Accessibility Options on My Computer

When researching available resources for students with disabilities, I began by looking for apps and programs that offer support.  However, I failed to look at my own computer.  As I took a closer look, there are quite a few built in accessibility options and I was only familiar with a few.

Narrator 

By turning on the Narrator option, I was able to choose the voice, pitch, and speed of the Narrator.  Choosing which sounds would be spoken and how the cursor and keyboard would function were also options.  As I continued typing with the Narrator enabled, each keystroke was read aloud as I typed and words were read after the space bar was used.  When toggling back and forth between documents, each document was introduced as I began to work.  As I clicked on other icons on my desktop, they were also read aloud.  The Narrator function would be beneficial for learners with visual impairment.

Magnifier 

After selecting the Magnifier a box appeared allowing me to adjust the magnification of my screen.  When working, this box minimized to a small magnifying glass icon on my screen.  At this point another available option was to invert the colors on my screen and allow the magnification to follow the cursor.  Once again, this feature would benefit a learner with low vision.

High Contrast 

Four options of contrasting colors were available, each with different color options.  These options also included changing the hyperlink color as well as background and text.  Learners with low vision or color blindness would benefit from this feature.

Keyboard 

For learners with lack of dexterity or movement, Keyboard offered four options.  First, the keyboard could be projected on the screen.  This would allow users to use a mouse or joystick to access the keyboard.  Second, sticky keys could be enabled for use with keyboard short cuts, allowing users to push one button at a time rather than simultaneously.   The third option is to enable a tone when toggle keys like shift, cap lock, and number lock are used.  Finally, the filter option would ignore when keys were stroked lightly or if keys were repeated.

Mouse 

Both the size and the color of the pointer could be controlled with this function.  I was surprised to find another feature.  The numeric keypad could be designated to control the mouse.  To turn this function on and off, the number lock could be used and the speed of the control could also be adjusted.

Other 

This final option allowed for four other various functions to be enabled.  The background can be turned off, turning it completely black.  Animations can also be turned off.  The thickness of the cursor can be adjusted here to improve visibility.  On screen notifications can be set to appear from 5 seconds to 5 minutes.

Before taking the time to explore the options on my computer, I knew they existed, but not in any depth.  I now have a much better understanding of each function and how it could support a student in my class.  This has encouraged me to take the time to find all the features of accessibility that our students have available on the Chromebooks we use at school.  Robler and Doering (2013) point out, “As technology continues to evolve, it holds great potential for the flexible instructional support necessary for meeting the evolving learning needs of students with disabilities.”  However, we must be aware of the technology that exists.

Resources

Roblyer, M.D., & Doering, Aaron H. (2013) Integrating educational technology into teaching (6th edition). Upper Saddle River, NJ: Pearson Education, Inc.

Obstacles and Challenges of Technology in Math

Throughout the past few weeks, I have enjoyed the opportunity to focus on integrating technology into my 5th grade math class.  Although I have found many resources to use to enhance and transform my math instruction through the use of technology, I also realized there are some obstacles involved as well.  Three obstacles in integrating technology in math class were apparent in my own experience.

Overwhelming amount of math sites available-

When searching for resources to teach multiplication, an abundance of resources are available.  Not a bad problem to have, right?  However, not all resources are created equally.  I am constantly looking for the best resource to improve my lessons and teach my students.   I don’t always have the time needed to research each option.  That’s where social media and education are my best solution.  Thanks to educational blogs I have access to research that other educators have reviewed.  The more educators share, the more we all (teachers and students) benefit.

Lack of resources for common core methods of math-

Many of the resources online are in game format.  While this is great for practicing rote skills and engaging less interested students in math, it doesn’t mirror the format of math testing for common core.  As common core materials are adopted for state curriculum, more online content is becoming available.  I believe this is a naturally occurring problem anytime new methods are adopted.  In time, resources will become more abundant.  Meanwhile, it is important for those who have the capabilities to help fill the gap. 

Lack of available technology -

Overcoming a lack of technology (devices) in the classroom is a big obstacle if nothing is available.  However, many times technology is available, but limited.  As the push for technology use in the classroom increases the more importance districts are placing on the funding of technology.  I think it’s important to be creative, use what is available to the best of our ability.  Meanwhile, definitely prepare for tomorrow.  In one study of preservice teachers, their expectations for technology in the classroom brought disappointment.  “They expected a fast, high-quality technology and were surprised when the technology in their field placement was not what they expected (Herron, 2010).  There are two schools of thought with technology.  On one side, there is a belief that there should be training for teachers in technology to ensure they are prepared to use the devices when they are purchased.  The other side believes if the devices are placed in the classroom, teachers will increase their use as they are trained relieving the frustration of knowing how to use technology but not having it available.  I believe there are positive and negatives to both sides and sometimes it just comes down to how and when funding is available.

There will always be obstacles with technology in the classroom.  Curriculum changes, technology changes.  Overcoming the barriers in education is part of our ever changing world.

Resources

Herron, J. (2010).  Implementation of technology in an elementary mathematics lesson: The experience of pre-service teachers at one university.  SRATE Journal, 19(1), 22.  Retrieved from: http://apbrwww5.apsu.edu/SRATE/JournalEditions/191/Herron.pdf

Roblyer, M.D., & Doering, Aaron H. (2013) Integrating educational technology into teaching (6th edition). Upper Saddle River, NJ: Pearson Education, Inc.

Integrating Technology Across Content Areas

I remember a time when teaching a cross-curricular lesson/unit meant sitting at a table with a book or two from each subject area looking for ways to tie them together into one theme.  Times have changed!  Today, a simple Google search brings information to us quickly and easily all on one screen.  The teacher still plays an important role of managing the information, choosing the best and adapting to make the good material better.  Same process, just better tools and easier access to more information.

As I began working on integrating math into other subject areas, I realized that with the integration of technology, I often also integrated other subjects.  Music is a great example of this automatic integration.  Without technology, I would have to admit the times I would integrate music into my math time would be very limited.  However, with technology, I realize most of the videos I use in my math class are songs, often parodies, which use music and lyrics to teach concepts students struggle to learn or remember.  Even further, as I looked for music videos to reinforce times tables, I found the same concepts taught with different musical genres.  One video in particular, The Little Caesars Fraction Song, teaches kids about fractions with a rap song, classical version, and one from the 50’s.  Integrating math and music is a fun way to teach students about music while focused on the areas of math.  Addressing all music standards for my grade level would take additional research and planning, but the use of technology makes this process easier.

With the introduction of 21st century standards, teachers are presented with the challenge of incorporating multiple subjects into a single lesson.  Technology is expected to be incorporated into our lessons as well.  For music, technology tools have always had an important role in our lives.  From the tools to create the music to the devices that record and play the music we enjoy, music is influenced by technology.  According to Roblyer and Doering (2014), technology use in art and music education has the potential to transform the learners’ experience, but teachers may need support in teaching the content area.  Professional development for teachers in both the use of technology and the content areas are important.  Teachers need to be supported and given the time to implement technology and gain content knowledge.  

Resources

Kassner, K. (2010). Using music technology in the classroom. Retrieved from https://education.fcps.org/trt/sites/default/files/karen/musictech.pdf

Roblyer, M.D., & Doering, Aaron H. (2013) Integrating educational technology into teaching (6th edition). Upper Saddle River, NJ: Pearson Education, Inc