method that audio books could simply never support, because it requires students to move back and forth through the text multiple times, and because it works best with extensive notetaking and highlighting. All of this is impossible with a book-on-tape (or CD), but easy with WYNN or Kurzweil 3000.

SQR3 - Survey, Question, Read, Recite, Review works this way when combined with high-level scan-and-read software...

Survey the chapter. Check through it, looking at headings and paragraph topic sentences (here it really helps to use the secondary highlighting of the sentence being read, and the easy click and read interface). Read the introduction to the chapter. Skim questions, key words and summaries at the end of the chapter. All this helps to create a context for remembering information.

where the notetaking and highlighting features in this software work perfectly. You might even start by having students create notes with these questions at every paragraph if the subject seems particularly hard for the reader. And, of course, they can use spoken "Voice Notes" to do this, typing is not required.

Read the section
Read the section actively. Search for the answers to your questions. Answer the questions with a new set of notes, and perhaps, highlights in a different color.
Recite the main points
Verbalize the answers to your questions using Voice Notes. You may also have students verbally summarize paragraphs or sections. This builds memory. Have the students then play back their voice notes to hear themselves.

Go back re-listen to your notes, and anything that you've highlighted. With WYNN or Kurzweil a student can do this again and again.

Notice all the built in supports. Unlike audiobooks (or school property textbooks for that matter), the student can highlight and make notes "in the margins" to their hearts content, and can even get rid of extraneous notes easily if their understanding of the chapter changes.

And, in addition to being a primary reading tool, WYNN or Kurzweil becomes a long-term study tool, and it is a tool that the teacher can easily check the use of.

Thanks to Renee Clark of FreedomScientific, the company responsible for WYNN, who ran a CSUN Conference Session on this topic. -Ira Socol