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Apps for Literacy Support - AASE 2011

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Page 1: Apps for Literacy Support - AASE 2011
Page 2: Apps for Literacy Support - AASE 2011

Apps for Literacy Support:

m-learning tools for students who struggle with literacy

Page 3: Apps for Literacy Support - AASE 2011

Greg O’ConnorEducation Services Manager, Spectronics

Page 4: Apps for Literacy Support - AASE 2011
Page 5: Apps for Literacy Support - AASE 2011

"Ball point pens will be the ruin of education in our country. Students use

these devices and then throw them away. The

virtues of thrift and frugality are being

discarded. Business and banks will never allow

such expensive luxuries.”

Page 6: Apps for Literacy Support - AASE 2011
Page 7: Apps for Literacy Support - AASE 2011

Project Tomorrow &The Horizon Report

• use social based learning for learning and personal lives

• access to untethered learning• digitally rich learning using

relevancy-based digital tools, content & resources that allow for self directed learning

Page 8: Apps for Literacy Support - AASE 2011

The road ahead:

EnablingEngaging

Empowering

The New 3 E’s of Education: Enabled, Engaged, EmpoweredHow Today’s Students Are Leveraging Emerging Technologies for Learning (2011)

Page 9: Apps for Literacy Support - AASE 2011

Remediation vs Compensation

Page 10: Apps for Literacy Support - AASE 2011

Differentiation

Page 11: Apps for Literacy Support - AASE 2011

Universal Design for LearningMultiple Means of

• Representation

• Action and Expression

• Engagement

Page 12: Apps for Literacy Support - AASE 2011

Universal Design for Learning

CAST - Center for Applied Special Technology

http://www.cast.org

National Center on Universal Design for Learning

http://www.udlcenter.org

Page 13: Apps for Literacy Support - AASE 2011
Page 14: Apps for Literacy Support - AASE 2011

SOS

Page 15: Apps for Literacy Support - AASE 2011

Assessment

Page 16: Apps for Literacy Support - AASE 2011

Universal Design for Learning

Multiple Means of

Representation

Student - How we gather facts and categorize what we see, hear, and read.

Teacher - Present information and content in different ways

Page 17: Apps for Literacy Support - AASE 2011

Reading Tools

Page 18: Apps for Literacy Support - AASE 2011

Accessibility Features

•VoiceOver•Zoom Magnification•White on Black Display•Large text

Page 20: Apps for Literacy Support - AASE 2011

Universal Design for Learning

Multiple Means of

Action & Expression

Student - Planning and performing tasks. How we organize and express our ideas.

Teacher - Differentiate the ways that students can express what they know

Page 21: Apps for Literacy Support - AASE 2011

Writing Tools

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Universal Design for Learning

Multiple Means of

Engagement

Student - How we get engaged and stay motivated. How we are challenged, excited, or interested.

Teacher - Stimulate interest and motivation for learning

Page 24: Apps for Literacy Support - AASE 2011

“Every new literacy changes the way we think about the world. The alphabet did this to oral cultures. Cheap books did it after Gutenberg. Mobile, interactive multimedia technologies are doing it in our time. As educators are we up to the challenge?”

Pat Clifford, Galileo Educational Network

Page 25: Apps for Literacy Support - AASE 2011

SAMR Model (Ruben Puentedura)

4-level approach to selecting, using, and evaluating technology in education

Page 26: Apps for Literacy Support - AASE 2011

Technology acts as direct tool substitute, with no functional improvement

Substitution

Technology acts as direct tool substitute, with functional improvement

Augmentation

Technology allows for significant task redesignModification

Technology allows for the creation of new tasks, previously inconceivableRedefinition

Page 27: Apps for Literacy Support - AASE 2011

Technology acts as direct tool substitute, with no functional improvement

Substitution

Technology acts as direct tool substitute, with functional improvement

Augmentation

Technology allows for significant task redesignModification

Technology allows for the creation of new tasks, previously inconceivableRedefinition

Page 28: Apps for Literacy Support - AASE 2011

Technology acts as direct tool substitute, with no functional improvement

Substitution

Technology acts as direct tool substitute, with functional improvement

Augmentation

Technology allows for significant task redesignModification

Technology allows for the creation of new tasks, previously inconceivableRedefinition

Page 29: Apps for Literacy Support - AASE 2011

Technology acts as direct tool substitute, with no functional improvement

Substitution

Technology acts as direct tool substitute, with functional improvement

Augmentation

Technology allows for significant task redesignModification

Technology allows for the creation of new tasks, previously inconceivableRedefinition

Page 30: Apps for Literacy Support - AASE 2011

Transformational • Differentiation / UDL• Portability• Convergence

Gray & Silver-Pacuilla (2011) Breakthrough Teaching and Learning

Page 31: Apps for Literacy Support - AASE 2011

Thanks.

Page 32: Apps for Literacy Support - AASE 2011

http://gregoconnor.wikispaces.com

http://twitter.com/gregoconnor

http://delicious.com/ocgreg

http://www.spectronicsinoz.com

Email: [email protected]

Phone: +61 7 3808 6833

Page 33: Apps for Literacy Support - AASE 2011

www.spectronicsinoz.com

Spectronics Free Emailed Update Service!

Page 34: Apps for Literacy Support - AASE 2011

22nd - 25th May 2012Jupiters Gold Coast Convention Centre

Queensland, Australia

www.spectronicsinoz.com/conference/2012


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