week14sp09

=AI Meeting Agenda= 1. Only 2 weeks between due date and grades/feedback. 2. Reminder - fill out weekly reports. Missing for Week 13: Clare, Minjing, Zihang, Jake, Andrew Missing for Week 12: Serdar, Jake 3. Plan for workout this week - issues. 4. Pre-final exam review.

IDEAS AND RESOURCES
 * Target gets sued. []
 * Free website checkers: []
 * Free text to speech: []
 * IEP. []
 * Co-writer: []
 * Kurzweil. [] (video gallery) [] (flash demonstration)
 * [] (lesson plans)
 * []

=Week 14 - Issues and Technology, pt 2=


 * Workout Framework:**

Susie:
See Tiffany's description with the addition of the students updating their progress toward meeting NETS-T standard 2 and including the link to their blog post on AT. When students were finished with the workout, they worked on updating their status on the other NETS-T standards.

Ja-Ok:
The lab was organized by 5 activities: 1. __Announcement__: coming assignments/ checking grades/ final exam 2. __Final course evaluation__: students had 10 minutes to fill out the final course evaluation (I was out of the classroom) 3. __Discussion about Assistive Technology__: definition/ purpose of use/ examples/ practice with specific case 4. __Workout__: Students were asked to post a reflection with their own activity idea and a list of assistive technology tools for future reference with their own case on their blogs. Then they were asked to link the blog post on their e-portfolio. (Basically, this workout was organized by Susie's idea) - Reflection post: they could take one activity idea from their artifact proposals and describe accommodations for the special needs student with the original activity. 5. __Individual work time for final e-portfolio__: I walked by the students and provided feedback for each student.

**Tiffany:**
After covering a grade check-in, future assignments, and any questions, we moved into our workout on assistive technologies. We discussed the following topics: For the workout, we explored as a group the following technologies: The students then were given four different student profiles and they revisited their first artifact proposal. They thought about the AT tools that were presented in lecture and lab and reflected on what AT tools might help their chosen student to be more successful in the classroom. They posted a reflection on their blog about how these tools might be used in the activity(ies) they described in their Artifact Proposal 1. When they were finished with the workout, they spent time on their ePortfolio page.
 * why we should study assistive technologies
 * inclusion in US schools
 * defined assistive technologies (*talked about Stephen Hawking and watched a YouTube video)
 * discussed assistive technologies in US law
 * assistive technology in regular education
 * issues in assistive technology
 * family centered assistive technologies
 * 1) Windows Ease of Access Center
 * 2) Large Print Service
 * 3) Widget Literacy Symbols
 * 4) Widget: Point
 * 5) Tango
 * 6) Kurzweil 3000 (Note: there were not enough licenses for Kurzwiel 3000, so only five students at a time could logon at once)

http://pixton.com/

Minjing:
In the lab, I first showed the students the resources of assistive technology. Learners needed some review explanation of the themes involved in accessibility issues in order to discuss accessibility technologies that they themselves could integrate into their teaching. I utilized resources from this wiki and from the lecture. Students made modification to artifacts and then explored acessiblity options. I worked with studnets in small groups to ask them what things they could do to make their classroom activities more accessible. We brainstormed ideas for our artifacts and future revisions of the artifact proposals.

Zihang:
In the first section, I demonstrated some assistive technology tools and introduced how to use them for certain target population. For the workout, I showed students the following tools [the ones installed on students' computers and online resources/ learned from Susie's lab]

Students explored the tools themselves and did the workout which is similar to Susie's lab. After the workout, students worked on their eportfolios.
 * Windows Ease of Access Center
 * Large Print Service
 * Widget Literacy Symbols
 * Widget: Point
 * Tango

Craig:
We began class with a discussion of accessibility and I showed the W3 page which sets some standards for making web pages accessible to visually disabled. We discussed how some of the artifacts could be modified to incoperate accessiblity options.Students then broke into groups and reviwed artifact proposals to find how they might make modifications to the proposals they had. Students were asked to incorperate accesiblity awareness and make a connection to distance edcuaiton is a minumum of one of the artifacts they included in the e-portfolio. Some time was spent on trying to manipulate Google sites to make it more accesible to visually impaired learners.

Andrew:
I had students pair up with someone in their content area. Each of the pairs was responsible for finding an example of an assistive technology online and get the URL. They then needed to write a short description of how they would use the technology in the context of their future classroom. The URL to the assistive technology and the description of the use was incorporated into their individual portfolios. The final portion of the activity involved a quick sharing of what students found and how it could be used with the entire class.

=Week 13 Lab Notes=