AOL Closed Captions for Online Video

Current Issue 3 – AOL announces closed captions for online video- Thursday, July 20, 2006 http://www.cnn.com/2006/EDUCATION/07/17/college.bound.ap/index.html This article highlights a new initiative on behalf of one of the worlds largest Internet Service Providers (ISP). This development demonstrates the increased need for accessibility of Internet users who are deaf and hard of hearing. “AOL(R), which is the first consumer Internet service to provide captioned online videos, has offered closed captioning since 2003 for select content on its KOL(R) service for kids aged 6 to 12, including "Princess Natasha(TM)," the original cartoon series created exclusively for KOL. AOL also offered synchronized text transcripts for CNN news updates that were limited to the text of a news anchor's script. Now, content from CNN, including videos for the day's headlines, current events, new stories, entertainment and more, will be manually captioned to ensure all of the audio in a video stream is completely accessible. AOL plans to provide closed captioning for additional video content over the coming months” This new addition to AOL’s existing Internet service will, hopefully, be one teachers and educators see as a tool they can utilize in the classroom. Despite somewhat restrictive applications at present, this is a resource, which could be used in various ways within a classroom environment. I currently use online news resources, from the BBC to CNN in projects, assignments, and discussions. Whilst I have no students with hearing impairments, I can envision circumstances where students I teach would benefit from closed captions. “Similar to closed captioning for television, AOL captions are displayed directly beneath the video window and correspond to the audio content. Activating the captions is easy and convenient with a simple click on the "CC" button that appears on AOL's media player.” As the article indicates, this is such a unique, and welcome occurrence, because AOL have taken the initiative without regulation. With an estimated 36 million people in the USA who utilize closed captioning, this feature is far reaching to say the least. In addition, AOL is one of the worlds largest Internet Service Providers, reaching the homes of an estimated 27 million users worldwide http://www.corp.aol.com/whoweare/history.shtml The fact AOL is continuing to address the needs of a significant percentage of its subscribers demonstrates an increased awareness of their own immortality in an increasingly competitive market. Some many view this as an ulterior motive given dwindling membership in recent years, but whatever the reason, AOL are at least tapping into a market as of yet ignored by many websites and service providers. By working with news networks (and their web based versions) such as CNN, this development can only be good news in our increasingly technological world. I have never personally been a fan of AOL, but I very much welcome this initiative. More importantly, I welcome the inevitable competition from other service providers, websites and news networks.

Google Launches Accessible Search - Current Issue #3

Current Issue Report #3 Lee Nelson July 24, 2006 EDPC 610 Foundations II Diversity, Learning and Technology Dr. Sarah McPherson Article: Google Launches Accessible Search Author: Barry Levine Publication Date: July 20, 2006 Source: http://www.newsfactor.com/story.xhtml?story_id=12000B106DUO Summary Internet search engine giant Google has developed a special search engine for visually impaired users called Accessible Search. Accessible Search filters out unnecessary images or busy advertisements that might be distracting for someone with a visual impairment to read. Any website that appears to be too busy is filtered out by the search engine. A great feature of this simplified search engine is that people who use a screen reading program will get website results that are easier for the machine to understand and interpret. This new search engine is only a beta version as of now, but is available to preview at http://labs.google.com/accessible/. You will be impressed to know that this project is lead by a researcher who is blind. The article states that there are nearly 8 million visually impaired users who use the Internet. The next step for Google is to address Google Mail and Google Talk, which are being developed to have greater accessibility. Importance/Relevance of Topic This article is very relevant to the discussions that we are having in class. People with disabilities and impairments are often overlooked when it comes to technological advancements. This search engine which prioritizes search results specifically for blind and visually impaired users is a step in the right direction for allowing all people to benefit from web surfing. Google is the newest major company to address the needs of users with disabilities. Apple, IBM, Microsoft, and Sun are companies that already are implementing features to provide greater accessibility to all users for their products. Companies need to include features that offer accessibility to a variety of users. This is the first step to creating an equal playing field for all users. Reflection on Personal Practice After reading this article I had to stop and think for a minute to imagine what it would be like to be blind and try to access the Internet. It is a very humbling experience. It truly is amazing how we can get so wrapped up in our everyday lives being able to function as “normal” never really thinking about having a disability that would prevent you from doing the simplest things in life. I am glad more companies are getting involved to create features that will allow disabled users to function with the latest advancements. I previewed the new search engine offered by Google. I did a search for the keyword education. The regular browser gave me over 5 billion pages that state the word education. The new Accessible Search found 650,000,000. Of course you can say that using this filtered web search engine might prevent a user from accessing certain sites or pages, but in the long run it is a great tool for eliminating search results and prevent wasting time on web pages that will not be accessible by visually impaired users.

610 Foundations II July 24, 2006

Julie Cracco

Current Issue III – Like Having a Secretary in your PC

Title: Like Having a Secretary in your PC

Author(s): David Progue

Source: New York Times

Publication date: July24^th, 2006

Link: To view article click here

This specific article discusses the Dragon NaturallySpeaking (NatSpeak for short) 9.0 (www.nuance.com). This is the latest version of the best-selling speech-recognition software for Windows. This version was released this past Tuesday and the columnist for the New York Times used it to write his column.

David Progue seemed astonished with the accuracy of the new software; its accuracy, he measured, based on a 1000 word passage, was 98.9 percent without the software being trained. Once Progue went back and took the training tutorial the result were even more astounding. According to Progue a 20% increase in improvement since its last version.

Other noted improvements were; the interface of the software which is made to look more closely like the Windows Vista software. Also the new Bluetooth technology enables users to speak into a wireless microphone.

The author points out further that this software will have to compete with Vista’s own built in word-recognition application. However, (this is where it became even more interesting to me personally) Vista’s will only offer English recognition, where NatSpeak is available in French, Italian, German, Spanish, Dutch, Japanese, British English and “World English,” and can handle South African, Southeast Asian and Australian accents. Impressive!

Progue goes on to discuss the different packages which can be purchased ranging from $100 to $900 for the professional version. He also explains that this compatible with Mac, but other accessories becomes necessities in this case.

The author concludes by recommending the software to anyone who had previously abandoned voice-recognition software, but warns that user of the 8.0 version will probably not find it necessary to upgrade.

When I fist saw the article I thought, well we have talked a lot about this in class. Many of my peers did their AT presentations on similar softwares, so let me finally write how I feel about the use of such software in the Foreign Language classroom.

I never thought how such software could be used in the target language; my unfamiliarity with these led me to believe, wrongly, that these were only offered for the English language.

Ironic… When I read that this specific software was also available in French. I thought that it could possibly be used for students to practice their accents. After all, if they were not able to pronounce a word correctly the software would not be able to comprehend it. It could be interesting for students at higher levels. However, I am not too sure of its possible use with elementary and intermediate levels. I think most students would get very frustrated.

I do think though that such tools could be great time savers for educators… J

$100 Laptop

On July 6th, at the San Diego Convention Center, thousand of educator who attended the National Educational Computing Conference were introduced to a tiny and colorful new laptop prototype which only cost about one hundred dollars. It was created by Nicholas Negroponte whose goal “one laptop per child” was developed for children in developing countries and is expected to change education in many parts of the world. Many educators in the U.S. are interested in this technology. This inexpensive durable laptop is grabbing the attention of many of the technology giants who are already trying to compete. The reason Negroponte has been able to keep the price to a minimum is by excluding expensive software programs and features. This product was designed especially for students. He plans to test the prototype in San Diego schools next year. His nonprofit intends to disburse 5 to 10 million computers next year and 150 in 2008. By the year 2010 he hopes to make it even less expensive, only fifty dollars. Theses computers will not be sold in retail store but distributed through government initiatives. The following is a description of the prototype provided by the author: “Negroponte's prototype – stripped of features and “bloated software” that typically slow down laptops – comes with a 500-megahertz processor, four USB ports, and 500 megabytes of flash memory (about the amount in the smallest iPod Shuffle) instead of a hard drive. It operates on less than 2 watts of power – which can be generated with a hand crank – whereas most laptops average 25 to 40 watts, depending on the brightness of the display screen. The laptop runs on open-source Linux software, which is free and can be modified by users to suit their needs. The device could tap into Wi-Fi wireless networks for Internet access, and would use so-called mesh networks to link to one another and share a single Internet connection. Each laptop would act as a router relaying information to and from other computers. For durability, the laptop would be enclosed in rubber to withstand spills and drops.” I think this is a wonderful idea. For too long the cost of technology has been ridiculously high therefore making it inaccessible to many underprivileged students. I applaud Negroponte initiative to provide children in developing nations an affordable chance to be integrated our technology driven world. My only hope is that administrations here in the United States try to find was to make sure our underprivileged students have the tools they will need to succeed.

Current Issue 3

General ed. teachers face special ed. realities Chris Gaetano Suburban July 6th 2006 http://suburban.gmnews.com/news/2006/0706/Schools/056.html This article calls attention to the 800 pound gorilla in the room that no one would bring to the forefront until recently; general education teachers who lack the knowledge on how to adequately provide instruction to students with disabilities. The article explores the attempts at adjustment to this reality. Chris Gaetano asserts that general ed teachers often exit college with little or no training in working with special needs students although the number of these students in general ed classes is increasing. This reverse dynamic raises issues because although general ed. teachers are expected to teach special ed. students, it is not a requirement for teacher certification. In fact teachers that serve special needs have always been difficult to find with the article citing the overall factor as lack of interest or ‘attitude problem’. Some feel as though it is not there responsibility to teach those with physical or mental ailments as it ‘gets in the way of true instruction’. Gaetano refers to the recent changes in the IDEA which now highly emphasizes inclusion which had caused states to find ways to keep up with this requirement. However, states are still at a disadvantage due to budgetary problems. We have been cut with budget cuts in all areas with no exception to special ed. Some districts have found alternative means of support such as providing workshops and professional development that address the needs of special needs students. Other districts have sought to partner with colleges to ensure that special ed. is not overlooked. The Department of Educaion recently mandated that teachers be well versed in all areas of education including special education. Although we are seemingly moving in the right direction the “unpreparedness” of colleges to provide the necessary training to circumvent this problem has far to go. This article really hits home for me. I’ve been reflecting on many of these same notions from some of the topics covered in Foundations II. This course is my first experience in looking at diverse learners (or more so special ed. students). Out of the 18 credits 100 field observation hours, and 4 months of students teaching for initial certification, it was never required of me to have a knowledge base in Special ed. nor did anyone direct my attention the overlooked population. Up until I read this article I looked at inclusion in a less than favorable light since I as well as many others was never equipped to handle it in a general ed. classroom. However the article draws attention to the fact that because we are expected to teach inclusion it is only now that teacher prep programs and professional development is up and coming in this area (sort of a reverse positive). It is my belief that all teachers should be well versed in tailoring instruction to meet diverse learners and that educational institutions, as well as public school systems, should invest the time and money to ensure that this happens.

Eye Opener

Current Issue 3 Eye Opener Malaysia Star, Malaysia - Jul 19, 2006 http://thestar.com.my/lifestyle/story.asp?file=/2006/7/20/lifeliving/14873788&sec=lifeliving Summary This article outlines how the development of assistive technologies have dramatically changed the way the visually impaired receive information. Access to information however has been limited by the state of text- to voice technology. Devices utilizing these include talking books that can be accessed via a standard format for synchronizing text – audio files allowing universal access to these books. Optical Character Recognition technology has allowed the visually impaired person access to any text – books, magazine, newspapers, whether they are hard or soft. A more recent and revolutionary development is the Braille display. The display can be regarded as a portable keyboard, which can be linked to any computer. Input can be made via six key that correspond to the six dots of the Braille alphabet. In addition it allows the user to read what is what is on the screen – as it has a special row of cells that move up and down in order to display the Braille character equivalent of what is on a regular computer screen. Hence the user can read, write and edit information on conventional computers, and it can be easily connected using a USB port. The great advantage is that this is a faster and more interactive way for the visually impaired to access information. Also since it does not rely on audio – it can also be used by deaf – blind persons also. Relevance The Braille display will go a far way in allowing the visually impaired to access information in public places, such as regular classrooms, libraries and offices. As we look for UDL solutions in the classroom – the Braille display allows blind students to sit in a conventional classroom and participate in the same computer based activities, at the same rate as their other peers. It is faster and more interactive than using software where they have to be read to, and editing their work and reading information becomes a lot easier. They will also be able to participate in group activities with their sighted peers. They will be using conventional computer, and with the Braille reader, both the sighted and visually impaired can read the screen at the same time .Since there is no reliance on audio to read, the blind student is free to interact with his peers and discuss what is on the screen. This device opens a world of possibilities for the visually impaired to work in mainstream society. A major limitation with this, (and most assistive technologies) is the price, their cost range from $1,400 to $7,000 and it may be difficult for individuals to afford them. However just as we now have mandatory parking & bathroom facilities for the physically disabled – it should be made mandatory that this type of technology is made available in computer labs at schools, libraries and offices – hence helping the visually impaired to assimilate in society.

Current issue 3

EDPC 610 FOUNDATION II: DIVERSITY, LEARNING AND TECHNOLOGY CURRENT ISSUE 3 Calvert Bowen July 23, 2006 Title of article: AMDG, Inc. and AOL@SCHOOL Partner to Deliver High School Courses Online; Millions of Students Can Take AP Classes, Earn Make Up Credits or a High School Diploma. Source: http://home.businesswire.com/portal/site/google/index.jsp?ndmViewId=news_view&newsId=20060714005404&newsLang=en Publication Date: July 14, 2006 02:35 PM US Eastern Summary: A quote from the article states “Today's students are more mobile; more digitally oriented and have diverse needs in their education," said Mark Stevens, education director and general manager of AOL@SCHOOL. AOL@SCHOOL and AMDG,Inc have collaborated in this venture to provide online K-12 classes that are transferable to a students High school. This content is digitally oriented and helps students with diverse needs. AOL@SCHOOL and AMDG, Inc partnered with Hotmath, Info Source and Iknowthat.com for this venture. Relevance of Topic: This educational opportunity affords users the ability to access K-12 courses online. According to the article, the courses are all compliant to Section 508, an amendment to the Workforce Rehabilitation Act of 1973. In addition to being 508 compliant, the courses are in alignment with ISTE and SCORM standards. Section 508 does not apply to the private sector or agencies receiving federal funds, however, since the Federal government has a massive purchasing power it is believed that this will foster competition among companies surrounding the accessibility issue. Reflection on Personal Practice: Since accessibility is such a big issue, I will be using the UDL approach in order to make instruction accessible to a vast segment of learners. When using web based instruction or the internet for research I must now Check web resources for 508 section compliance. By checking these sites at the onset, I will be able to model web based lessons or research on the UDL.

Current Issue #3 - Enforcing the Disabilities Law

EDPC 610 Foundations II: Diversity, Learning, and Technology Judy Mui June 24, 2006 Current Issue Report #3 Enforcing the Disabilities Law by Scott Jaschik, Inside Higher Ed (July 19, 2006) http://www.insidehighered.com/news/2006/07/19/ada This article discusses the added pressures the US Justice Department is placing on colleges to meet the standards for accessibility required by the Americans with Disabilities Act (ADA). One of the first to be reviewed is the University of Chicago. The university is accused of violating the ADA and agrees to make changes over the next four years, reporting its progress regularly. Ten other colleges are undergoing the same review. Some of the changes the University of Chicago is being asked to make include: changing elements of facilities such as doors and restrooms, creating a system to change facilities or events if a student with a disability registers for an event, reviewing evacuation procedures, and ensuring 3% of units in dormitories are accessible to students with disabilities. The University of Chicago denies violating the law and claims it is complying with the ADA on a case-by-case basis but it is clear the US Justice Department wants college facilities to be accessible to a majority of students with disabilities not just specific cases. People with disabilities are expecting more from themselves and many are not settling for vocational jobs. In addition, the public view of people with disabilities is slowly changing. However, the fact still remains that the percentage of students with disabilities gaining a college degree is still low. Some of the factors that play into this are the students’ physical and mental adaptation to the college environment. Colleges need to ensure its facilities are as convenient as possible for students with disabilities to go to class, restrooms, and dormitories. In addition, participation in clubs and events is an important aspect of college life. It is essential that colleges make the accommodations for students with disabilities to attend. I strongly agree with the decision of the US Justice Department to review colleges that do not seem to meet the standards of the ADA. Colleges that view these changes being demanded as unnecessary and believe it is enough to just handle situations on a case-by-case basis are wrong. If colleges only make changes to their facilities upon a complaint, then that student is forced to wait until those changes are complete, which affects that student’s education. This article made me consider what my school has to offer our students with disabilities. Honestly, I am not aware of any students in my school that have extreme physical or learning disabilities that require special accommodations such as assertive technology. It is either these students are so secluded in the building that most of the staff are not aware of them or that the school just does not have the funding for certain technological accommodations. Either way, I think I need to get a better understanding of the student population in my school to better prepare myself in the classroom.

Current Issue 3: Vocational Ed Funding

Federal Funding for Vocational Education Continues Lynne Bailey, July 22, 2006 Current Issue Report #3 Article: Deal reached on vocational education law Thursday, July 20, 2006 · Last updated 2:58 p.m. PT Author: BEN FELLER, Education Writer, Associated Press Thursday, July 20, 2006 http://seattlepi.nwsource.com/national/1153AP_Vocational_Education.html and various other publications Summary: This article reports on the House and Senate agreement for an extention of federal funding for vocational training in high schools and college under the Perkins Act through 2012. The bill changes the vocational education title to 'career and technical education' (CTE) to create a fresh perception of this kind of program and reduce any stigma associated with 'voc-ed'. President Bush wanted to eliminate these programs because he feels they are ineffective, but it is a Congressional favorite, and lawmakers are commited to it. $1.3 billion is allocated per year, the most funding for any single federal high school aid program. The deal is expected to be aproved by both houses shortly. This latest extension makes some important changes, requiring states to give students a broad base of academic skills, in addition to technical job training. States will also have to develop model sequences of courses to set a clear path for work training. They will also have to produce more direct evidence of student progress and program results in exchange for funding, reflecting current demands for rigor and resuls. Importance/Relevance of Topic: One of society's mandates for education is to give students the tools and skills to find meaningful work. Approximately 15 million students take vocational courses (high school and college), and though federal money is only a small part of the total funding, many school depend on these funds to offer those courses. So many of NYC high school students drop out and/or do not go to college, and yet the curriculum and objective of almost all of these high schools is centered upon students graduating and continuing their academic studies in college. This is very unrealistic, and more needs to be done to prepare students for work while they are still in high school, as many of them will have to do just that. Reflection: This is a topic near and dear to my heart, and I have participated in the request for CTE funding at our school. NYS has already initiated some of the changes that will be required for these funds. Two-year sequences must be outlined and for most funding some kind of certification needs to be included. Programs are judged by the number of students attaining that certification. There is a three-year development and approval process and statistics comparing students in these classes with other students in the school must be provided to gather clear evidence of the value of these programs. Regents scores, attendance, and drop-out rates are the key comparison factors. New York City does have a CTE office, and numerous high schools in the city have such programs in place. Some are at the few high schools designated "vocational" and training has been offered for teachers to improve the academic rigor of such courses in re-writing lessons that go beyond the standard curriculum to include and designate standards from other subject areas as well. For example, in a welding program students had to produce presentations to decribe the entire process. In auto-tech, activities with historical and scientific contexts might be included. The most burdensome part of this legislation, though, is following up on workplace success. It is very difficult to get post-high school information on students in the program, and there exists no database of post-high school student work and academic activities to compare it with, one of the requirements for continued funding. The only information nominally available is based on student's immediate plans following high school graduation. No extra funding is provided for this, either. It remains unclear how programs wil be able to evidence continued success, and what benchmarks they can use for comparison. Many people agree that participation in these programs does make a difference, but now administrators much quantify how great a difference that makes. Personally, I feel that this requirement, to go beyond the first post-year of high school is so burdensome as to make it virtually impossible. In what ways are students outside of these programs measured, and how can we accurately collect and report data comparing the two? The CTE office is attempting to initiate procedures to obtain follow-up information, but it will be reliant upon student cooperation after-the-fact. There are no incentives, nor can there be, to force cooperation from persons who have completed the requirements and gone on. Administrators can only ask for students to supply the information, they can get it from no other source, and there is no easy way to verify the information, so training programs ask students to mail in a form when they find work, and to include a paystub. This is the most one can do, without obtrusive tracking tactics. Therefore, the evidence required by this legislation, beyond the training itself, will undoubtedly be scant, and very difficult to obtain. It remains to be seen how this will impact continued funding of the program, or if additional funding can be obtained to track graduates.

Current Issue #3

Article: “Google tests more accessible Web search for blind” Author: Eric Auchard of Reuters Source: The Washington Post http://www.washingtonpost.com/wp-dyn/content/article/2006/07/20/AR2006072000150.html. Publication date: July 20, 2006 Summary of article: This article highlights a new product produced by Google Inc. The name of the product is Accessible Search, Google claims that this technology makes finding information on the Web easier for the blind, elderly or visually impaired and should make Web pages more accessible bringing potential benefits to all users. This new technology is built using Google Co-op technology, which the company recently introduced to enable organizations with specialized search systems that target information on specific topics such as health or food. It uses Google’s standard page-ranking system and goes further by evaluating the usability of each Web page it displays. T.V. Raman, a research scientist who works for Google, said his project sorts search results based on the simplicity of page layout, the quality of design and the organization and labeling of information on each page. This software is available on Google’s experimental software site at http://labs.google.com/accessible/ Reflection: I have a vision impairment (color blindness) and I hope to derive benefits from the use of this technology. This is a good example of UDL. (Universal Design for Learning) as it can assist all learners in searching the Web more efficiently. Educators can use this to choose Web pages that are likely to be easier for students to use, as this product is designed to identify and prioritize search results. It will help the visually challenged find the most relevant, useful and comprehensive information, as quickly as possible. It should also help persons that are not visually impaired by making pages easier to read avoiding visual clutter- especially extraneous content- and ensuring that the primary purpose of the Web page is immediately accessible with full keyboard navigation. This is in keeping with W3C Web Content Accessibility Guidelines http://www.w3.org/TR/WAI-WEBCONTENT/’ “The primary goal of these guidelines is to promote accessibility. However, following them will also make Web content more available to all users, whatever user agent they are using”.

Current Issue 2

Current Issue 2 - Program prepares disabled youth for college life - CNN - Monday, July 17, 2006 http://www.cnn.com/2006/EDUCATION/07/17/college.bound.ap/index.html This article highlights a learning environment in which students with specific disabilities participate in mock classes designed to equip them with the necessary skills needed to begin the next stage of the educational career. The program is available to students at the high school level, and is aimed at designing specific instruction related to their needs, and future needs, whilst attending university. “The students get pointers on navigating wheelchairs over hilly terrain, finding note takers and deciding whether to "come out" to peers about less-obvious disabilities -- tips experts say are vital as administrators face swelling numbers of disabled students.” The idea is born out of the increased need to address the issues of students with a wide variety of disabilities who are now entering universities, and institutes of higher education in record numbers. The necessity of addressing individual educational needs, especially for those students who have received evaluations and IEPs throughout their middle and high school career, does not end when they attend university. The sad fact, however, is that the necessity is rarely the reality. As the article illustrates, such students tend to receive little or no specific evaluation of their needs once they register and start classes, which leads to a higher drop-out and failure rates. The idea of creating a program designed to meet the wide-ranging needs of disabled students is interesting. I do question, however, why these skills are not taught to every student as part of a broad curriculum. Whilst the needs of individual students may differ dependant on their specific disability, or learning difficulty, there is an absolute necessity for students of all backgrounds and abilities to be afforded the opportunity to develop skills relevant to their future lives (vocational or educational).

Partnership Inspiration Software & Fourier Systems

610 Foundations II July 17, 2006

Julie Cracco

Current Issue II– Inspiration Software & Fourier Systems

Title: Inspiration Software and Fourier Systems Partner for Visual Learning and One-to-One Computing

Author(s): Not listed

Source: MultiMedia internet & schools

Publication date: July 11^th, 2006

Link: To view article click here

Note: I have included several links for you to look at some of the topics that may be of interest to you.

This specific article discusses the new partnership between Inspiration Software and Fourier Systems. I thought this would be of interest to most of us who took, or are taking, Foundations I where we learned about the many uses of Inspiration Software. As a result of this partnership, Fourier’s new Nova5000 will be installed on these new portable computing devices.

If you are like me and did not know what the Nova5000 is, you can visit Fourier’s webpage by clicking on the hyperlinked text. Basically, the Nova5000 is a wireless, web ready, affordable portable device for students. This specific’s model has a battery life which supposedly lasts a full school day, and many various ports available for easier connectivity.

Based on the article “Inspiration was developed based on visual learning methodologies that help students think, learn, and achieve, the announcement states. Students in grades 6-12 use the software to develop an understanding of difficult concepts and build critical thinking skills.”

From visiting the Fourier Systems website, it seems to me that the Nova5000 is mainly aimed at math and sciences students. I have never used Inspiration in my classroom. The only experience I have with the software is what I have learned in professor Sun’s class. I understand that Inspiration is a great program to create graphic organizer and expand the possible learning opportunities for visual learners. However, after using the software myself I did not really care for it. True it offered many graphics and images to insert, but I felt that I could make such diagrams in Microsoft Word. Maybe this is just because I have not had much experience with it.

This is not to say that I do not believe that the Nova5000 would be useless in disciplines such as sciences and math. It would give students the ability to work with the materials in different ways, all the while having hands-on-experience. There would be visual reinforcement and having to think about the information taught. As a result, having to demonstrate understanding by presenting it in other ways; charts, graphic organizers, etc. I also believe that the use of such devices would significantly increase students’ interest and motivation.

Current Issue 2

EDPC 610 FOUNDATION II: DIVERSITY, LEARNING AND TECHNOLOGY CURRENT ISSUE 2 Calvert Bowen July 17, 2006 http://www.thejournalnews.com/apps/pbcs.dll/article?AID=/20060716/OPINION01/607160318/1015 The Issue: NY State not meeting the standards of NCLB The issue in NY state (among 35 other states) is that the testing standards for special education and English learners does not meet the standard set forth by the NCLB act. According to the Federal Department of Education, The ESL achievement test is not comparable to the regular ELA assessment. In addition noted the DOE, there are two areas of the special education test that also fall short of the NCLB standard. In this case NYS used out of level assessments for these areas of the special education assessment. Instead of labeling students as not being able to succeed, federal law requires that every school, district and state be accountable for the academic performance of all students, and that must also show that annual yearly progress is being made in order to reach the 2013-14 goal that all students be proficient in english and math. In order for NY state to remedy this problem, they may need to look towards a universal design model so that all students are included and planned for from the onset. NY State says that fair and reliable annual testing is needed to accurately assess students’ performance, but do we know that the assessments used are fair and reliable. Why aren’t the states standards aligned with the federal standards?, and could this problem be solved using a Universal Design Model?

Lee Nelson - Current Issue Report 2

Current Issue Report #2 Lee Nelson July 18, 2006 EDPC 610 Foundations II Diversity, Learning and Technology Dr. Sarah McPherson Article: Boosting Inclusion in After School Activities with AT and Supplemental Services Author: National Center for Technology Innovation (2006) Publication Date: July 13, 2006 Source: http://www.ldonline.org/article/9924 Summary This article discusses the need for assistive technologies in school and for activities after school to help develop the social needs of students with disabilities. The article states that participation of students with disabilities in extra curricular activities is on the rise. The chance to assume leadership and demonstrate talents is vital to these students. Educators and institutions must be aware of the federal mandates that state that all students with disabilities must have access to the assistive technologies in regular and after school programs. Many staff members and volunteers who run after school programs are not familiar with the needs of students with disabilities. These staff members must be informed and trained to address these situations. The article continues stating that students with disabilities should be free to choose activities that they are interested in rather than selecting activities solely based on the limitation of their disabilities. Of course there will be certain activities that some students can not participate in depending on the situation, but for the most part the student should be able to select activities that will make them happy. Theater, music, book clubs, academic games, athletics and other physical activities are mentioned in the article with powerful suggestions on how students with disabilities can benefit from each activity. Importance/Relevance of Topic This article is right on the mark with the topics that we have been discussing in class. Students with disabilities need to be included in all areas of development in and after school. It is important for every students self esteem to be included in activities. It is essential that all staff members be educated, trained, and sensitive to this issue and learns to encourage students with disabilities to participate in extra curricular activities. Having the assistive technology and supplemental services available is not only a law, but is vital to the well being and development of all students. Reflection on Personal Practice Reflecting on this article, I thought about the after school programs that are offered in my building. I can not be sure of the exact number of students with disabilities that participate in these programs, but I do know that the number is very low if there is anyone at all. A large percentage of the students that have disabilities are bused to the school, so they must leave at a certain time, which limits their exposure to any after school programs. The other students that walk to school that suffer from a disability are often excluded from certain programs or are limited to specific areas and activities. Now that I have been taking this course I will be more observant to watch the amount of students with disabilities who participate in after school programs. I am very curious to find out if their assistive technologies or supplemental services are available after school.

Current Issue #2 - Now I can speak, there's no stopping me

EDPC 610 Foundations II: Diversity, Learning, and Technology Judy Mui June 18, 2006 Current Issue Report #2 Now I can speak, there's no stopping me by Barbara Lantin, Telegraph.co.uk (July 17, 2006) http://www.telegraph.co.uk/health/main.jhtml?xml=/health/2006/07/17/hheidi17.xml&page=1 Heidi King has had a stammer since the age of 3. Because of her speech impairment she was rejected for a job on the shop floor in a department store. Despite this, Ms. King has maintained a positive outlook on life and completed the requirements for a psychology degree leading her to a job with Age Concern in Norwich as a project coordinator. Up until now Ms. King has been using an assistant to deliver presentations. However, a new device, SpeechEasy has accomplished what years of intensive speech therapy has failed to do for Ms. King. SpeechEasy is an American designed earpiece that helps reduce stammering. The earpiece can fit behind the ear or sit in the inner-ear canal. Research has shown that people with stammer speak clearer when speaking in unison. Therefore, SpeechEasy digitally alters the way the speaker hears his/her own voice tricking the brain into thinking there are other voices speaking at the same time and pace. Statistics show that before having the SpeechEasy fitted, Ms. King stuttered in 35.4 percent of her syllables and spoke 89 syllables a minute. With the earpiece, Ms. King stuttered 4.4 percent of her syllables and spoke 173 syllables a minute. It is evident that SpeechEasy has made a major impact on Ms. King’s lifestyle as she states, “For the first time, I’m in control of my speech and my speech is at the same speed as my thoughts.” Although not all people with speech impairment have a stammer, the success of SpeechEasy will meet the learning needs of students who do have a stammer. The invention of SpeechEasy is a major breakthrough because quite often students suffering from speech-impairment also have low self-esteem. These students are shy and too embarrassed to speak or participate in class. SpeechEasy will hopefully lead to the development of other devices that will help students with speech impairments speak clearly. These students will then build the confidence to take a more active role in the classroom. A key component in learning and understanding is the participation in one’s own education.

Current Issue 2: Paralyzed Man Uses Thoughts to Move a Cursor

Paralyzed Man Uses Thoughts to Move a Cursor Jul 13th 2006 Written by Andrew Pollack The New York Times http://www.nytimes.com/2006/07/13/science/13brain.html?_r=1&oref=slogin This discovery if successful holds great implications for education, communication, and quality of life for those suffering from paralysis. For the physically impaired it ignites a new hope granting another realm of physical control in ones life that was thought to be incapacitated with the loss of their bodily movement This article draws on images from the matrix to describe how Mr. Nagle was able to control a computer, robot, and remote control with his thoughts. This new development works by inserting a tiny sensor into the brain and hooking the person directly to a computer through use of a cable. The imagination of movement ignites electrical signals in the brain which in turn control the thoughts of movement in the technology. Not quite as violent as the rugged cord-like mechanism thrust into the back of Neo’s neck. Yet, we are still awed by the implications this has for those who have highly limited mobility due to spinal chord injuries. Mr. Nagle was able to open email, draw, move a cursor and play a game. The article states that studies show that people with full use of mobility average one second in dragging a cursor to a targeted spot on the computer. In contrast Mr. Nagle was able to hit a targeted spot with a common time of 2.5 seconds. Although movement of the cursor was not highly controlled, the roughness decreased with increased practice. With all new findings there is always room for development. This study indicates that brain signals that were thought to be inactive with physical disability are yet still alive. Although the tiny sensors lose the ability to detect the sensors after several months, scientists are hoping to eradicate this problem and ultimately to emit these signals wirelessly. For now, it takes a half our each day for Mr. Nagle’s device to be calibrated. There are no cost associations at this time.

Central Coast Tech - TV program offers help to the disabled

Current Issue 2 Central Coast Tech - TV program offers help to the disabled Dan Logan, The Tribune, San Luis Obispo. Com , July 10, 2006 http://www.sanluisobispo.com/mld/sanluisobispo/living/15006344.htm Summary Central Coast Assistive Technology Center, a non-profit organization in San Luis Obispo, California, has for the past 8 years been evaluating people with disabilities and has been matching them to assistive technology to meet their needs. Most of these technologies do not exist in stores. So, recognizing that most people who need the technology are unaware that the technology exists and may be unable to afford them. CCAT is launching a television program called “Curb Cuts” to increase public awareness of assistive technology on Saturday July 15, 2006. The show will be aired twice a week on the public television in San Luis Obispo, and each episode will feature a different type of assistive technology as well as introduce individuals who use it. The technologies that will be covered include Speech recognition and other hands free alternatives, blind/low-vision technology, assistive listening devices, the accessibility features in the Windows and Macintosh operating systems, and wheelchairs/mobility devices. The episodes will also be available on their website (http://www.ccatc.org/ ). Relevance I believe it is exciting that an organization has seen it fit to use the mass media to increase public awareness of the assistive technologies available to persons with varied types of disabilities. This will be great news to many who need the equipment as well as to caregivers in particular parents. Many disabled persons are not outfitted with assistive devices because they do not know they exist or know how they can help them. Having a program that shows how these devices can open a world of possibilities to these individuals and their families. A major issue will be cost, as many of these equipment are expensive. It is hoped that the program will also show individuals how to access funding to acquire these equipment as well as the training required. Educators will also benefit from such programs. Teachers will be made aware of devices that can help their students and suggest these to parents and administrators. Teachers will also be better able to help students if they knew how the equipment works. Not all assistive devices are high-tech equipment being made aware of the accessible features of Windows and Macintosh can help teachers in the inclusion classroom tailor less to meat the needs of the diverse population in their classes. These are also issues that the program will address. TV Programs such as these should be available throughout the country however the work of CCAT is a great start. Thankfully the episodes will also be available on this website so many more people in the US and abroad will have access to such information. I look forward to tuning into them.

Podcasting 101 – How Educators Can Use This Technology

Raquel Rivera Current Issues Report 2 http://www.techlearning.com/showArticle.jhtml;jsessionid=M4MJIKDUY3B2EQSNDLPCKH0CJUNN2JVN?articleId=189500866 Podcasting 101 – How Educators Can Use This Technology This article by Mike Dionne gives educators insight about Podcasting and how it can be implemented into the ones class. He begins by talking about how teachers are constantly looking for new ideas and activities to motivate students and tells us about one that he has discovered, Podcasting. Mr. Dionne goes on to discuss some of the benefits of this product; it is affordable, easy to create, and most classrooms already have the tools necessary for this medium (a computer and a microphone). In order to clarify he provides the following definition, “Podcasting, a portmanteau of Apple's "iPod" and "broadcasting", is a method of publishing audio files to the Internet, allowing users to subscribe to a feed and receive new files automatically by subscription, usually at no cost.” For a more concise explanation he suggests readers to visit Wikipedia.org entry for “Podcast.” To sum it up, students can create live radio segments to be viewed over the internet by subscribers (family, friends, teachers, ect…) who can receive automatic updates about new shows. In order to subscribe to these broadcasts a special software “aggregator” needs to be downloaded. Most providers, such as “Download iTunes 6” are free of charge. With a little creativity and time teachers can incorporate podcasts into their lessons. First, he suggests watching a few made by other school in order to get a feel for what can be done. Then, it’s time to plan the details of your own podcast. Some of the things you should take into consideration are; if students will work alone or in groups, the title, theme, music, script, and the length of the broadcast. Before implementing the lesson plan he recommends that the teacher show examples of podcasts done by other students and then they should be given an outline information sheet in order to organize their ideas. Once the podcast is created all you have to do is upload it to the internet using RRS feed file (Real Simple Syndication). Mike Dionne provides his email Mike Dionne and web information Edukast.com for all who want to inquire about services he provides such as; a CD that can walk you threw the podcast process. I thought this was a very informative article I had heard about podcasting but never really understood what it was or how it could be used in the classroom. I think it’s a great idea especially for doing interviews, story telling and presenting information on different topics. If students knew that others (family and friends) had access to their work (on the internet or ipods) I’m sure they would put a lot more effort into it than if the teacher was the only person viewing it. It’s almost like having an online portfolio. I think that all students could learn by seeing themselves and others and reflect on what they do really well and what they can work on. This activity helps address different multiple intelligences and gives the opportunity for all to show their talents and be a movie star. I can’t wait to try this with my classes.

Teachers urge rethink on inclusion policy

Current Issues: Report #2 Article: “Teachers urge rethink on inclusion policy” Author: Alexandra Smith Source: Guardian Newspapers U.K. http://education.guardian.co.uk/ofsted/story/0,,1819623,00.html. Publication date: July 13, 2006 Summary of article : This article focuses on a report by OFSTED (The Office for Standards in Education), the inspectorate for children and learners in England whose job it is to contribute to the provision of better education and care through effective inspection and regulation. http://www.ofsted.gov.uk/. The report found that “The most important factor in determining the best outcomes with pupils learning difficulties and disabilities (LDD) is not the type but the quality of the provision.” In reaction to the report the author states that teachers have called on the U.K government ‘to end a “one size fits all’’ approach to teaching children with special education needs.’ Smith emphasizes that the policy of closing special schools and educating children with special needs in mainstream schools was not in the best interest of the students. Importance/relevance of topic : This issue of inclusion is very relevant in the USA and certainly here in New York. Many teachers do not agree with the New York City’s Department of Education’s apparent of one size fits all” approach, not only with special education students but with all students and schools generally, ranging from school funding to the ‘workshop model mandated by some districts http://www.uft.org/news/teacher/feature/tremendous_feets_01/index.html. http://www.uft.org/news/school_budget_f/index.html. http://www.uft.org/chapter/teacher/middle/newsletters/midpoints/index/index.html. Reflection on personal practice: The policy of the Department of Education (DOE) seems to be a move away from self contained classes to inclusion. In my school I have seen inclusion in practice and the general view is that inclusion is a strategy by the DOE to save money. Special education suffers from inadequate funding, technology and trained teachers. I am in agreement with the Ofsted finding that the quality of provisions is more important than location.