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Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy
 

Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy

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    Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy Making Learning Accessible - The iPad and Supporting Students who Struggle with Literacy Presentation Transcript

    • ACEC2012 Perth, Western Australia Making learning accessible:The iPad and supporting students who struggle with literacy
    • Greg O’ConnorProfessional and ConsultancyServices Manager (Teacher)
    • facebook.com/Spectronicstwitter.com/Spectronics /twitter.com/gregoconnor
    • spectronics.com.au/online
    • /
    • 19.6%
    • Horizon Report Time-to-Adoption Horizon: One Year or Less Mobiles and Apps Tablet Computing Time-to-Adoption Horizon: Two to Three Years Game-Based Learning Personal Learning Environments Time-to-Adoption Horizon: Four to Five Years Augmented Reality Natural User Interfaces
    • ...inhabiting a world withtools so well fitted to usthat when they are with usthey become transparent...Marc Prensky 2012 Brain Gain: Technology and the Quest for Digital Wisdom
    • How is transparency built into the iPad to support literacy?
    • How do we determine whichapp are appropriate for our struggling students?
    • Planet of the appsLord of the apps
    • Planet of the appsLord of the apps
    • Planet of the appsLord of the apps
    • It Can’t Teach
    • Student Environ Tools S.E.T.T. ment Joy Zabala Taskspectronics.com.au/blog/tools-and-resources/sett
    • spectronics.com.au/blogspectronics.com.au/online
    • How do we ensure ourclassrooms are transparent & not one size fits all ?
    • Universal Design for LearningMultiple Means ofRepresentationAction and ExpressionEngagement
    • Universal Design for Learning Multiple Means of RepresentationStudent - How we gatherfacts and categorize whatwe see, hear, and read.Teacher - Presentinformation and content indifferent ways
    • Read, hear and see
    • Universal Design for Learning Multiple Means of Action and ExpressionStudent - Planning andperforming tasks. How weorganize and express ourideas.Teacher - Differentiate theways that students canexpress what they know
    • Act and express
    • Universal Design for Learning Multiple Means of EngagementStudent - How we getengaged and staymotivated. How we arechallenged, excited, orinterested.Teacher - Stimulate interestand motivation for learning
    • Engage
    • SAMR Model4-level approach to selecting, using, andevaluating technology in education (Ruben Puentedura)
    • Technology allows for the creation of newRedefinition tasks, previously inconceivable Technology allows for significant taskModification redesign Technology acts as direct tool substitute,Augmentation with functional improvementSubstitution Technology acts as direct tool substitute, with no functional improvement
    • Technology allows for the creation of newRedefinition tasks, previously inconceivable Technology allows for significant taskModification redesign Technology acts as direct tool substitute,Augmentation with functional improvementSubstitution Technology acts as direct tool substitute, with no functional improvement
    • Technology allows for the creation of newRedefinition tasks, previously inconceivable Technology allows for significant taskModification redesign Technology acts as direct tool substitute,Augmentation with functional improvementSubstitution Technology acts as direct tool substitute, with no functional improvement
    • Technology allows for the creation of newRedefinition tasks, previously inconceivable Technology allows for significant taskModification redesign Technology acts as direct tool substitute,Augmentation with functional improvementSubstitution Technology acts as direct tool substitute, with no functional improvement
    • diversity as a possibility
    • Thanks
    • www.spectronics.com.au/blogtwitter.com/gregoconnordelicious.com/ocgregEmail: grego@spectronics.com.au