Technology in the Classroom and What it Means

In-step with our promotion of technology in the classroom or specifically, the use of assistive and adaptive technology in special education, we discuss the imposition of that technology on the field.  I am fairly certain that any educator will second the notion that technology advances learning for motivation, experience, and know-how.  Technological improvements boast ability for individual enhancement in the areas of: literacy, arts, math, sciences – nearly any subject area and/or personal motivation with a knowledge-quest.  Where schools are faltering is in the area of keeping up with those technological advancements with funding limited to a rapid and ever-evolving technical landscape.  The issue that schools face is knowing what technological infrastructures to support based on what works best when best of strategies are not yet readily available.  

The rapid evolution that assistive/adaptive technology has does not allow any worthy longitudinal studies to generate results before the next best thing, or version is out.  So what do schools, who are already tightening their fiscal belts, invest in? There was subsidized funding (see the Enhancing Educational Through Technology, or EETT Program) which was specifically devoted to technology in the field of education, but that was defunded in the Spring of 2011 as part of a federal budget compromise (Education Week, April 29, 2011). The vast differences in schools’ technology infrastructures give way to an ever-widening gap of district ability for capability catching up with demand. 

Meta-analysis reports embrace online instruction for students, touting that online elements and face-to-face instruction offers the greatest gains in academia achievement, but those results were for students of higher education given the void of results for K-12 (U.S. Department of Education, 2010).  Where e-learning is seeing some of the greatest growth is in credit-recovery.  These online courses allow students to retake classes they haven’t passed, but in a new format which purportedly enables students to focus on concepts they do not have a commanding knowledge of.  Keep in mind however, that with any learning comes a state standard and schools need to be aware of the origin of their chosen supplemental e-learning program(s) in order they align. 

It appears that the biggest advances between education and technology are those that offer game-based learning as the strategies for teaching subjects can easily adopt a gaming influence in order to promote the subjects’ core components.  Adopting new learning in class (via game-based instruction) in theory, lends to student ability to simulate real-world ability, progress an interest in subject areas, and promote higher-order thinking skills…like problem-solving and communication.  Whatever the chosen method of e-learning or adaptive technology one thing remains the same – the prioritization of the student.  Funding, resources and/or district support may be limited yet the student remains.  In turn, this emphasizes the educators’ role in diversifying their curriculum to meet student needs and demand for encompassing advancing technology.  Not impossible – difficult, but not impossible.

RESOURCES:

Education Week, Ed-Tech Advocates Look to Life After Federal Budget Cut,” April 29, 2011.

U.S. Department of Education, “Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies,” 2010.

Recommendation to an Addendum.

The current state of the economy is dismal. The achievement gap is ever-widening despite constant efforts by legislators and those in the education forums who want for positive change, and parents - if a household is lucky enough to have two of them under one roof, are realizing that without two incomes, their standard of living (which is declining) is going to suffer.  And ultimately, who takes the wrath of this all-too-common scenario?  Students. Children. They're one in the same.  I have continued my education with Walden after completing a prosperous venture through an undergraduate degree in Psychology. Besides being frighteningly clear, psychology seeks to give meaning to the ever-asked "why?" questions and then promulgate some semblance of order due to that psychology. Walden proposed a change by offering a teacher-preparation program that was filtered through standards, effective strategies, peer-reviewed everything and a staff that could coordinate learning tools to produce a knowledgeable, capable and willing individual ready for teaching.  

That is me.  

I completed my Master's of Arts in Teaching with Walden - and not just as a readily prepared educator, but within Special Education. That is no easy feat.  The last month has been composed of family and friends who recognize my achievement, coworkers curious as to where I have been for the last three months of voluntary, unpaid leave -- all wondering what might have kept my interest for such a duration.  "Special Educator" I tell them..."Emotional/Behavioral Disorders".  They frown, or puzzle - or quickly try to cover their facial reaction with an "Ohhhh, why?"

Maybe it's the psychological analyzing that I naturally do, or maybe it's the personal philosophy that I hold which doesn't allow me to accept rejection - but I always have a reason. And that is because it's worth it.  In my mind, it is all worth my trouble, my time, my sacrifices (of which there have been many) and my long, long evenings reading up on the changes I know I will have to face when I actually do have a classroom of my own.  It's worth it because I know that education, schools, and even the struggling households need people like me to help guide children to a point of fruition and of finding their self-worth; their strengths. 

No, I do not have a classroom and no, I am not in a long-term substitute position, nor have I occupied one.  No, I do not have a lengthy list of educator experience that I can rattle off as having worked with this person or that one who make the world go-'round.  I am a mother. I am a student. I have applied the very best that I have in order to produce a 4.0 grade point average that I can be proud of.  I have done this while raising five children and getting married in the second-to-last month of my graduate work.  As a side-note I provided everything for my wedding: from the food and photography, to the cake and the dance floor.  I did it for the same reason that I gave my best to my family, my job and my education -- because it's worth it.  In order for me to continue providing those things that I feel are duties as I occupy the role of: mother, student, wife, and educator - I must continue working.  I ask of nothing for which I do not deserve and therefore, have to fill forty hours a week in a role that I do not have passion for.  It is a blessing because it is a job - one with benefits and consistent hours and pay.

Up to the point that I now find myself at, my compliments to Walden.  I applied to the Graduate Certificate program for Curriculum Instruction and Assessment immediately following my teacher-preparation program thinking all the while that there were many more the benefits than not.  I am an alumnus, a graduate with a proven track-record and making myself more marketable to the education scene while I complete what seems like hours upon hours of endless testing just to prove that I can do what I say (and show) I can already do - well, why not?  Afterall, schools want certifications - they want experience and certification. They want specialized and certification.  I deduced that to indicate that since I am working on it and that this certificate program does not have a classroom field component - that I would be all the more readily-prepared when I have a certificate in-hand. 

If this is not the case…if there is something that I have missed and that I am ill-equipped to handle when it comes to curriculum instruction and assessment, than rightfully so – I do not belong in the program - though I am not finding this to be the case.  What I understand is that students do not come in any easy-to-define cookie-cutter shape.  They are individual and require curriculum and assessment strategies in kind with their individuality.  At this point, I am still the student. 

I hope you will consider my situation and that of your program. 

Most sincerely, 

Teacher

Autism Diagnoses Bringing Change

Autism Diagnoses Bringing Change

Posted by   Patricia Katona   Posted At 19:50 PM CST

Right from the start there has to be recognition of certain terms and modus operandi – that teaching, like parenting has common blood in their “the children come first” approach.  That is the strength of both – focus on the children.  Coming out of a superficial research on the subject of the proposed changes to the Diagnostic and Statistical Manual of Mental Disorders, or DSM-V set for release in May, 2013, I seem to be stumbling with the proposal for diagnostic changes to Autism.  Formerly independent diagnoses of Autism, Asperger’s syndrome, pervasive developmental disorders (PDD-NOS) and childhood disintegrative disorder (CDD) will now be included beneath an Autism Spectrum Disorder umbrella.  CDD, like PDD-NOS and Asperger’s have marked differences in their cognitive profiles, which for those suffering from any of these “distinct-from-autism” disorders, the biggest future limitation will be access to services (Dawson, 2010). Under the manual's current criteria, a person may qualify for the diagnosis by exhibiting six or more of 12 behaviors. The proposed definition would require people to exhibit three deficits in social interaction and communication and at least two repetitive behaviors—a narrower interpretation (Shah, 2012).

Reaction to these proposes are split – with many in favor of keeping diagnoses separate in order that children and families may continue receiving those supports they rely on and others approaching the changes from a fiscal standpoint, which demands that we make economic adjustments now in order to preserve funding for and awareness of future occurrences.  The American Psychological Association (APA) supports efforts to make the DSM more scientific and less social-interest or advocacy based and really, is it not the involvement of money that makes the definition of progress? In recent years the diagnosis of autism has become abundant – be that to more occurrences, more accurate diagnoses, or even misdiagnosis. Regardless, “labels mean services and services mean money” states Campbell (2012) in his article, Redefining Autism for DSM-V.
My position is not to support or oppose the changes, but rather to appear as the educator might and thus, return to the parenting/teaching combined station.  As the parent or the educator, the progress of the child is paramount, and progress is reached by understanding the issue and rendering treatment toward a goal of achievement. Current therapies for those children afflicted with autism, or the soon-to-be all-encompassing autism spectrum disorders treatment is largely focused on adaptability, organization, behavioral control and structured environments.  This site: http://autism.healingthresholds.com/therapyhttp://autism.healingthresholds.com/therapy stresses healing autism and not just treating it.  Much like that of a parent, teachers are encouraged to first educate themselves in the areas of autism – what it means, why it happens and particularly, what the teacher/parent can do – and then, move forward with little steps every day.  We are each aware of the need to tailor learning to the student and the educator’s prerequisite of: organizing the environment, using schedules and visual aids, and rewarding good behavior – all lending themselves to the positive support of every individual.  This consolidation from a scientific standpoint, is forgetting to factor in one very important thing: IDEA (Individuals with Disabilities Education Act). Reauthorized in 2004, IDEA considers, but does not rely solely on the DSM to qualify students for special education services within schools.  That being the case, changes to DSM diagnoses are not the only determining factor for students who receive support services.

References:
Campbell, H. (2012). Redefining autism for DSM-V. Retrieved January 23, 2012 from, http://www.science20.com/science_20/redefining-autism-dsmv-86289http://www.science20.com/science_20/redefining-autism-dsmv-86289
Dawson, M. (2010).  Proposed new autism criteria: the DSM-V. Retrieved January 23, 2012 from, http://autismcrisis.blogspot.com/2010/02/proposed-new-autism-criteria-dsm-v.htmlhttp://autismcrisis.blogspot.com/2010/02/proposed-new-autism-criteria-dsm-v.html
Shah, N. (2012). New autism definition could exclude many from diagnosis. Retrieved January 23, 2012 from, http://blogs.edweek.org/edweek/speced/2012/01/a_proposed_new_definition_of.html?cmp=ENL-EU-NEWS2http://blogs.edweek.org/edweek/speced/2012/01/a_proposed_new_definition_of.html?cmp=ENL-EU-NEWS2

Category : Special Education    Tags : Autism   change   Educator   DSM-V   Autism Spectrum Disorder