Information Overload (or Play It Again, Sam)

This past week, four of six groups in the class presented information about different devices and apps useful for specific populations (although the devices and apps could be useful for other populations too).  In addition to having gained insight into the many possible aids for learning, I gained insight into how many first-year students must feel upon arrival on campus - information overload - and why my husband loves to watch movies over and over again (a love I do not share with him) - Play it again, Sam.  There was such a gap between my knowledge base and the knowledge presented via the presentations that it was easy to learn new ideas, but to miss many other ideas.  Feeling like I missed so much, I felt obliged to return to the classroom recording in Collaborate to skim through the recording for things I may have missed or overlooked upon first exposure.  (Yes, I would have watched and listened to the whole recording in depth if I had time, but that's not the subject of this blog post.)  Realizing that I cannot tell you everything I learned, I want to present  you with some highlights of the evening's revelations.

Presentation #1 - Apps for People with Physical Disabilities
This group made me realize that helping people with physical disabilities is simply a matter of learning to think outside the box in which I normally operate.  Being able-bodied sometimes makes me less able-minded.  I grew accustomed to doing things as I was taught to do them and in a manner that I, and the majority of people, am able to do them.  I fail to think about how easily I could do those same things in different ways.  Not only was this presentation very in-depth, but the group members who presented it did much of the leg-work that other class members would need to do if they chose to research this topic themselves.  The group presented, along with their main information, websites to allow us to further our learning on our own time.  One set of such videos was about accessibility options which come with mobile devices.  This information was helpful to me since I do not own a mobile device, and therefore, do not know what such devices have to offer.  The apps in which I was particularly interested were TikiNotes (which predicts text - What a time saver that might be!), Dragon Dictation (an app about which I had heard but with which I was totally unfamiliar), LookTel Recognizer (an app for people with visual impairments; the app create a library of everyday objects to make functioning independently much easier), Color ID, and SoundAMP.  The devices I found intriguing were the mounting devices and the grip cases.

Presentation #2 - Apps for People with Communication Disorders

The PowerPoint presentation by this group was fantastic for someone like me who loves order.  The group discussed a number of topics (non-verbal/AAC matters, signing, articulation disorders, language development, video modelling, and issues for adults or issues of aphasia) and shared two apps per topic discussed (one from the webinar they viewed and one they had found themselves).  The apps of interest to me were iCommunicate (a non-verbal/AAC app the group found), Sign4Me (a signing app from the webinar; I found the picture quality good and loved the multiple views provided.), Speech Tutor (an app for articulation disorders from the webinar; I think this app would be useful for students learning English too.), Fun with Directions (an app for language development the group found), Pictello (an app for language development from the webinar; I liked how the presenter shared a story about how her school uses social stories to help students with transitioning and communicating because for me there is a strength of storytelling; I'm more likely to remember information shared through people's stories.), Model Me Going Places (a video modelling app the group found; This app reminded me of information I heard at a recent conference about teaching navigation and appropriate behaviours.), and Small Talk (an app for adults or people with aphasia from the webinar; The app includes easy communication of frequently used words.)

Presentation #3 - Apps for Early Learners
Seriously, this was my group so I did not learn anything new about apps during this class, but I did learn that embedded videos do not show in Collaborate and Lloyd is amazing at filling gaps in time with conversation.  Thank you, Lloyd.  His discussion allowed me to find the URL for the YouTube video clip and pastte it in the chat box without allowing our audience to become too disengaged by silence. 

Presentation #4 - Apps for People with Autism

This group's presentation introduced me to apps for sensory regulation, including Fluid, Pocket Pond, and Touch Trainer.  Although the apps were presented for people with autism, I believe I could use these apps for my own sake.  I think the calming effect of Pocket Pond warrants a trial on my part.  I also found out about an app called Munsch 6 Pack.  Having trained as an elementary school teacher, I was introduced to books by Robert Munsch and have come to love those stories. The apps that address emotions and affective states also seemed useful to many groups of people.  Dusty D. Dawg has Feelings Too, Emotions and Feelings, and Touch and Learn Emotions may help people with autism, but I think they may also be useful for validating children's emotions in general.

One final comment: I did not address everyone’s research of their schools' use of technology.  I think we need to remember not to be too negative about our schools based on what they are not doing.  Angus McBeath says, "No education system is perfect," and he may be correct.  To be able to forge ahead, I need to remember that educators are continuously working to improve schools and to better serve students.  There is no end to improvement in sight.  The system is ever-changing because the world is ever-changing.

A Diamond in the Haystack???

While searching through what seemed like an endless amount of information and sifting through that vast pile (the haystack) for information relevant to our presentation, I stumbled upon a site (the potential diamond) that may prove to be useful to all of us in this class. You be the judge.
 (Yes, this attempt to make you evaluate may be a pedagogical move on my part. We do collaborate, but we also encourage students to develop their own skills.  I may be modelling that practice, but I am too tired to know for sure.)

 iPads and iPods in the Classroom - A Pearltree

Too Busy Learning to Blog for Long

 

Source: San Diego State University.  (2011).  Library and information access.  
Retrieved April 23, 2012, from http://library.sdsu.edu/reference/news/
don-t-let-database-searching-stress-you-out

Honestly, I've been so busy trying to stay afloat with the research for Assignment #1 (researching the library databases, looking online for current articles that are not necessarily examples of scholarly text, searching for visually appealing material to add to the PowerPoint, and attending some sessions about technology at a conference in Halifax in hopes of finding out something amazing that I can share with the class) that my blogging is bleak this week. Other than this post, I kept you abreast of my reaction to the extra reading our instructor provided via email. The only hope for seeing my learning progress this week is to stay tuned for our group presentation. Lloyd, Kenny, and I have divided the work and are hashing out the details of our presentation via a series of email messages. (As I said before, stay tuned!)