Before taking the course EDSE 241 at San Jose State University, I thought the course would be about using technologies. I thought I would be learning how to function a projector or use a smartboard. However, I was wrong! I did not learn how to function a smartboard, projector, or any devices that currently appear in most classrooms.
By taking this course and working directly with students changed my thinking. Prior to taking the course, I felt reluctant about students using assistive technologies. If a student uses a calculator, wouldn't this discourage the student from wanting to learn how to add manually? Wouldn't this discourage other students from wanting to learn? If not knowing how to add would get the student a calculator, why would the other students practice adding? These were my many thoughts. Yes, I viewed using assistive technologies as using short cuts, and when there is a short cut, who would want to take the long-winded path?
After working with students and understanding that many of them struggle in reading, writing, math, and/or communication, I realized that it would be unfair for them to miss out on their grade curriculum because of their struggles. All teachers should make their lesson accessible for all students. By not using assistive technologies, the gap between struggling students and their peers would increase. Using assistive technologies is not equivalent to short cut or cheating. For instance, the objective of a lesson is that all students will learn the life cycle of the butterfly. The teacher requires students to read and answer questions about the reading. If the child struggles in reading, he or she would not be able to get access to the content. This is unfair for the child. If digital version of the reading is made available to the child (with text to speech), the child would be given the opportunity to access the content of the lesson and a chance to achieve the objective just like his/her peers.
In this course, I learned how to create website, create google form (I love this because I can easily create a survey or even a test!), and how to use different tools on PowerPoint (such as QR coding, voice recording, etc.). My professor gave us lists of suggested apps and tools that we can incorporate into our teaching to make learning more exciting and accessible to all students.
By taking this course and working directly with students changed my thinking. Prior to taking the course, I felt reluctant about students using assistive technologies. If a student uses a calculator, wouldn't this discourage the student from wanting to learn how to add manually? Wouldn't this discourage other students from wanting to learn? If not knowing how to add would get the student a calculator, why would the other students practice adding? These were my many thoughts. Yes, I viewed using assistive technologies as using short cuts, and when there is a short cut, who would want to take the long-winded path?
After working with students and understanding that many of them struggle in reading, writing, math, and/or communication, I realized that it would be unfair for them to miss out on their grade curriculum because of their struggles. All teachers should make their lesson accessible for all students. By not using assistive technologies, the gap between struggling students and their peers would increase. Using assistive technologies is not equivalent to short cut or cheating. For instance, the objective of a lesson is that all students will learn the life cycle of the butterfly. The teacher requires students to read and answer questions about the reading. If the child struggles in reading, he or she would not be able to get access to the content. This is unfair for the child. If digital version of the reading is made available to the child (with text to speech), the child would be given the opportunity to access the content of the lesson and a chance to achieve the objective just like his/her peers.
In this course, I learned how to create website, create google form (I love this because I can easily create a survey or even a test!), and how to use different tools on PowerPoint (such as QR coding, voice recording, etc.). My professor gave us lists of suggested apps and tools that we can incorporate into our teaching to make learning more exciting and accessible to all students.
One of the resources I will bring with me is the SETT framework (and WATI). I think, as teachers, we often overlook assistive technologies. Students’ needs can change over time. For a period of time, they might require an assistive technology device to support them. This might be different the next time. Having a framework or a checklist of what to do will keep teachers in the right track. All students have the right to assistive technologies. Therefore, teachers should take it into consideration.
Audio: https://ia601407.us.archive.org/26/items/Recording2_20190514/Recording.m4a
Audio: https://ia601407.us.archive.org/26/items/Recording2_20190514/Recording.m4a
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