Digital Journey to My PhD

If we teach today’s students as we taught yesterday’s, we rob them of tomorrow. – John Dewey

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[digitalresearcher]

[digitalresearcher]

“Growth demands a temporary surrender of security.” ~Gail Sheehy - American author

My husband likes to joke that technology makes me finish my assignments even more slowly than if I just hand wrote them.  It took me explaining to him that the course that I'm enrolled in, #EPSY590LMT - Learning Mobile Technology has given me the opportunity each week to explore, play with, and try to figure out a different technological tool in education.  Learning something new always takes more time than I expect, and it always come with a mixture of discomfort and excitement.  In the next couple of weeks, I will share my summary of learning with regards to this course and where I think my quest to integrate technology in both my research and teaching will lead me in the future.

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App Design Ideas

I attempted to use these slides in class to get some initial feedback on my app design ideas.  Google docs scrambled my slides when I tried to show them in class, but I just found a work around to show PowerPoint slides on Tumblr.  I converted the PowerPoint to a PDF and then I uploaded it to Speaker Deck.  Speaker Deck is allows you to upload presentations as PDFs and then share the presentation through a link or embedded code.   

Right now I'm calling my app, which is in the design stage, Visualize My Day.  This app will provide individuals (especially those with autism and other disabilities) with a customizable visual schedule that has the ability to embed video, gif, or picture modeling within each task in a schedule.  Often times individuals with autism are able to function more independently and have increased productivity when a visual schedule is provided, but paper schedules with pictures can be socially stigmatizing for older students.  Individuals using visual schedules can also become prompt dependent to "check their schedule" instead of transitioning independently between tasks on their schedule.  An iPad app can address both of these issues by providing an individual with an age appropriate means to access a visual schedule that can remind the user to refer to their schedule without adult prompting.  

The feedback I received regarding my initial app design included having an online library of user submitted videos for modeling different tasks.  A website associated with the app could also provide a place for storage of user made videos so that limitations in memory on iPad devices would not be an issue.  This might also be a nice place for people to share ideas and strategies for teaching students with autism to have greater independence at home, school, and at work.  I plan to discuss my app idea with a parent of one of my former students and a couple of special education teachers to see what features they think would be most important to include and the user interface that would be most accessible and effective for individuals with autism.  

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The third app in my review is called Behavior Breakthroughs.  The purpose of this app is to provide instruction for teachers and parents to respond effectively to challenging behaviors of their students and children.  The app is really an introduction to the first level of a full software version that is available for Mac and PC for $89.99 on Amazon.  The app version includes a short description followed by a simulation of a child displaying challenging behaviors (screaming and self-injury) and acceptable behaviors (standing quietly).  The user of the app, then taps the appropriate response depending the child's behavior.  The child will then engage in more or less challenging behaviors depending on the user's response.  The app also has a link to a website with more information about the app and the full software.  The website also describes research on the computer simulation training delivered through the app that is being conducted by John Lowdermilk, Ph.D., and Julie Pecina, M.Ed., professors in the Educational Psychology Department at the University of Texas-Pan American.

Video from Behavior Breakthroughs describing their product.

Things I like about this app:

It is interactive!

Parents don't have to learn terms related to behavioral principles to begin to understand how these principles work

It is a safe way for teachers to practice their skills related to challenging behavior

The screaming is realistic and helps put the user in the mindset of being in the moment with a child who is engaging in challenging behavior

The game-based design is done with a first person perspective which also helps the user become fully involved in the situation.

Things that should be improved or changed for this app:

The reinforcement choice included giving the child candy (Not the best choice!)

If the child fails to calm down in response to your actions, you are given the choice to try again, but there is not an explanation as to why your responses were not effective.

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In my second app review of a social skills/behavior related app for individuals with disabilities or their teachers/parents, I have included the Behavior Support app.  This app is targeted for teachers or parents of children that display challenging behaviors.  The purpose of the app is to teach these individuals about how to adequately describe a behavior, to understand the function of the behavior, and to provide suggestions for behavioral interventions. This is called functional behavioral analysis in the special education field.

Things I like about this app:

It includes accurate information about defining behavior and functions of behavior.

It provides parents and teachers with helpful tips about addressing challenging behavior based on the type of function the behavior serves.

Things that should be improved or changed about this app:

The app is really text heavy and would probably be more suitable for dissemination via a website than an app.

The app is missing a critical feature of conducting a functional behavioral analysis -- collecting data using ABCs (recording antecedents, the target behavior, and the consequence).  Otherwise, teachers and parents are just making their best guess as to the true function of a behavior.  See ABC Data Pro for an app designed to collect this type of data.

If the Behavior Support app combined the information for teachers and parents about behavior principles with an interactive means to collect behavior data, and support in making decisions about interventions, this would be a really helpful app.

For more information about collecting ABC data and examples see Indiana University's website.

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I investigated a few free app that were designed for individuals with disabilities or their parents/teacher.  The apps I chose focused on behavior or social skills and these skills are ideals ones to work with for mobile learning technology because so many of the interactions that individuals with disabilities have difficulty with occur in places other than the classroom.

1. Social Skills Sampler This app includes videos with voice narration to provide directions on how to deal with 7 different situations.  Some of these include apologizing, following directions, and meeting/greeting people. The full version of this app is called Everyday Social Skills and costs $0.99.  It contains 80 videos.

Things I like about this app:

The videos involve adult and teen actors

The audio narration is clear and there are text phrases for each step

The first video for a topic gives an overview and then the process is broken down into smaller steps in subsequent video

Can customize a playlist of topics for different users that includes a password

Things I think should be improved or changed for this app:

Audio for the app only plays through headphones

No way to add new user made videos or customize included videos

Not interactive for the user.  The user just watches the videos.

No means to check for comprehension.  The app developer could include comprehension questions

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Mobile Technology Meets Universal Design for Learning

Yesterday, I presented this Prezi in my #EPSY 590LMT course.  I used Polleverywhere to give my audience a choice of the topic we would discuss between 3 options: 1. Available research on Apple mobile products, 2. iPad applications to promote UDL for students, and 3. iPad apps to promote UDL for teachers.

UDL is Universal Design for Learning and it is concept in education that means curriculum should be designed to be flexible enough to meet the needs of diverse learners.  The concept of UDL comes from architecture in which curb cuts were installed for wounded veterans returning from WWII.  Many other people benefited from the installation of curb cuts, such as people pushing strollers, delivery men using hand trucks, and the elderly.  The same concept is used in UDL in that a flexibly designed curriculum will benefit all students.  I chose Apple mobile products to discuss in relation to UDL because there is a heavy push for their use with students with disabilities, and Apple products have several built-in accessibility features (see my previous post about iOS 5 update).  Check out the Apple app store for more information about the app presented in the Prezi. 

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OLPC

I wanted to check out one of the programs that comes with the One Laptop Per Child (OPLC). It is called Scratch and the purpose of the program is to teach children how computer programming works by using blocks that snap together.  I played around with the program and produced the short animation above.

I really like the goal of OLPC.  All children should have access to education and the laptop provides a means for many children to do just that.  The construction of the laptop the XO is impressive.  You can drop it, read the screen in bright sunlight, and it uses very little energy.  It provides a means for some children to access the Internet and for all to be connect with other XO users.

A major limitation of OLPC in terms of sustainability is the small amount of memory and processing capability built into the current system (The XO-1.5 has a 1GHz processor and 1GB of memory, with 4GB of Flash disk).  As newer applications and software emerge the need for greater memory and processing capability also grows.  If you have an older personal computer or laptop (~10 years), you know that it is pretty worthless because all of the software applications that you want to use currently wouldn't be supported by this technology.  Will the XO from the OLPC suffer the same fate?  The designers need to  consider how the XO could be upgraded easily to overcome this barrier. 

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This blog gives a nice description of several new accessibility features found within iOS 5.  I particularly like the Assistive Touch feature, the build-in Dictionary, and the Reminders app.  Each could help assist with different types of support needs for individuals with physical disabilities, learning disabilities, and intellectual disabilities.

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I feel like I was just scratching the surface with my first post about QR Codes.  I found a great site that has #41 uses of QR codes in education.

The pictures are some of my favorites from the list. 

I also thought of another idea for using QR Codes to help our pre-service teachers get a job.  I am helping coordinate the digital portfolios that the pre-service special education teachers create.  The students could put a QR code on their paper resume that would link to their digital portfolio.  We have been trying to think of a good way for the students to share their portfolio with principals when they interview, and I think this would be an impressive way to show schools how tech savvy our students are.  

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Great comic explaining QR codes and some possible uses by the Daring Librarian.

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QR Codes in Education

I found this Prezi which gives a quick overview of some potential uses of QR codes in education.

I really like the idea of making a standard paper textbook interactive by putting QR stickers within the book to create hyperlinks to websites, videos, polls, online quizzes, etc.

  One of my classmates also had a great idea for using QR codes at vocational job training sites or on the job for people with disabilities.  The QR code could be placed at a workstation and link to video directions for a job task.  I was also thinking I would love to have this at the gym for all of the equipment I don't know how to use.

I also always tend to think how something could be used with service-learning since that is my research area.  I could envision students creating videos or websites for an organization that could be distributed on flyers or attached to points of interest.  For example, students from a biology class could make short videos about plants you would find along a path at a botanical garden.  Signs with QR codes could be placed next to the various plants, trees, etc.  Students with disabilities could read lower grade level books on a video and each page could have a QR code that would go inside a book to be given to younger students.  Mmmm, it seems like there are a lot of possibilities here.

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Advocacy Paper: Why Administrators Should Encourage Teachers to Have a Flipped Classroom

Within this Prezi I use multimedia to explain:

What a Flipped Classroom is

Why it can help students

How it can be implemented (including resources for teachers)

How to address concerns an administrator may have about the Flipped Classroom model

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App/Technology Design

I was watching the Early Show on CBS the other day, and the "tech correspondent" was talking about the new iPhone  It turns out many people were disappointed that the new iPhone design did not really look different from the previous version.  This small design detail may be more important to some than the fact that there were several improvements to how the device would actually function.  The conversation made me think about our discussion in class and video we watched regarding design.  Are we designing big or small design?  What do people want??

I found a couple of other videos  from TED that talk about thinking small (simple solutions) about big problems when considering design.  The common thread between them is thinking about the user from the beginning of the design and involving them in the design process.  I think this is really key because you will address the big design solution by knowing what the user wants and the small design elements that will make the design desirable and effective. 

I think designers often do not consider people without disabilities when designing their products.  The Principles of Universal Design are not incorporated.  Even when products are specifically designed for people with disabilities this can occur.  This is a great article about how a U of I student learned why it is important to involve people with disabilities in the design process.  From the article Scott Daigle, the student inventor says, "When I started, I had never talked to a wheelchair user," he said. "I made the mistake of making something that was cool to engineers, but not really useful to a person (using the wheelchair)."

Keeping the user in mind and involved in the design of apps is just as important.  There is a Special Education section in the ITunes app store, but after browsing some of the offerings, I would say that many were not designed with the involvement of the end-user students with disabilities or parents/teachers. For example, Model Me Going Places 2 is free app to model appropriate behavior in different community settings, such as the doctor's office.  The problem is that the social stories cannot be personalized, which would probably make the app much more effective. 

Lessons learned:

1.Find out what your potential user wants and would find useful. 

2. Find out how the user will interact with and access the app to make it most effective for its purpose.

3. Do both of these things by talking to the potential user and getting feedback throughout the design process.

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Formative Assessment with iClickers

Dr. Johnell Bentz and I are working on a research project examining the impact of iClicker use in a large introductory course on the culture of disability.  Primarily, we are using the iClicker classroom response system as a formative assessment tool by asking questions or prompting discussion at regular intervals throughout each lecture.  The results displayed after each question allows Dr. Bentz, the other TAs, and I know if important concepts are being understood or if they need further discussion.  One interesting anecdotal result of using the iClickers is that within this class of over 300 students, a good portion of the class feels comfortable enough to ask and answer questions verbally in front of their peers.  Another benefit of using a classroom response system is that students are not being embarrassed by answering questions incorrectly, but they are still accountable for responding.  We are looking forward to analyzing the responses from our pre and post surveys.  Hopefully, they will help us better understand students' perspectives on the use of iClickers.

I can understand why some instructors may shy away from using classroom response systems.  During one class session earlier this semester,  the technology wouldn't work.  Adding this layer of potential technology failure can be nerve racking. 

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When I was teaching high school, I loved to find short video clips that help illustrate a point, start a discussion, or prompt student reflection.  Students were engaged by media that was relevant to their own lives and the curriculum.  The problem was if I found the clip on Youtube or on several other sites, the website was blocked from access at school.  I know there are teachers that don't use the best judgement in the classroom, but I also think that group is a tiny, fraction of the majority.  Teachers should be treated as professionals and allowed to access all of the resources that will help students learn.