Liberating classrooms cesi 2011
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The document discusses liberating classrooms through technology choice by rethinking the traditional structure of classrooms. It suggests that 1) rethinking the rigid division of time into learning vs non-learning, 2) eliminating divisions between students by age and content by subject, and 3) using technology and spatial environment choices to encourage crossing boundaries and sharing can help create more flexible learning spaces. It asks a series of questions about how the classroom space can be designed to encourage collaboration, consolidation of learning, and choice to enable every learner's comfort.
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4) Education should join students to the world by helping them build their own connections through choice and networks.
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The document discusses different aspects of open and classroom spaces in several countries and states including transparency laws in England, open spaces in Australia and Sweden, classroom designs in Denmark, and seating choices, instructional space design, and budget design advice from a website focused on Virginia and education.
The Accidental Curriculum
The document discusses allowing student discovery and curiosity to guide classroom learning rather than strict curriculums. It advocates using technology to liberate and empower students, not limit them, and tailoring education to individual communities rather than standardized models. The key ideas are mass localization not standardization, scaling learning across communities rather than imposing uniform structures, and cultivating student creativity embedded in their community's culture.
Transition to College - Reading and Writing
This document provides guidance on transitioning to college and discusses various tools to support reading and writing for students with disabilities, including Balabolka literacy software, the Kindle app, Windows Speech Recognition, phone apps, and PowerTalk for PowerPoint. It summarizes the key features and functions of these apps to help students access textbooks and class materials using text-to-speech.
Transition to College- Open Office
This document provides an overview of open office skills for college, including creating course folders and subfolders to organize notes and documents. It discusses backing up documents to external storage, using the notetaking template to take notes within a course folder organized by date, and saving files in common formats like .odt, .doc, and .txt. The document also reviews using the auto-correct feature to create shortcuts for commonly used phrases or complex words.
Transition Firefox
The document discusses various skills that can be used with the Firefox browser on the Freedom Stick portable device. It describes how to bookmark web pages for easy access, use the read aloud feature to have text read aloud, simplify pages by removing images and formatting for easier reading, and translate selected text into different languages. It also explains how to personalize the browser experience by changing bookmarks and the home page.
Transition to Post-Secondary- Disability Life
This document discusses transitioning to college with a disability and provides tips for doing so successfully. It recommends students register with their campus disability services office, understand available accommodations and services, and negotiate accommodations with professors. The document stresses using assistive technologies, like text-to-speech, to focus and feel comfortable on campus. Students are encouraged to advocate for themselves and the tools and accommodations they need.
Learning spaces: Inspirations
This document lists various learning spaces that move beyond traditional classrooms, including parks, museums, libraries, and workplaces. It suggests rethinking where and how learning takes place outside of the standard school model. The list includes outdoor areas, cultural institutions, and corporate offices that could inspire new approaches to education.
Leadership
The document discusses the "Cult of Efficiency" and its focus on standardization and increasing productivity in schools. It criticizes this viewpoint for failing to consider other important factors beyond speed and resource efficiency. It also references a 1832 critique of the myth that teachers do not work hard and only teach for 6 hours a day, pointing out that in reality teachers spend many more hours devoted to schoolwork, planning, and thinking about their students.
Scientifically1 managed to community-driven schools Part 1
A vision of a new form of educational leadership, based in Pre-Gutenberg, Pre-Reformation, Pre-Industrial Revolution "natural" leadership styles.
Scientifically managed to community-driven schools Part 2
A vision of a new form of educational leadership, based in Pre-Gutenberg, Pre-Reformation, Pre-Industrial Revolution "natural" leadership styles.
What change means
The document discusses the fundamental flaws in the current education system and advocates for reform. It argues that the system was designed to filter out students and promote white privilege through standardized practices. It suggests moving to a more individualized, student-centered model without standardized grades, curriculum, technology or environments. Students would choose personalized learning experiences and have greater flexibility in scheduling. The goal is to engage and include all students by meeting them where they are.
Liberation Technologies for Education
1) Technology is defined broadly as any means used to manipulate the world, including structures, furniture, lighting, schedules, and information systems.
2) Technology determines our frame of reference and how we view the world, referred to as "enframing".
3) While technology can be used to oppress, the "toolbelt theory" proposes that giving students freedom to choose their own tools and representations liberates them to develop uniquely and collaborate more effectively.
BRPS August 2010
The document discusses two frameworks for choosing assistive technologies (AT): SETT and TEST. SETT is a decision-making framework that considers the Student, Environment, Tasks, and Tools. TEST is a student-centered framework that focuses on matching Tasks, Environment, Skills, and Tools. Both aim to help students gain independence by selecting the right technologies based on their individual needs and situations. Resources are provided for learning more about each framework.
Toolbelt Theory 2.0
Toolbelt Theory and the TEST student-centered, task-based AT protocol meets student Social Networking needs in this presentation from CSUN 2010
Mobile Learning in Your School
Pls turn Ur Mobiles on. Your students carry the top information technology in their pockets. Use it, don't block it.
Universal Design and Disability Rights
Universal Design only comes about with full acceptance of the Social Model of "Disability." Then all students make technology and strategy choices based in preference, not prescription.
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- 1. Liberating Classrooms through Technology Choice Ira David Socol
- 3. What does the shape of your classroom do?
- 4. What does the shape of your classroom do?
- 6. Spatial choices make “technology” choices both possible and relevant.
- 7. Space and “technology” should encourage the crossing of boundaries?
- 10. Eliminating artificial divides between “learning spaces” and being “out of school.”
- 11. Are you creating lecture halls or campfires?
- 14. Places for sharing or for isolation?
- 16. Are you allowing learners to retreat to caves to consider and consolidate learning?
- 18. Are you allowing watering holes where humans gather for communion?
- 19. Are the streets of your Academical Village alive?
- 20. Do learners leave their marks everywhere?
- 24. Does choice enable comfort in every learner?
- 31. The Third Technology Learning Space Fantastic Windows and the Classroom Telectroscope Why Space Matters The Imagination Tech Purchasing Plan Looking for Universal Design Toolbelt Theory and Response to Intervention @irasocol on Twitter