My first topic of choice for discussion today is Text Reading Software. For instance, our book, (Maloy, 2014) indicates that the primary types of Text Reading Software are:
One of the main reasons I have chosen this topic in terms of promoting success for all students through technology is that I have often thought, as I was studying, en route, taking care of my children at home with a need to study, or as my children have been gaming and have upcoming projects was: "Gee, wouldn't it be great if I could have this research read to me??". Until I read this, I did not even know the technology had come so far as to have professional readers which can be tailored to specific needs, with multiple languages available, and options not only inclusive of the needs of blind and sight-impaired students, but in terms of time-impaired students.
Growing up through high-school and college, when I was younger, I realized that my aunt had vision troubles that were increasingly worse with each period of time that passed, eventually requiring not only medications but eye drops as cataracts claimed the remainder of her vision in her early 40's. I watched as this independent, smart, and accomplished woman slowly become unable to function in the most basic of things. Although she could still function in society and work, there were not the tools that we have today to help her enjoy life. Eventually, even operating her cell phone and computer became a thing of the past for her, until, eventually, she lost her life. While this is a sad story to tell, how much greater improved would her quality of life been had she been able to maintain her continuing education or function in work without being able to see the screen (screen enlargements only work if you can distinguish characters). While I can see that word prediction software has its place in assisting young writers, or can work wonderfully together with screen reading software or optical character recognition and reading software (OCR) (various text reading software types), I think the real winner, if one had to choose is the screen reading software -- how wonderful to be able to understand not only what is typed on the screen, but where and what your mouse is doing, what your hardware and software require/are capable of/are doing, in addition! This technology can help as an adaptive device, but also for those who intend to multi-task to make a better use of their time and capabilities. As an adaptive device, because there are many facets of working at a computer that people take for granted. For instance, we may think of the words when we review a website, but do we realize it takes several clicks of the mouse to get there? That there may be pop up screens which warrant attention, etc., without someone or some thing indicating that to us (outside of visually, which is the "norm" for most)? Absolutely! And it seems that there are programs out there that can do all of this and more! As Maloy, et al, (2014, p. 261) indicate, there are various programs out here to assist with different languages, operating platforms, devices, and capabilities! I am just itching to research JAWS, a popular and well regarded screen reader for Windows and windows based machines.
I am also interested in Optical Character Recognition (OCR) software, which has come a long way since my first experience with it back in 2007 as I tried to utilize it to scan legal documents to text for word processing for a law firm I worked for! Extremely limited at the time, it misread the majority of text that was given (fed through fax-like scanner) and the OCR software required not only a vast amount of editing, but formatting and word processing, as well! OCR software like Prizmo, Kurzweil 3000 (Windows, Mac), and other OCR program seems to have many more options and have dramatically improved accuracy. Adding to the old capabilities of reading and translating text into multiple modes on a variety of devices and device-types, the ability to alter the format, highlight, etc. make this an increasingly interesting option. It seems to me that it is important for this to be utilized together with screen reading software for a benefit for the vision impaired to be of any real and formidable use, but also, individually or together - this could increase the capability of students of any age to learn and research "hands free"! I long to try a number of these programs in each category of text reading software so that I can really experience "hands-on" what my potential students experience, and perhaps put such technology to good use. I have even read that some of this technology may be open-source, and likely free.
As a second topic discussion point, I would like to discuss Technology throughout the writing process with a special focus on the extensive ideas beyond word-processing and writing techniques. I was enthusiastic to learn about putting together graphic writing projects such as slideshows with iMovie software (or, I'm sure, other software solutions, as well), graphic novels, or animated stories. Unfortunately, iMovie is relegated to Mac users according to Emory University's Center for Interactive Teaching (2015), and so is somewhat limited in its application (access would be reduced due to the expense of Mac computers and devices). However, iMovie has a wide range of use and thus, the implications of using it as a teaching device are far-reaching. Because I personally own multiple Mac devices at home, and previously did not understand how to use iMovie, I am including a video below, which delivers the basics of utilizing iMovie. Please note that often types of software utilize similar menus and capabilities so even if one does not utilize the specific program or device, the video is not without merit.
The high level of my enthusiasm for writing process technologies and devices is perhaps due to the fact that, as a youth, we did not have these technologies. Additionally, graphic novels and animated stories have not been, historically, considered "serious literary work" and were generally utilized for creative fictional work, until fairly recently. I never even thought about a virtual flipbook, nor have I ever used one - I have seen them online, but have not considered them writing projects before, but instead, as literary art. In terms of being utilized for teaching and pedagogical purposes, a flipbook is a whole new arena that was beyond my conceptual abilities prior! I absolutely agree with Maloy, et al (2014, p. 267) that these tools are "a powerful force for learning". Still, because I don't have a lot of expertise with these things -- in fact, never even heard of them -- I really need to do more research into these technologies. I did; however, find some wonderful websites, and our class materials do give us a lot to digest. In fact, the primary reasons for my not entering journalism, which I excelled at, is because I was severely limited, and became disheartened by such a narrow viewpoint. I definitely see that we can expand not only media for students' use, but also for teachers to use. For instance, the professor in our class, Professor Coleman, uses a variety of media to present her material to us - from websites, wikis, presentations, and videos -- why didn't this occur to me before? Could it be that I have become narrow-minded, as well? I also had not heard or thought of utilizing interactive books in conjunction or alternatively in class to discuss and address material, to be a sort of multitude in myself -- even though I am only one person.
Finally, the concept of Universal design for learning (UDL) really appeals to me. Maloy (2014, p. 250) indicates that there are recent advances in brain research; hence, understanding. Interestingly, it appears that The U.S. Department of Education has partnered with CAST, Inc. to provide some information about UDL and its applications -- even including lesson plans for secondary school science students. The ability to be able to separate representation from expression, and add engagement as a means to address teaching and learning is amazing -- and a wonderful tie-in for a girl whose dear Dad was in architecture (in fact, I have been thinking lately of how to fit in time to learn the kinds of things he knew -- who knew??). It seems so commonplace and so obvious that we should, of course, provide various ways of learning and acquiring information and knowledge, provide alternatives for demonstrating said information, and to utilize and apply the student/learner interests... using this for increasing motivation, which Maloy, et. al (2014, p. 250) discusses, at length. I do wonder if an obstruction to applying such diverse tactics is whether or not school administrators would allow teachers the flexibility to apply such concepts as creatively as technology allows. To even take these ideas and apply them not only to expand the material for average students, but to expand the learning abilities to our impaired and/or disabled students is absolutely amazing! Really, this chapter has helped me really expand my horizons as a teacher. I, clearly, have a lot of technologies to look into.
Topic 3 - universal design for learning (p. 250-252)
* Text reading software
* Screen reading software
* Optical character recognition and reading software (OCR)
* Word prediction software.
* Screen reading software
* Optical character recognition and reading software (OCR)
* Word prediction software.
Growing up through high-school and college, when I was younger, I realized that my aunt had vision troubles that were increasingly worse with each period of time that passed, eventually requiring not only medications but eye drops as cataracts claimed the remainder of her vision in her early 40's. I watched as this independent, smart, and accomplished woman slowly become unable to function in the most basic of things. Although she could still function in society and work, there were not the tools that we have today to help her enjoy life. Eventually, even operating her cell phone and computer became a thing of the past for her, until, eventually, she lost her life. While this is a sad story to tell, how much greater improved would her quality of life been had she been able to maintain her continuing education or function in work without being able to see the screen (screen enlargements only work if you can distinguish characters). While I can see that word prediction software has its place in assisting young writers, or can work wonderfully together with screen reading software or optical character recognition and reading software (OCR) (various text reading software types), I think the real winner, if one had to choose is the screen reading software -- how wonderful to be able to understand not only what is typed on the screen, but where and what your mouse is doing, what your hardware and software require/are capable of/are doing, in addition! This technology can help as an adaptive device, but also for those who intend to multi-task to make a better use of their time and capabilities. As an adaptive device, because there are many facets of working at a computer that people take for granted. For instance, we may think of the words when we review a website, but do we realize it takes several clicks of the mouse to get there? That there may be pop up screens which warrant attention, etc., without someone or some thing indicating that to us (outside of visually, which is the "norm" for most)? Absolutely! And it seems that there are programs out there that can do all of this and more! As Maloy, et al, (2014, p. 261) indicate, there are various programs out here to assist with different languages, operating platforms, devices, and capabilities! I am just itching to research JAWS, a popular and well regarded screen reader for Windows and windows based machines.
I am also interested in Optical Character Recognition (OCR) software, which has come a long way since my first experience with it back in 2007 as I tried to utilize it to scan legal documents to text for word processing for a law firm I worked for! Extremely limited at the time, it misread the majority of text that was given (fed through fax-like scanner) and the OCR software required not only a vast amount of editing, but formatting and word processing, as well! OCR software like Prizmo, Kurzweil 3000 (Windows, Mac), and other OCR program seems to have many more options and have dramatically improved accuracy. Adding to the old capabilities of reading and translating text into multiple modes on a variety of devices and device-types, the ability to alter the format, highlight, etc. make this an increasingly interesting option. It seems to me that it is important for this to be utilized together with screen reading software for a benefit for the vision impaired to be of any real and formidable use, but also, individually or together - this could increase the capability of students of any age to learn and research "hands free"! I long to try a number of these programs in each category of text reading software so that I can really experience "hands-on" what my potential students experience, and perhaps put such technology to good use. I have even read that some of this technology may be open-source, and likely free.
As a second topic discussion point, I would like to discuss Technology throughout the writing process with a special focus on the extensive ideas beyond word-processing and writing techniques. I was enthusiastic to learn about putting together graphic writing projects such as slideshows with iMovie software (or, I'm sure, other software solutions, as well), graphic novels, or animated stories. Unfortunately, iMovie is relegated to Mac users according to Emory University's Center for Interactive Teaching (2015), and so is somewhat limited in its application (access would be reduced due to the expense of Mac computers and devices). However, iMovie has a wide range of use and thus, the implications of using it as a teaching device are far-reaching. Because I personally own multiple Mac devices at home, and previously did not understand how to use iMovie, I am including a video below, which delivers the basics of utilizing iMovie. Please note that often types of software utilize similar menus and capabilities so even if one does not utilize the specific program or device, the video is not without merit.
 |
| Created by H. Kuri via Canva |
Finally, the concept of Universal design for learning (UDL) really appeals to me. Maloy (2014, p. 250) indicates that there are recent advances in brain research; hence, understanding. Interestingly, it appears that The U.S. Department of Education has partnered with CAST, Inc. to provide some information about UDL and its applications -- even including lesson plans for secondary school science students. The ability to be able to separate representation from expression, and add engagement as a means to address teaching and learning is amazing -- and a wonderful tie-in for a girl whose dear Dad was in architecture (in fact, I have been thinking lately of how to fit in time to learn the kinds of things he knew -- who knew??). It seems so commonplace and so obvious that we should, of course, provide various ways of learning and acquiring information and knowledge, provide alternatives for demonstrating said information, and to utilize and apply the student/learner interests... using this for increasing motivation, which Maloy, et. al (2014, p. 250) discusses, at length. I do wonder if an obstruction to applying such diverse tactics is whether or not school administrators would allow teachers the flexibility to apply such concepts as creatively as technology allows. To even take these ideas and apply them not only to expand the material for average students, but to expand the learning abilities to our impaired and/or disabled students is absolutely amazing! Really, this chapter has helped me really expand my horizons as a teacher. I, clearly, have a lot of technologies to look into.
Topic 3 - universal design for learning (p. 250-252)
RESOURCES
BLINDNESS SOLUTIONS: JAWS®. (2015, January 1). Retrieved
February 19, 2015, from
http://www.freedomscientific.com/Products/Blindness/Jaws
CAST UDL Lesson Builder: Explore Model UDL Lesson Plans.
(2015, January 1). Retrieved February 26, 2015, from
http://lessonbuilder.cast.org/explore.php
Cohen, R. (n.d.). How To: Use iMovie (For Beginners).
Retrieved February 26, 2015, from https://www.youtube.com/watch?v=lfX0ptAA10Q
IMovie. (2015, January 1). Retrieved February 26, 2015, from
http://ecit.emory.edu/teaching_tools/imovie.html
Kuri, H. (n.d.). RANDOM FACT - Blog Graphic by hkuri4.
Retrieved February 26, 2015, from https://www.canva.com/design/DABJxIA1yx8/wrxSd5PVZvhbo7kcJ7y_Dg/edit
Maloy, Robert, Verock-O'Loughlin, Ruth-Ellen, Edwards,
Sharon A., and Woolf, Beverly Park (2013). Transforming Learning with New
Technologies. 2nd Edition. Boston, MA: Pearson.
There are so MANY technologies out there for those who have limitations, especially in the physical sense, and they continue to improve and be developed. It is pretty mind-blowing and I am also encouraged by the number of innovations for those with social, emotional and learning disabilities as well. Interestingly, like the architectural UDL, these technologies are beneficial to those who are able-bodied/minded, as well. So we all 'win'! :) No digital/web 2.0 tool?
ReplyDeleteYes! I am amazed by the advancement of technologies, and the wide spread use which not only benefits the impaired/disabled and the non-impaired/disabled, but also can actually decrease stigma and prejudice through widespread use of such tools. Amazing!
ReplyDeleteNo, no tool as I didn't have enough time prior to submission and knew I had a busy week ahead with upcoming midterms and special projects. I decided that taking one loss, yet still submitting, was better than not submitting, or getting behind in everything. :) I may revisit at a later time.
:) See the Canva now! :)
ReplyDelete