Monday, November 11, 2019
Sunday, November 19, 2017
What is your Career Strategy?
What’s Your Career Development Strategy?
Nicole Marie Sartin – March 2017Are you tired of the rat race and want to find the right job?
Do you find yourself asking these questions: “I am not sure about my career field, what job do I want? I do not have a resume, do I need one? Should I include my military background? I need information about using the Internet as part of my search, where do I get it? How do I deal with a felony or conviction during my job hunt? I was thinking about changing my field, which direction should I take? How can I use LinkedIn as part of my job search?”
If the answer is yes to anyone one of the above questions, then you need to develop a career strategy. First, take a look at the motivation behind your need to find employment. Throughout history, there have been four primary theories behind career development:
•Maslow’s theory of human motivation, 1908-1970
Maslow’s theory states that humans are motivated by basic essential needs.
• Frank Parson, Vocational Theory, 1909
Parson’s theory states that we are motivated by vocational or occupational which match our personal choices.
• John Krumboltz, Social Learning Theory, 2008
Krumboltz’s theory states that careers are chosen by “planned happenstance.” These are situational and/or physiological decisions.
• John Super’s Theory of Career Development, 1950’s - 2008
Super’s theory suggests that vocational maturity is a development characteristic which increases with age, is multidimensional in nature, develops at different rates in different individuals, and can help in the pre-diction of occupational satisfaction, occupational success, and ultimately career success. In other words, career development is an organic process.
• John Holland, Career Typology Theory, 1996
Holland’s theory states that people prefer jobs where they can be around others who are like them. There are 6 categories of personality types: Realistic, Investigative, Artistic, Social, Enterprising and Conventional which make up the “RIASEC test” (take the test today).
What theory is right for you?
Wednesday, January 15, 2014
Education & Neuroscience
Neuroscientific Research & Education
Author: Nicole Marie Sartin
12/2/13
Ashford University
EDU673: Instructional Strategies for Differentiated Teach & Learn (MRF1348B)
Education & Neuroscience
The potential of educational neuroscience has received varying degrees of support from both cognitive neuroscientists and educators. Shortly after the brain awareness initiative in the 1990’s enthusiastic educators sought to make relevant connections with the research and classroom practice in spite of rigorous criticism.
The critics said that educators had crossed “a bridge too far” and that the concept of brain-based learning was “oversold” or as notable early researcher, John Breur described in his article, ”A Bridge Too Far”: “Neuroscience has discovered a great deal about neurons and synapses, but not nearly enough to guide educational practice. Currently, the span between brain and learning cannot support much of a load. Too many people marching in step across it could be dangerous.” (Bruer, 1997)
However, the current prevailing opinion seems to be that the link between education and neuroscience has yet to realize its full potential. Besides whether through a third research discipline, or through the development of new neuroscience research paradigms and projects, the time is right to apply neuroscientific research findings to education in a practically meaningful way. Additionally, a bridging discipline, such as cognitive psychology, social psychology or educational psychology may provide a neuroscientific basis for educational practice.
But how can understanding cognitive psychology, social psychology or educational neuroscience help educators? Certainly, teachers cannot expect scientists to create the “ultimate lesson plan.” However, because educational policies and practices are focused strongly on the product of learning mainly through standardized testing, teachers often tend to be more concerned with the process of learning. In fact, public attention is focused on external factors such as content standards, school governance, age/grade configurations, curricula, data-based decision making, and accountability for student test scores, while teachers are seeking to better understand the needs of their learners.
On the other hand, teachers are looking to neuroscience for help understanding the developing brain and how it processes information—how knowledge is acquired, maintained, retrieved, and applied to solve problems. Specifically, teachers want to know more about typically and atypically-developing pathways for learning so that they can better serve the needs of students at all points along the achievement spectrum. Thus, academic institutions all around the world are beginning to devote resources and energy to the establishment of research centers focused on educational neuroscience research.
Neuroscience and Learning
It is often said that one of the most essential factors which may drive a young student’s success is the connection they build with their teachers. Reports have existed for many years that describe how learning was stimulated by the assistance of an involved and supportive teacher. But how is this systematically done? We now have the neuroscientific technology to begin to understand why and how this happens. In fact, recent advances in neuroscientific technologies, new collaborative initiatives, and the establishment of specific funding opportunities have contributed to recent drives to bridge the neuroscience–education gap which include the emerging field of social neuroscience linking learning to a form of social psychology. (2009)
Social psychology is the scientific study of social behavior, with an emphasis on understanding the individual in a social context. (2000) Accordingly, social psychologists study a diverse range of topics ranging from intrapersonal processes shaped by or in response to others, such as the self, attitudes, emotions, social identity, normative beliefs, social perception, social cognition, and interpersonal attraction; to interpersonal processes such as persuasion and social influence, verbal and nonverbal communication, interpersonal relationships, altruism, and aggression; to group processes such as social facilitation, cooperation and competition, equity, leadership, out group biases, group decision making, and organizational behavior.
The fundamental ability a teacher must have to orchestrate differentiated instruction day after day, hour after hour, by assessing his/her students and adjusting strategies and tactics moment by moment, requires sophisticated knowledge and skills. There are six interactive components of the human learning process: attention, memory, language, processing and organizing, graph motor (writing) and higher order thinking. These processes interact not only with each other, but also with emotions, classroom climate, behavior, social skills, teachers and family. Thus, in many ways social and cognitive psychology provide a useful medium to connect neuroscience research to the wider community of learning. In fact, scientific support is claimed by the architects of the Revised Curriculum by reference to neuroscience.
In a brief section of the rationale entitled The Learning Challenge, the Council for the Curriculum, Examinations and Assessment (CCEA) (2003) notes that recently neuroscience has established a number of factors which are critical to learning and to motivation, about how our brains process information:
“We now know that the human brain creates meaning through perceiving patterns and making connections and that thought is filtered through the emotional part of the brain first. The likelihood of understanding taking place is therefore increased significantly if the experience has some kind of emotional meaning, since the emotional engagement of the brain on some level is critical to its seeing patterns and making connections. Learning is particularly effective when we have opportunities to apply what is being learned and when we can transfer learning from one situation to another.
Neuroscience, therefore, highlights the need for learning to be emotionally engaging to the learner, particularly during the 11–14 age range when so much else is going on with adolescents to distract them from school.” (CCEA, 2003)
Neuroscience and Learning
Although there is general agreement that neuroscience contributes to the knowledge of the biological parameters of learning, there is disagreement on the question of whether this knowledge can be successfully translated into usable knowledge that will assist teachers in their curriculum work. Furthermore, the process of applying neuroscience to education is one that requires collaboration and dialogue between the neuroscientist and the educator, and that such a process is iterative and that results are by no means guaranteed. The need for checks and balances is illustrated by those instances where attempts to apply neuroscience have been made with little regard for the fuller picture supplied by collaboration with other disciplines.
However, a number of prominent scholars have suggested that a reliable route for the translation of neuroscience for educational ends from neuroscience to education is provided via cognitive neuroscience and cognitive psychology (1997). The suggestion that cognitive psychology is best placed to serve as a bridge between neuroscience and education has obvious merits because of the ties between cognitive psychology and educational theory and practice. In such a model, neuroscience would serve the purposes of refining cognitive models built upon behavioral observation in a collaborative fashion. Furthermore, notable researcher John Geake (2009) proposes a ladder spanning the different levels of a continuum between the polarities of educational outcomes and genetic profiling, with direct connections being possible across the different levels, contingent, of course, on the integrity of the research design. Later, several other researchers suggest that knowledge of biological concepts can aid investigation of educational thinking, for example, those involved with learning differences, especially for those students with limitations owing to special needs.
Neuroscience and Differentiated Learning
According to Tomlinson in “The differentiated classroom,” (1999) to successfully use differentiated instruction, a teacher must first have a firm understanding of each of the cognitive components of the learning process, what they look like when they are working, and what the specific subcomponents of each look like when they are breaking down.
Next, a teacher must develop a rich repertoire of strategies and tactics from which to pull the exact strategy or tactic that will address a specific breakdown for a specific task, at the right moment. Using a great strategy at the wrong time, or mismatching a strategy with breakdown for which the strategy will yield no gains, will frustrate students and teachers alike when the strategy fails to produce the desired result.(1999)
Finally, in order to engage, motivate and teach all learners at optimal levels, teachers must understand the learning process in general, understand and respond to students’ individual emotional and cognitive profiles and select instructional strategies and tactics that are effective for diverse learners.
A potential application of neuroimaging highlighted by notable researcher, Usha Goswami on differentiating between delayed development and atypical development in learning disorders. For instance, is a given child with dyslexia developing reading functions in a totally different way from typical readers, or is he/she developing along the same trajectory, but just taking longer to do so? Evidence exists to suggest that the development of the language system is delayed rather than fundamentally different in nature for children with specific language impairments and dyslexia.
Other researchers, such as Katzir & Pareblagoev have pointed out that neuroimaging methodology as it stands may not be suitable for the examination of higher level cognitive functions, because it relies primarily on the ‘subtraction method’. (2009) By this method, brain activity during a simple control task is subtracted from that of a ‘higher order’ cognitive task, thus leaving the activation that is related specifically to the function of interest.
In disorders such as autism however, brain development may be qualitatively different, showing a lack of development in brain regions associated with a "theory of mind". Goswami suggests that neuroimaging could be used to assess the impact of particular training programs, such as the Dore, an exercise based program based on the cerebellar deficit hypothesis that aims to improve reading through a series of balance exercises. (2009)
Some brain imaging research is beginning to show that for children with dyslexia who receive targeted educational interventions, their brain activation patterns begin to look more like those of people without reading disorders, and in addition, that other brain regions are acting as compensatory mechanisms. Such findings may help educators understand that, even if dyslexic children show behavioral improvement, the neural and cognitive mechanisms by which they process written information may still be different, and this may have practical implications for the ongoing instruction of these children.
Conclusion
Researchers highlight the example of dyslexia results as a model of how bidirectional collaboration might be achieved for neuroscience and education. Furthermore, such theories need to suggest empirically testable connections between educationally relevant behavior and brain function. Researchers also point out that "teachers must be aware of and act on the science within the art of teaching". They suggest that educators must become aware of other methods and incorporate them into their practice.
Furthermore, teachers who are adequately trained in both pedagogy and the neuro- and cognitive sciences move us beyond “a-bridge-too-far” thinking by steering a clearer course between what people believe, what is actually known, and what is likely to be useful in the classroom. We thought the brain never changed. And we thought it was useful to categorize children according to their individual “learning styles.” Though it may not be possible (in the short-term at least) to reach a national consensus regarding the goals of our education system, the emerging field of neuroeducation—with help from neuroethics—can and should broaden everyone’s perspective of an effective school and a properly educated child.
References
Bruer, J.T. (1997) Education and the brain: a bridge too far; Educational Researcher.
Grande-García, I. ( 2009). Social neuroscience: The marriage between social psychology and cognitive neurosciences. A review and an introduction to a new discipline. Anales de Psicología, 25, 1– 20.
Hirsh-Pasek, K., & Bruer, J. T. ( 2007, September7). The brain/education barrier;
Science, 317, 1293. doi: 10.1126/science.1148983
Tomlinson, C.A. (1999). The differentiated classroom; Alexandria, VA: Association for Supervision and Curriculum Development.
Willingham, D. T. (2009). Three problems in the marriage of neuroscience and
Education; Cortex, 45, 544–545.
Author: Nicole Marie Sartin
12/2/13
Ashford University
EDU673: Instructional Strategies for Differentiated Teach & Learn (MRF1348B)
Education & Neuroscience
The potential of educational neuroscience has received varying degrees of support from both cognitive neuroscientists and educators. Shortly after the brain awareness initiative in the 1990’s enthusiastic educators sought to make relevant connections with the research and classroom practice in spite of rigorous criticism.
The critics said that educators had crossed “a bridge too far” and that the concept of brain-based learning was “oversold” or as notable early researcher, John Breur described in his article, ”A Bridge Too Far”: “Neuroscience has discovered a great deal about neurons and synapses, but not nearly enough to guide educational practice. Currently, the span between brain and learning cannot support much of a load. Too many people marching in step across it could be dangerous.” (Bruer, 1997)
However, the current prevailing opinion seems to be that the link between education and neuroscience has yet to realize its full potential. Besides whether through a third research discipline, or through the development of new neuroscience research paradigms and projects, the time is right to apply neuroscientific research findings to education in a practically meaningful way. Additionally, a bridging discipline, such as cognitive psychology, social psychology or educational psychology may provide a neuroscientific basis for educational practice.
But how can understanding cognitive psychology, social psychology or educational neuroscience help educators? Certainly, teachers cannot expect scientists to create the “ultimate lesson plan.” However, because educational policies and practices are focused strongly on the product of learning mainly through standardized testing, teachers often tend to be more concerned with the process of learning. In fact, public attention is focused on external factors such as content standards, school governance, age/grade configurations, curricula, data-based decision making, and accountability for student test scores, while teachers are seeking to better understand the needs of their learners.
On the other hand, teachers are looking to neuroscience for help understanding the developing brain and how it processes information—how knowledge is acquired, maintained, retrieved, and applied to solve problems. Specifically, teachers want to know more about typically and atypically-developing pathways for learning so that they can better serve the needs of students at all points along the achievement spectrum. Thus, academic institutions all around the world are beginning to devote resources and energy to the establishment of research centers focused on educational neuroscience research.
Neuroscience and Learning
It is often said that one of the most essential factors which may drive a young student’s success is the connection they build with their teachers. Reports have existed for many years that describe how learning was stimulated by the assistance of an involved and supportive teacher. But how is this systematically done? We now have the neuroscientific technology to begin to understand why and how this happens. In fact, recent advances in neuroscientific technologies, new collaborative initiatives, and the establishment of specific funding opportunities have contributed to recent drives to bridge the neuroscience–education gap which include the emerging field of social neuroscience linking learning to a form of social psychology. (2009)
Social psychology is the scientific study of social behavior, with an emphasis on understanding the individual in a social context. (2000) Accordingly, social psychologists study a diverse range of topics ranging from intrapersonal processes shaped by or in response to others, such as the self, attitudes, emotions, social identity, normative beliefs, social perception, social cognition, and interpersonal attraction; to interpersonal processes such as persuasion and social influence, verbal and nonverbal communication, interpersonal relationships, altruism, and aggression; to group processes such as social facilitation, cooperation and competition, equity, leadership, out group biases, group decision making, and organizational behavior.
The fundamental ability a teacher must have to orchestrate differentiated instruction day after day, hour after hour, by assessing his/her students and adjusting strategies and tactics moment by moment, requires sophisticated knowledge and skills. There are six interactive components of the human learning process: attention, memory, language, processing and organizing, graph motor (writing) and higher order thinking. These processes interact not only with each other, but also with emotions, classroom climate, behavior, social skills, teachers and family. Thus, in many ways social and cognitive psychology provide a useful medium to connect neuroscience research to the wider community of learning. In fact, scientific support is claimed by the architects of the Revised Curriculum by reference to neuroscience.
In a brief section of the rationale entitled The Learning Challenge, the Council for the Curriculum, Examinations and Assessment (CCEA) (2003) notes that recently neuroscience has established a number of factors which are critical to learning and to motivation, about how our brains process information:
“We now know that the human brain creates meaning through perceiving patterns and making connections and that thought is filtered through the emotional part of the brain first. The likelihood of understanding taking place is therefore increased significantly if the experience has some kind of emotional meaning, since the emotional engagement of the brain on some level is critical to its seeing patterns and making connections. Learning is particularly effective when we have opportunities to apply what is being learned and when we can transfer learning from one situation to another.
Neuroscience, therefore, highlights the need for learning to be emotionally engaging to the learner, particularly during the 11–14 age range when so much else is going on with adolescents to distract them from school.” (CCEA, 2003)
Neuroscience and Learning
Although there is general agreement that neuroscience contributes to the knowledge of the biological parameters of learning, there is disagreement on the question of whether this knowledge can be successfully translated into usable knowledge that will assist teachers in their curriculum work. Furthermore, the process of applying neuroscience to education is one that requires collaboration and dialogue between the neuroscientist and the educator, and that such a process is iterative and that results are by no means guaranteed. The need for checks and balances is illustrated by those instances where attempts to apply neuroscience have been made with little regard for the fuller picture supplied by collaboration with other disciplines.
However, a number of prominent scholars have suggested that a reliable route for the translation of neuroscience for educational ends from neuroscience to education is provided via cognitive neuroscience and cognitive psychology (1997). The suggestion that cognitive psychology is best placed to serve as a bridge between neuroscience and education has obvious merits because of the ties between cognitive psychology and educational theory and practice. In such a model, neuroscience would serve the purposes of refining cognitive models built upon behavioral observation in a collaborative fashion. Furthermore, notable researcher John Geake (2009) proposes a ladder spanning the different levels of a continuum between the polarities of educational outcomes and genetic profiling, with direct connections being possible across the different levels, contingent, of course, on the integrity of the research design. Later, several other researchers suggest that knowledge of biological concepts can aid investigation of educational thinking, for example, those involved with learning differences, especially for those students with limitations owing to special needs.
Neuroscience and Differentiated Learning
According to Tomlinson in “The differentiated classroom,” (1999) to successfully use differentiated instruction, a teacher must first have a firm understanding of each of the cognitive components of the learning process, what they look like when they are working, and what the specific subcomponents of each look like when they are breaking down.
Next, a teacher must develop a rich repertoire of strategies and tactics from which to pull the exact strategy or tactic that will address a specific breakdown for a specific task, at the right moment. Using a great strategy at the wrong time, or mismatching a strategy with breakdown for which the strategy will yield no gains, will frustrate students and teachers alike when the strategy fails to produce the desired result.(1999)
Finally, in order to engage, motivate and teach all learners at optimal levels, teachers must understand the learning process in general, understand and respond to students’ individual emotional and cognitive profiles and select instructional strategies and tactics that are effective for diverse learners.
A potential application of neuroimaging highlighted by notable researcher, Usha Goswami on differentiating between delayed development and atypical development in learning disorders. For instance, is a given child with dyslexia developing reading functions in a totally different way from typical readers, or is he/she developing along the same trajectory, but just taking longer to do so? Evidence exists to suggest that the development of the language system is delayed rather than fundamentally different in nature for children with specific language impairments and dyslexia.
Other researchers, such as Katzir & Pareblagoev have pointed out that neuroimaging methodology as it stands may not be suitable for the examination of higher level cognitive functions, because it relies primarily on the ‘subtraction method’. (2009) By this method, brain activity during a simple control task is subtracted from that of a ‘higher order’ cognitive task, thus leaving the activation that is related specifically to the function of interest.
In disorders such as autism however, brain development may be qualitatively different, showing a lack of development in brain regions associated with a "theory of mind". Goswami suggests that neuroimaging could be used to assess the impact of particular training programs, such as the Dore, an exercise based program based on the cerebellar deficit hypothesis that aims to improve reading through a series of balance exercises. (2009)
Some brain imaging research is beginning to show that for children with dyslexia who receive targeted educational interventions, their brain activation patterns begin to look more like those of people without reading disorders, and in addition, that other brain regions are acting as compensatory mechanisms. Such findings may help educators understand that, even if dyslexic children show behavioral improvement, the neural and cognitive mechanisms by which they process written information may still be different, and this may have practical implications for the ongoing instruction of these children.
Conclusion
Researchers highlight the example of dyslexia results as a model of how bidirectional collaboration might be achieved for neuroscience and education. Furthermore, such theories need to suggest empirically testable connections between educationally relevant behavior and brain function. Researchers also point out that "teachers must be aware of and act on the science within the art of teaching". They suggest that educators must become aware of other methods and incorporate them into their practice.
Furthermore, teachers who are adequately trained in both pedagogy and the neuro- and cognitive sciences move us beyond “a-bridge-too-far” thinking by steering a clearer course between what people believe, what is actually known, and what is likely to be useful in the classroom. We thought the brain never changed. And we thought it was useful to categorize children according to their individual “learning styles.” Though it may not be possible (in the short-term at least) to reach a national consensus regarding the goals of our education system, the emerging field of neuroeducation—with help from neuroethics—can and should broaden everyone’s perspective of an effective school and a properly educated child.
References
Bruer, J.T. (1997) Education and the brain: a bridge too far; Educational Researcher.
Grande-García, I. ( 2009). Social neuroscience: The marriage between social psychology and cognitive neurosciences. A review and an introduction to a new discipline. Anales de Psicología, 25, 1– 20.
Hirsh-Pasek, K., & Bruer, J. T. ( 2007, September7). The brain/education barrier;
Science, 317, 1293. doi: 10.1126/science.1148983
Tomlinson, C.A. (1999). The differentiated classroom; Alexandria, VA: Association for Supervision and Curriculum Development.
Willingham, D. T. (2009). Three problems in the marriage of neuroscience and
Education; Cortex, 45, 544–545.
Wednesday, November 6, 2013
Assistive Technology: Dolphin Publisher & Audio Books
Nicole Marie Sartin
Ashford University
EDU620: Meeting Individual Student Needs with Technology (MRC1340B)
10/30/13
As a special educator for students who are vision or hearing impaired, I would recommend the Dolphin Publisher as an assistive technology solution for creating professional digital talking books with human narrated or synthetic voices. The total all-inclusive cost is $5,000 which contains license, lifetime technical support and training; online user guides and training webinars, software upgrades and maintenance (see attached brochure & price list).
Assistive technology enables students with disabilities to compensate for the impairments they experience. This specialized technology promotes independence and decreases the need for other educational supports.
Dolphin Publisher is the ideal solution for publishers of DAISY talking books, professional transcription services, DAISY talking book libraries and specialist DAISY talking book producers in education.
This audio e-book technology offers many features that allow people to enjoy books in a unique new way. After the simple installation of software-included in the package-on a personal computer, readers can display the text of the book on the screen, fully synchronized with the audio of a professional narrator. Switching back and forth, or "toggling," between print and audio versions of the same work, is also possible. Additionally, users can search both the entire text and audio for keywords and phrases. These features have a particularly broad appeal for travelers and commuters who may wish to read the text and listen to the audio independently or simultaneously, depending on their environment. Those who are blind, visually impaired, or dyslexic can access the text via audio or onscreen in large print.
People who are visually impaired also benefit by having more information made accessible to them easily and cheaply-from bank statements to exhibition guides to talking menus in restaurants. Plans are already underway at the U.S. Government Printing Office to publish certain documents in the DTB medium.
As well as in the classroom, publishers of educational reference materials need to take notice of the power of the DAISY format as an alternative to traditional print books. For example, Time Warner AudioBooks produced and released a prototype in association with Intellectual Properties Management, Inc., AFB Talking Books, and Dolphin Computer Access, of the famous "I Have a Dream" speech from “A Call to Conscience: The Landmark Speeches of Dr. Martin Luther King, Jr.” (2003). This audio e-book was demonstrated to former President Bill Clinton on September 21, 2000. As awareness from teachers and students increases, so will demand for such all-inclusive resources.
Recognizing the audio e-book's wide appeal and potential, Maja Thomas, vice president, Time Warner AudioBooks, commented, "the audio e-book is innovative and efficient, a perfect example of how universally designed technologies can benefit both companies and consumers. This format will be a unique resource not only for those who are blind or visually impaired, but also for the publishing community, the general reading public, and beyond." (2003)
Electronic hardware manufacturers are already responding to the innovation. In the near future, audio e-book technology will be integrated into hand-held Personal Data Assistants. Additionally, the Consumer Electronics Association is planning to integrate the DTB file format into CD player technology, allowing any CD player to access the audio portion of the audio e-book. This in itself would mark a significant advance, since an entire book's worth of text and audio can fit onto one CD with the DTB file format.
References:
Dolphin Publisher (2003); Case Study: Patterson's First Audio E-Book Release; Dolphin Computer Access Inc. 231 Clarksville Road, Suite 3, Princeton Junction, NJ; Retrieved from: http://www.yourdolphin.com/productdetail.asp?id=12&act=show&csid=32&z=5
Edyburn, D. L. (2013). Inclusive technologies: Tools for helping diverse learners achieve academic success. San Diego, CA: Bridgepoint Education, Inc.
Gromisch, E. S. & Reinhart Neas, L. M. (Ed). (2012). Special education: A guide to technology options. Bright Hub Education. Retrieved from http://www.brighthubeducation.com/special-ed-inclusion-strategies/125659-a-teachers-guide-to-assistive-technologies-in-the-classroom/?cid=parsely_rec
Ashford University
EDU620: Meeting Individual Student Needs with Technology (MRC1340B)
10/30/13
As a special educator for students who are vision or hearing impaired, I would recommend the Dolphin Publisher as an assistive technology solution for creating professional digital talking books with human narrated or synthetic voices. The total all-inclusive cost is $5,000 which contains license, lifetime technical support and training; online user guides and training webinars, software upgrades and maintenance (see attached brochure & price list).
Assistive technology enables students with disabilities to compensate for the impairments they experience. This specialized technology promotes independence and decreases the need for other educational supports.
Dolphin Publisher is the ideal solution for publishers of DAISY talking books, professional transcription services, DAISY talking book libraries and specialist DAISY talking book producers in education.
This audio e-book technology offers many features that allow people to enjoy books in a unique new way. After the simple installation of software-included in the package-on a personal computer, readers can display the text of the book on the screen, fully synchronized with the audio of a professional narrator. Switching back and forth, or "toggling," between print and audio versions of the same work, is also possible. Additionally, users can search both the entire text and audio for keywords and phrases. These features have a particularly broad appeal for travelers and commuters who may wish to read the text and listen to the audio independently or simultaneously, depending on their environment. Those who are blind, visually impaired, or dyslexic can access the text via audio or onscreen in large print.
People who are visually impaired also benefit by having more information made accessible to them easily and cheaply-from bank statements to exhibition guides to talking menus in restaurants. Plans are already underway at the U.S. Government Printing Office to publish certain documents in the DTB medium.
As well as in the classroom, publishers of educational reference materials need to take notice of the power of the DAISY format as an alternative to traditional print books. For example, Time Warner AudioBooks produced and released a prototype in association with Intellectual Properties Management, Inc., AFB Talking Books, and Dolphin Computer Access, of the famous "I Have a Dream" speech from “A Call to Conscience: The Landmark Speeches of Dr. Martin Luther King, Jr.” (2003). This audio e-book was demonstrated to former President Bill Clinton on September 21, 2000. As awareness from teachers and students increases, so will demand for such all-inclusive resources.
Recognizing the audio e-book's wide appeal and potential, Maja Thomas, vice president, Time Warner AudioBooks, commented, "the audio e-book is innovative and efficient, a perfect example of how universally designed technologies can benefit both companies and consumers. This format will be a unique resource not only for those who are blind or visually impaired, but also for the publishing community, the general reading public, and beyond." (2003)
Electronic hardware manufacturers are already responding to the innovation. In the near future, audio e-book technology will be integrated into hand-held Personal Data Assistants. Additionally, the Consumer Electronics Association is planning to integrate the DTB file format into CD player technology, allowing any CD player to access the audio portion of the audio e-book. This in itself would mark a significant advance, since an entire book's worth of text and audio can fit onto one CD with the DTB file format.
References:
Dolphin Publisher (2003); Case Study: Patterson's First Audio E-Book Release; Dolphin Computer Access Inc. 231 Clarksville Road, Suite 3, Princeton Junction, NJ; Retrieved from: http://www.yourdolphin.com/productdetail.asp?id=12&act=show&csid=32&z=5
Edyburn, D. L. (2013). Inclusive technologies: Tools for helping diverse learners achieve academic success. San Diego, CA: Bridgepoint Education, Inc.
Gromisch, E. S. & Reinhart Neas, L. M. (Ed). (2012). Special education: A guide to technology options. Bright Hub Education. Retrieved from http://www.brighthubeducation.com/special-ed-inclusion-strategies/125659-a-teachers-guide-to-assistive-technologies-in-the-classroom/?cid=parsely_rec
Thursday, October 31, 2013
Communication Through Technology: Keyboarding Lesson Plan
Nicole Marie Sartin
Ashford University
EDU620: Meeting Individual Student Needs with Technology (MRC1340B)
Instructor: Kimberly Hall
10/14/13
LESSON OVERVIEW
Title: Communication through Technology: Keyboarding
Author: Nicole Marie Sartin
Subject: Business & Office Administration Management
Grade Level(s): High School Graduates (Freshman Junior College Students)
UNIT DESCRIPTION
This Module is designed to teach students the fundamentals of communication through technology. Students will develop keyboarding skills necessary for a business office environment. This module is one part of a nine-month program in Business & Office Administration Management.
Lesson Outcomes:
• Students will learn to use proper techniques when keying.
• Students will learn appropriate Grammar to be used in a professional environment.
• Students will develop professional skills that result in workplace excellence.
Lesson Goals:
• Students will use the alphabetic, figure and symbol, and numeric keypad keys by touch.
• Students will type content with speed and accuracy appropriate for a business environment.
• Students will correct typographical errors in documents.
• Students will correct grammatical errors in documents.
• Students will use basic word processing commands.
• Students will apply basic business document formats.
• Students will use a keyboard to perform basic Internet tasks.
METHODS
Class Discussions:
As a class, the students will discuss how to use and navigate through the keyboarding software. Next, students will also discuss home row position and practice placing their hands on the keyboard correctly with curved, upright fingers. Finally, the class will discuss the procedure for learning new keys and why the proper posture, hand placement, and hand control are essential in the development of good keyboarding skills.
The class will discuss the various types of written business communications. The class will discuss the two most common types of business communications and their formatting which is business letters and reports. Next, the class will discuss how business letters have common components, such as the date, a salutation, while reports typically have headings that help organization information. Finally, students will discuss why it is important to know how these common types of communication are formatted.
A comprehensive overview of basic sentence structure, grammar, punctuation and capitalization will be provided along with samples of corporate reports and business letters. The class will discuss the importance of accuracy and consistency relative to Grammar and professionalism. One of the main goals of keyboarding is accuracy. An important part of creating accurate documents is identifying and fixing common Grammatical errors in the text.
Introduce and Model New Knowledge:
Present students with new information appropriate to the lesson, highlighting the various stages of the creating business documents as well as the formatting and editing phase while correcting errors and changing vocabulary utilizing a Thesaurus.
• A comprehensive overview of basic sentence structure, grammar, punctuation, capitalization
• Samples of corporate reports and business letters
• Review appropriate formatting relative to business communication
• Illustrate using computer technology such as Grammar and spellcheck
• Review best practices for using computer technology to improve typing skills
Guided Practice:
Give students a choice to work alone or with a partner in this activity. Ask students log onto the following site and take the typing test: http://www.learn2type.com/TenKeyTest
Next, students will perform a peer review of their results and discuss measures for improvement. After review and practice, each student will take the test again to achieve a higher score.
Independent Practice:
Set up 4 computer stations in your classroom, to provide opportunities for students to take a typing test and record the results. Students will rotate computer stations until they have completed each lab activity with recorded results. No test may be taken more than 4 times by a student.
Lab Activity 1:
Students log onto the following site and take the typing test: http://www.learn2type.com/TenKeyTestMake
Lab Activity 2:
Students log onto the following site and take the typing test: http://www.typeonline.co.uk/typingspeed_num.php
Lab Activity 3:
Students log onto the following site and take the typing test: http://www.typeonline.co.uk/typingspeed.php
Lab Activity 4:
Students log onto the following site and take the typing test: http://www.typeonline.co.uk/typingspeed_alpha_numeric.php
Wrap-Up
Once every student has completed each lab activity, the scores will be recorded. Each student will be ranked according to their test scores. Students will have the opportunity to retake a test to improve their scores in an effort to raise their level of ranking. The competitiveness should drive this activity to promote learning, improvement and skill development. Students may not take each test more than four times. This will allow the teacher to chart the student’s progression by using test scores. Ideally, it will be easy to see a student’s score improve as he/she learns from mistakes, takes time to practice and learns better techniques from the others.
ASSESSMENT
Formative/Ongoing Assessment:
Provide ongoing assessment throughout the lesson.
- Observe and encourage student participation in class discussion,
- Asking and answering questions and volunteering comments and ideas.
- Visit students throughout the lab activities, provide direction, correct errors, affirm successes.
- Observe for quality control and ensure that students do now cheat in any way.
Summative/End Of Lesson Assessment:
At the end of the lesson, collect all test results. Explain the correct sequence and stages of each student’s learning progress based upon test scores. Use the following questions for evaluation.
- Did the students’ scores rise upon retaking the tests?
- Did the student’s score decline upon retaking the tests?
- Did the student show a regression of skills or an improvement of skills?
- Do the student’s test scores show steady improvement or decline in any way?
CONCLUSION
This Module is designed to teach students the fundamentals of communication through technology. Ideally, students will develop keyboarding skills necessary for a business office environment upon completion of this course. However, since this course contains an emphasis on spelling and Grammar, some students may struggle a bit if they have allowed those skills to become too relaxed. I also anticipate that some students may experience a regression in skills as they realize that a popular technique may not be appropriate or correct. This course may also be challenging for students with poor English speaking skills, a speech impediment or English as a second language. Thus, some students may have to re-learn certain basic skills and unlearn bad habits in order to experience true progress.
Initially, it may be difficult for students whose scores are low due to an overuse of industry jargon and quick short-hand typing styles. Nevertheless, the teacher must reinforce quality and the use of appropriate grammar as well as traditional typing techniques over speedy shortcuts and trendy language. Ultimately, students should learn how to use technology to enhance communications for quality, productivity and innovation.
REFERENCES
CAST, Inc. American Institutes for Research's Access Center: Improving Outcomes for All Students. U.S. Department of Education's Office of Special Education Programs (OSEP)
Edyburn, D. L. (2013). Inclusive technologies: Tools for helping diverse learners achieve academic success. San Diego, CA: Bridgepoint Education, Inc.
Moore, R., Seraydarian, P. and Fruehling, R. (2010). Pearson Business Reference and Writer's Handbook. Upper Saddle River, NJ. Pearson Prentice Hall.
Ashford University
EDU620: Meeting Individual Student Needs with Technology (MRC1340B)
Instructor: Kimberly Hall
10/14/13
LESSON OVERVIEW
Title: Communication through Technology: Keyboarding
Author: Nicole Marie Sartin
Subject: Business & Office Administration Management
Grade Level(s): High School Graduates (Freshman Junior College Students)
UNIT DESCRIPTION
This Module is designed to teach students the fundamentals of communication through technology. Students will develop keyboarding skills necessary for a business office environment. This module is one part of a nine-month program in Business & Office Administration Management.
Lesson Outcomes:
• Students will learn to use proper techniques when keying.
• Students will learn appropriate Grammar to be used in a professional environment.
• Students will develop professional skills that result in workplace excellence.
Lesson Goals:
• Students will use the alphabetic, figure and symbol, and numeric keypad keys by touch.
• Students will type content with speed and accuracy appropriate for a business environment.
• Students will correct typographical errors in documents.
• Students will correct grammatical errors in documents.
• Students will use basic word processing commands.
• Students will apply basic business document formats.
• Students will use a keyboard to perform basic Internet tasks.
METHODS
Class Discussions:
As a class, the students will discuss how to use and navigate through the keyboarding software. Next, students will also discuss home row position and practice placing their hands on the keyboard correctly with curved, upright fingers. Finally, the class will discuss the procedure for learning new keys and why the proper posture, hand placement, and hand control are essential in the development of good keyboarding skills.
The class will discuss the various types of written business communications. The class will discuss the two most common types of business communications and their formatting which is business letters and reports. Next, the class will discuss how business letters have common components, such as the date, a salutation, while reports typically have headings that help organization information. Finally, students will discuss why it is important to know how these common types of communication are formatted.
A comprehensive overview of basic sentence structure, grammar, punctuation and capitalization will be provided along with samples of corporate reports and business letters. The class will discuss the importance of accuracy and consistency relative to Grammar and professionalism. One of the main goals of keyboarding is accuracy. An important part of creating accurate documents is identifying and fixing common Grammatical errors in the text.
Introduce and Model New Knowledge:
Present students with new information appropriate to the lesson, highlighting the various stages of the creating business documents as well as the formatting and editing phase while correcting errors and changing vocabulary utilizing a Thesaurus.
• A comprehensive overview of basic sentence structure, grammar, punctuation, capitalization
• Samples of corporate reports and business letters
• Review appropriate formatting relative to business communication
• Illustrate using computer technology such as Grammar and spellcheck
• Review best practices for using computer technology to improve typing skills
Guided Practice:
Give students a choice to work alone or with a partner in this activity. Ask students log onto the following site and take the typing test: http://www.learn2type.com/TenKeyTest
Next, students will perform a peer review of their results and discuss measures for improvement. After review and practice, each student will take the test again to achieve a higher score.
Independent Practice:
Set up 4 computer stations in your classroom, to provide opportunities for students to take a typing test and record the results. Students will rotate computer stations until they have completed each lab activity with recorded results. No test may be taken more than 4 times by a student.
Lab Activity 1:
Students log onto the following site and take the typing test: http://www.learn2type.com/TenKeyTestMake
Lab Activity 2:
Students log onto the following site and take the typing test: http://www.typeonline.co.uk/typingspeed_num.php
Lab Activity 3:
Students log onto the following site and take the typing test: http://www.typeonline.co.uk/typingspeed.php
Lab Activity 4:
Students log onto the following site and take the typing test: http://www.typeonline.co.uk/typingspeed_alpha_numeric.php
Wrap-Up
Once every student has completed each lab activity, the scores will be recorded. Each student will be ranked according to their test scores. Students will have the opportunity to retake a test to improve their scores in an effort to raise their level of ranking. The competitiveness should drive this activity to promote learning, improvement and skill development. Students may not take each test more than four times. This will allow the teacher to chart the student’s progression by using test scores. Ideally, it will be easy to see a student’s score improve as he/she learns from mistakes, takes time to practice and learns better techniques from the others.
ASSESSMENT
Formative/Ongoing Assessment:
Provide ongoing assessment throughout the lesson.
- Observe and encourage student participation in class discussion,
- Asking and answering questions and volunteering comments and ideas.
- Visit students throughout the lab activities, provide direction, correct errors, affirm successes.
- Observe for quality control and ensure that students do now cheat in any way.
Summative/End Of Lesson Assessment:
At the end of the lesson, collect all test results. Explain the correct sequence and stages of each student’s learning progress based upon test scores. Use the following questions for evaluation.
- Did the students’ scores rise upon retaking the tests?
- Did the student’s score decline upon retaking the tests?
- Did the student show a regression of skills or an improvement of skills?
- Do the student’s test scores show steady improvement or decline in any way?
CONCLUSION
This Module is designed to teach students the fundamentals of communication through technology. Ideally, students will develop keyboarding skills necessary for a business office environment upon completion of this course. However, since this course contains an emphasis on spelling and Grammar, some students may struggle a bit if they have allowed those skills to become too relaxed. I also anticipate that some students may experience a regression in skills as they realize that a popular technique may not be appropriate or correct. This course may also be challenging for students with poor English speaking skills, a speech impediment or English as a second language. Thus, some students may have to re-learn certain basic skills and unlearn bad habits in order to experience true progress.
Initially, it may be difficult for students whose scores are low due to an overuse of industry jargon and quick short-hand typing styles. Nevertheless, the teacher must reinforce quality and the use of appropriate grammar as well as traditional typing techniques over speedy shortcuts and trendy language. Ultimately, students should learn how to use technology to enhance communications for quality, productivity and innovation.
REFERENCES
CAST, Inc. American Institutes for Research's Access Center: Improving Outcomes for All Students. U.S. Department of Education's Office of Special Education Programs (OSEP)
Edyburn, D. L. (2013). Inclusive technologies: Tools for helping diverse learners achieve academic success. San Diego, CA: Bridgepoint Education, Inc.
Moore, R., Seraydarian, P. and Fruehling, R. (2010). Pearson Business Reference and Writer's Handbook. Upper Saddle River, NJ. Pearson Prentice Hall.
Wednesday, October 30, 2013
Assistive Technology Devices for Students with Writing Difficulty
Nicole Marie Sartin
Ashford University
EDU620: Meeting Individual Student Needs with Technology (MRC1340B)
Instructor: Kimberly Hall
10/21/13
Overview
Over the past decade, new technologies have revolutionized education for children with disabilities focusing on two primary roles and approached to support special education: Assistive Technology (AT) and Universal Design (UD). Today, special education teachers have an enormous amount of choices in terms of educational tools to help stimulate thought, promote learning, develop skills, and enhance abilities for students with disabilities to ultimately ensure a quality education.
Children with a specific learning disability in written expression often have difficulty when it comes to expressing thoughts and ideas with pencil and paper as would be expected according to their age, intelligence and educational background. In some cases this type of disability may be referred to as dysgraphia. Also, written expression disorders may co-exist with other disabilities such as dyslexia. Typically, a disability in written expression or dysgraphia may be characterized by poor handwriting, spelling difficulties and difficulty putting thoughts into written words. Deficits may also stem from problems with fine motor processing skills and other information processing skills.
The purpose of this research paper is to analyze three assistive technology tools/devices that address writing assistance for young students with dysgraphia, dyslexia or any other writing disability. Although the existing benefits of technology for students with disabilities are already widely recognized, the potential benefits are likely to be even more profound for than present practices would suggest.
Assistive Technology Devices
Assistive technology for beginning writers may help students compensate for some processing deficits. Some types of assistive technology that may help include special paper with raised lines to guide the student as he writes across the page, larger pencils with special grips, and customized arm and hand splints to hold the arm and fingers in proper position when writing. Young students may also benefit from the use of motorized pens and other fun writing devices to motivate them to want to write. Beginning writers might also be introduced to word processors while continuing to work on conventional writing skills. There are thousands of items that can be classified as assistive technology and many ways to think about assistive technology. When choosing an assistive technology device, it is important to consider price, features and functionality relative to the child’s needs. For students having difficulty either with the motor aspects of writing or with composing written material, the following assistive technology devices may be helpful: Write:OutLoud 6, AlphaSmart 3000 Portable Computer Companion or the Co:Writer 4000. Each device has specific advantages, disadvantages and benefits.
Write:OutLoud 6
The Write:OutLoud assistive technology device is a word processor that supports the writing process by reading text out loud as students write. It provides sentence and paragraph feedback which connects written and spoken words so students can complete their thoughts independently and write to the main idea. Also, the immediate auditory and visual cues for misspelled words allow students for immediate self-correction. This program can also import and read scanned text from the Internet and CD-ROM files, and give students access to information they might not be able to read. This product is very affordable with a $99 price tag. This easy-to-use software program can be used for young students during the kindergarten and elementary years.
Advantages
Specially, Write:OutLoud is simple to use and reads words as they are written, providing real-time auditory feedback for students. The product has several special features and writing tools including: talking spell checker, homophone checker, and dictionary help students confirm their word choice in language that can they understand. There are several reason why this is a great product.
First, Write:OutLoud 6 features the latest Acapela voices – the highest quality, most natural sounding speech engine available. Write:OutLoud 6 will also play any other SAPI 5 voice you have on your system. Second, the Spell Checker feature consistently outshines the spell checkers in MS Word and other common word processors when used in K-12 schools. And text-to-speech reads the word choices, helping students choose the right word. The Oxford Student’s Dictionary feature displays and speaks the definition of almost any word. Unlike other common dictionaries intended for use by professionals, the Oxford Student’s Dictionary definitions are clear and concise for 3-12th grade students. The Homophone Checker quickly searches a document for homophones and offers definitions for all the alternatives. This helps students build homophone awareness and choose the intended word. The bibliographer helps students create their own bibliography using dozens of source types including electronic/webpage, articles, books, etc. Formats include both APA and MLA. Many districts across the country are using Write:OutLoud as a standard testing accommodation. In fact, the product allows teachers to quickly restrict access to specitic features, as state regulations require. Finally, Write:OutLoud 6 is so simple, you can train teachers in 30-minutes with the “Train-in-30 Tutorial .” Students you can save files anywhere on your network, WebDisk or on a USB drive for access anywhere. Easy sign-in gets users writing in seconds and Write:OutLoud functions identically on Mac and Windows, and is now optimized for Windows XP, Vista, 7, and Mac OS 10.4+.
Disadvantages
Of course, the Write:OutLoud 6 product is not without disadvantages, users often mention that the product was inconsistent when providing the audio cue to alert the students to spelling errors as they were made. In addition, the spell check feature would not automatically read while JAWS feature was loaded. Compared to other products on the market, the Write:OutLoud is quite competitive simply due to its low cost, especially for educators. However, if cost is not an issue, this product may not be the best choice.
AlphaSmart 3000 Portable Computer Companion
The AlphaSmart 3000 assistive technology device is a portable computer allows students to enter and edit text while they take notes and engage in written language activities at their own desks. This product retails for $199, which is considerably cheaper than a lap top computer and can be connected to a computer or printer as needed. Students with learning disabilities and handwriting problems can use this technology from kindergarten to high school years. Since the product is portable, it can be used at home and in classrooms. More importantly, with the “No Child Left behind Act” requiring students in every state to pass state standards-based tests in elementary and middle school, the AlphaSmart has the ability to empower teachers in schools across the country to prepare their students for high-stakes tests using their AlphaSmart 3000 computers (2006). In fact, research conducted by the US Department of Education shows that the test preparation method used in the AlphaSmart device improves student test scores by 15% or more (2006). As a result, this product has been supported for a UD approach to learning.
Advantages
Delivered on CD-ROM for both Windows and Macintosh, AlphaSmart includes more than 6,000 practice test questions for grades 3, 4, 5, 6, 7 & 8 featuring the same types of questions and skills tested on all 50 state standards-based tests, including SAT-9, SAT-10, Terra Nova, CAT-6, ITBS and more. Teachers using AlphaSmart will simply select their state, grade level, the quantity of practice questions they wish to include, and the specific reading, language arts, or math skills they wish to test. AlphaSmart will then automatically create practice tests based on those selections. Teachers will then download their practice tests to one or more AlphaSmart 3000s. After students complete the practice tests on their AlphaSmart 3000s, the software will then gather and grade the tests, storing the results in a grade book with robust reporting features that allow teachers to track student results and progress by their particular state's standards.
The AlphaSmart 3000 is affordable, simple, easy to use, lightweight and expandable and highly recommended. The product is designed so that students don't get caught up in the complexities of a computer. Students spend their time learning rather than dealing with the operating system of a computer. In addition, its low cost makes it a cost-effective educational solution for parents, children and teachers. Educators can provide technology access to an entire classroom of thirty students for the price of three to four computers. Additionally, the AlphaSmart has extraordinary battery life, running over 700 hours on only three AA alkaline batteries. It can go wherever learning takes place: the classroom, field trip, library, and even home. Finally, the AlphaSmart 300 is expandable and far less expensive than a PC. Weighing less than 1 kg and virtually indestructible, it's an indispensable tool in and out of the classroom. You can put more AlphaSmart 3000s in the hands of more students, and free up your lab computers for higher-level work. Two Secure Digital and MultiMediaCard-compatible slots let you add memory; add devices, backup data or share data and software with another Dana or Palm Powered device. Students can easily synchronize data with a home, classroom or dorm room PC.
Disadvantages
Some students, especially those used to working on computers, find the AlphaSmart® less functional than they would like. The much smaller screen than that available on laptops can be challenging for some, and there may be a learning curve in getting used to using a word processing machine rather than a computer. For kids with learning disabilities, these devices may prove frustrating, especially when typing skills are not much better than writing skills, and when a student needs to heavily edit work before submitting it.
Co:Writer 4000
The Co:Writer 4000 is a talking word prediction software program which enables students to express their thoughts in writing with less frustration. Choose this product as a classroom tool for any student struggling with writing such as at-risk-students, poor spellers, students with dyslexia or ESL students in elementary school. But educators will agree that this program can be a writing assistant tool for just about any student in support of a Universal Design classroom-wide learning approach.
This writing intervention program gives students the tools they need to construct quality, content-rich sentences. Students can use FlexSpell to write the words they want, even if they can only spell them phonetically. Developing writers get immediate grammar support to improve the quality of their work. The Co:Writer 4000 costs $325. While the retail price of this product may seem high, the Co:Writer 4000 has three primary features which set it apart from other products on the market: FlexSpell, Grammar support and topic dictionaries for curriculum-specific vocabulary. FlexSpell™ translates phonetic spelling for students. Struggling writers who use phonetic spelling have a special support with FlexSpell. As a student types a word, Co:Writer 4000 not only predicts words consistent with the actual letters, but also words consistent with the sounds of the letters. Correct spellings are predicted and reinforced as students see, hear and use them.
In addition, the special Grammar support feature fosters better sentences. The Co:Writer 4000 technology helps students make appropriate word choices and write higher-quality sentences. It helps with correct subject-verb agreement, proper spellings, capitalization, appropriate pronoun and article use, customary word usage, correct word forms and word endings, popular phrases and proper noun usage like names and places. By taking advantage of Co:Writer 4000's options, students can maximize their writing experiences with as few keystrokes as possible. Even better, the Co:Writer 4000’s topic dictionaries assists students with curriculum-specific vocabulary. For each student or each assignment, a dictionary or group of dictionaries is designated as the source for the predicted words. A beginning writer may use a basic vocabulary dictionary so that only words they will likely know are predicted. A more advanced student writing a report would include a Topic Dictionary for a particular assignment. Dozens of Topic Dictionaries are included with Co:Writer 4000 and teachers can create new topic dictionaries in less than 3 minutes from any electronic document.
Advantages
The Co:Writer 4000 provides a level of writing support that is unique in such products. It can provide in-line prediction of the current word. It provides speech feedback, and grammar sensitive prediction. It allows for (and corrects) "creative spelling." Overall, the Co:Writer 4000 includes the following supportive features:
• Voice feedback speaks predicted words and completed sentences
• Allows adjustments to the number of words predicted
• Allows changes to background and text colors
• Capitalizes first word in sentences
• Places spaces after words in sentences
• Saves individual student's preferences for later use
• Teacher's guide Included
• New literacy support materials included
• Tutorials included
• Compatible Operating systems: Mac OS X, Microsoft Windows
Disadvantages
The Co:Writer 4000 is a very intrusive program with a high cost. To get many of the benefits, one must type into Co:Writer, then wait while Co:Writer types into the word processor. There is a constant drag on computer responsiveness that interferes with the writing process. Specifically the concern surrounding the Co:Writer is that it has become the standard intervention in school system practice. Providing the same solution to everyone is not significantly better than providing no solution to anyone, however, the concept of “one-size-fits-all” may not necessarily be effective for special education students. Assistive technology interventions must be matched to the needs of the individual student. Where Co:Writer is a good fit, it should certainly be provided. But I would recommend buyers to view it as an add-on product. In other words, the Co:Writer should not be the only entree on the menu.
Conclusion
Assistive technology (AT) has the potential to enhance the quality of life for students with learning disabilities (LD) by providing them with a means to compensate for their difficulties, and highlight their abilities. Because students with learning problems have individual strengths, limitations, interests, and experiences, a technology tool that is be helpful in one situation or setting may be of little use under different circumstances.As a result, selecting the appropriate technology for a student with LD requires a careful analysis of the product specifications as well as dynamic interaction between the individual, technology, task, and context. This analysis of the Write:OutLoud 6, AlphaSmart 3000 Portable Computer Companion and the Co:Writer 4000 provided a exemplifies the detailed approach needed when choosing the appropriate AT device.
For school-wide use, administrators may want to perform a much more detailed analysis prior to choosing one technology. More importantly, the evaluation to determine classroom or school-wide use may include a formal cost analysis and testing of multiple products in order to determine the most effective technology or device.
According to the Individuals with Disabilities Education Act (IDEA), it is the school district's responsibility to research, select and acquire the assistive technology including training teachers for students with disabilities at no cost to parents. But selecting an appropriate AT tool for a student requires parents, educators, and other professionals to take a comprehensive view, carefully analyzing the interaction between the student, the technology, the tasks to be performed, and the settings where it will be used. This should not a quick and easy evaluation.
The assessment for choosing AT is an on-going process, and it is critical to periodically re-evaluate the match even after a technology tool has been selected. This will help ensure that the student receives the maximum benefit from assistive technology and is able to reach his/her full potential.
References
Edyburn, D. L. (2013). Inclusive technologies: Tools for helping diverse learners achieve academic success. San Diego, CA: Bridgepoint Education, Inc.
Gromisch, E. S. & Reinhart Neas, L. M. (Ed). (2012). Special education: A guide to technology options. Bright Hub Education. Retrieved from http://www.brighthubeducation.com/special-ed-inclusion-strategies/125659-a-teachers-guide-to-assistive-technologies-in-the-classroom/?cid=parsely_rec
Marino, M. T., Marino, E. C., & Shaw, S. F. (2006). Making informed assistive technology decisions for students with high incidence disabilities. Teaching Exceptional Children, 38(6), 18-25. Retrieved from http://public.wsu.edu/~matthewmarino/documents/at.pdf
Raskind, M. H., & Higgins, E. L. (1995). "Effects of speech synthesis on the proofreading efficiency of postsecondary students with learning disabilities." Learning Disability Quarterly, Vol. 18.
Ashford University
EDU620: Meeting Individual Student Needs with Technology (MRC1340B)
Instructor: Kimberly Hall
10/21/13
Overview
Over the past decade, new technologies have revolutionized education for children with disabilities focusing on two primary roles and approached to support special education: Assistive Technology (AT) and Universal Design (UD). Today, special education teachers have an enormous amount of choices in terms of educational tools to help stimulate thought, promote learning, develop skills, and enhance abilities for students with disabilities to ultimately ensure a quality education.
Children with a specific learning disability in written expression often have difficulty when it comes to expressing thoughts and ideas with pencil and paper as would be expected according to their age, intelligence and educational background. In some cases this type of disability may be referred to as dysgraphia. Also, written expression disorders may co-exist with other disabilities such as dyslexia. Typically, a disability in written expression or dysgraphia may be characterized by poor handwriting, spelling difficulties and difficulty putting thoughts into written words. Deficits may also stem from problems with fine motor processing skills and other information processing skills.
The purpose of this research paper is to analyze three assistive technology tools/devices that address writing assistance for young students with dysgraphia, dyslexia or any other writing disability. Although the existing benefits of technology for students with disabilities are already widely recognized, the potential benefits are likely to be even more profound for than present practices would suggest.
Assistive Technology Devices
Assistive technology for beginning writers may help students compensate for some processing deficits. Some types of assistive technology that may help include special paper with raised lines to guide the student as he writes across the page, larger pencils with special grips, and customized arm and hand splints to hold the arm and fingers in proper position when writing. Young students may also benefit from the use of motorized pens and other fun writing devices to motivate them to want to write. Beginning writers might also be introduced to word processors while continuing to work on conventional writing skills. There are thousands of items that can be classified as assistive technology and many ways to think about assistive technology. When choosing an assistive technology device, it is important to consider price, features and functionality relative to the child’s needs. For students having difficulty either with the motor aspects of writing or with composing written material, the following assistive technology devices may be helpful: Write:OutLoud 6, AlphaSmart 3000 Portable Computer Companion or the Co:Writer 4000. Each device has specific advantages, disadvantages and benefits.
Write:OutLoud 6
The Write:OutLoud assistive technology device is a word processor that supports the writing process by reading text out loud as students write. It provides sentence and paragraph feedback which connects written and spoken words so students can complete their thoughts independently and write to the main idea. Also, the immediate auditory and visual cues for misspelled words allow students for immediate self-correction. This program can also import and read scanned text from the Internet and CD-ROM files, and give students access to information they might not be able to read. This product is very affordable with a $99 price tag. This easy-to-use software program can be used for young students during the kindergarten and elementary years.
Advantages
Specially, Write:OutLoud is simple to use and reads words as they are written, providing real-time auditory feedback for students. The product has several special features and writing tools including: talking spell checker, homophone checker, and dictionary help students confirm their word choice in language that can they understand. There are several reason why this is a great product.
First, Write:OutLoud 6 features the latest Acapela voices – the highest quality, most natural sounding speech engine available. Write:OutLoud 6 will also play any other SAPI 5 voice you have on your system. Second, the Spell Checker feature consistently outshines the spell checkers in MS Word and other common word processors when used in K-12 schools. And text-to-speech reads the word choices, helping students choose the right word. The Oxford Student’s Dictionary feature displays and speaks the definition of almost any word. Unlike other common dictionaries intended for use by professionals, the Oxford Student’s Dictionary definitions are clear and concise for 3-12th grade students. The Homophone Checker quickly searches a document for homophones and offers definitions for all the alternatives. This helps students build homophone awareness and choose the intended word. The bibliographer helps students create their own bibliography using dozens of source types including electronic/webpage, articles, books, etc. Formats include both APA and MLA. Many districts across the country are using Write:OutLoud as a standard testing accommodation. In fact, the product allows teachers to quickly restrict access to specitic features, as state regulations require. Finally, Write:OutLoud 6 is so simple, you can train teachers in 30-minutes with the “Train-in-30 Tutorial .” Students you can save files anywhere on your network, WebDisk or on a USB drive for access anywhere. Easy sign-in gets users writing in seconds and Write:OutLoud functions identically on Mac and Windows, and is now optimized for Windows XP, Vista, 7, and Mac OS 10.4+.
Disadvantages
Of course, the Write:OutLoud 6 product is not without disadvantages, users often mention that the product was inconsistent when providing the audio cue to alert the students to spelling errors as they were made. In addition, the spell check feature would not automatically read while JAWS feature was loaded. Compared to other products on the market, the Write:OutLoud is quite competitive simply due to its low cost, especially for educators. However, if cost is not an issue, this product may not be the best choice.
AlphaSmart 3000 Portable Computer Companion
The AlphaSmart 3000 assistive technology device is a portable computer allows students to enter and edit text while they take notes and engage in written language activities at their own desks. This product retails for $199, which is considerably cheaper than a lap top computer and can be connected to a computer or printer as needed. Students with learning disabilities and handwriting problems can use this technology from kindergarten to high school years. Since the product is portable, it can be used at home and in classrooms. More importantly, with the “No Child Left behind Act” requiring students in every state to pass state standards-based tests in elementary and middle school, the AlphaSmart has the ability to empower teachers in schools across the country to prepare their students for high-stakes tests using their AlphaSmart 3000 computers (2006). In fact, research conducted by the US Department of Education shows that the test preparation method used in the AlphaSmart device improves student test scores by 15% or more (2006). As a result, this product has been supported for a UD approach to learning.
Advantages
Delivered on CD-ROM for both Windows and Macintosh, AlphaSmart includes more than 6,000 practice test questions for grades 3, 4, 5, 6, 7 & 8 featuring the same types of questions and skills tested on all 50 state standards-based tests, including SAT-9, SAT-10, Terra Nova, CAT-6, ITBS and more. Teachers using AlphaSmart will simply select their state, grade level, the quantity of practice questions they wish to include, and the specific reading, language arts, or math skills they wish to test. AlphaSmart will then automatically create practice tests based on those selections. Teachers will then download their practice tests to one or more AlphaSmart 3000s. After students complete the practice tests on their AlphaSmart 3000s, the software will then gather and grade the tests, storing the results in a grade book with robust reporting features that allow teachers to track student results and progress by their particular state's standards.
The AlphaSmart 3000 is affordable, simple, easy to use, lightweight and expandable and highly recommended. The product is designed so that students don't get caught up in the complexities of a computer. Students spend their time learning rather than dealing with the operating system of a computer. In addition, its low cost makes it a cost-effective educational solution for parents, children and teachers. Educators can provide technology access to an entire classroom of thirty students for the price of three to four computers. Additionally, the AlphaSmart has extraordinary battery life, running over 700 hours on only three AA alkaline batteries. It can go wherever learning takes place: the classroom, field trip, library, and even home. Finally, the AlphaSmart 300 is expandable and far less expensive than a PC. Weighing less than 1 kg and virtually indestructible, it's an indispensable tool in and out of the classroom. You can put more AlphaSmart 3000s in the hands of more students, and free up your lab computers for higher-level work. Two Secure Digital and MultiMediaCard-compatible slots let you add memory; add devices, backup data or share data and software with another Dana or Palm Powered device. Students can easily synchronize data with a home, classroom or dorm room PC.
Disadvantages
Some students, especially those used to working on computers, find the AlphaSmart® less functional than they would like. The much smaller screen than that available on laptops can be challenging for some, and there may be a learning curve in getting used to using a word processing machine rather than a computer. For kids with learning disabilities, these devices may prove frustrating, especially when typing skills are not much better than writing skills, and when a student needs to heavily edit work before submitting it.
Co:Writer 4000
The Co:Writer 4000 is a talking word prediction software program which enables students to express their thoughts in writing with less frustration. Choose this product as a classroom tool for any student struggling with writing such as at-risk-students, poor spellers, students with dyslexia or ESL students in elementary school. But educators will agree that this program can be a writing assistant tool for just about any student in support of a Universal Design classroom-wide learning approach.
This writing intervention program gives students the tools they need to construct quality, content-rich sentences. Students can use FlexSpell to write the words they want, even if they can only spell them phonetically. Developing writers get immediate grammar support to improve the quality of their work. The Co:Writer 4000 costs $325. While the retail price of this product may seem high, the Co:Writer 4000 has three primary features which set it apart from other products on the market: FlexSpell, Grammar support and topic dictionaries for curriculum-specific vocabulary. FlexSpell™ translates phonetic spelling for students. Struggling writers who use phonetic spelling have a special support with FlexSpell. As a student types a word, Co:Writer 4000 not only predicts words consistent with the actual letters, but also words consistent with the sounds of the letters. Correct spellings are predicted and reinforced as students see, hear and use them.
In addition, the special Grammar support feature fosters better sentences. The Co:Writer 4000 technology helps students make appropriate word choices and write higher-quality sentences. It helps with correct subject-verb agreement, proper spellings, capitalization, appropriate pronoun and article use, customary word usage, correct word forms and word endings, popular phrases and proper noun usage like names and places. By taking advantage of Co:Writer 4000's options, students can maximize their writing experiences with as few keystrokes as possible. Even better, the Co:Writer 4000’s topic dictionaries assists students with curriculum-specific vocabulary. For each student or each assignment, a dictionary or group of dictionaries is designated as the source for the predicted words. A beginning writer may use a basic vocabulary dictionary so that only words they will likely know are predicted. A more advanced student writing a report would include a Topic Dictionary for a particular assignment. Dozens of Topic Dictionaries are included with Co:Writer 4000 and teachers can create new topic dictionaries in less than 3 minutes from any electronic document.
Advantages
The Co:Writer 4000 provides a level of writing support that is unique in such products. It can provide in-line prediction of the current word. It provides speech feedback, and grammar sensitive prediction. It allows for (and corrects) "creative spelling." Overall, the Co:Writer 4000 includes the following supportive features:
• Voice feedback speaks predicted words and completed sentences
• Allows adjustments to the number of words predicted
• Allows changes to background and text colors
• Capitalizes first word in sentences
• Places spaces after words in sentences
• Saves individual student's preferences for later use
• Teacher's guide Included
• New literacy support materials included
• Tutorials included
• Compatible Operating systems: Mac OS X, Microsoft Windows
Disadvantages
The Co:Writer 4000 is a very intrusive program with a high cost. To get many of the benefits, one must type into Co:Writer, then wait while Co:Writer types into the word processor. There is a constant drag on computer responsiveness that interferes with the writing process. Specifically the concern surrounding the Co:Writer is that it has become the standard intervention in school system practice. Providing the same solution to everyone is not significantly better than providing no solution to anyone, however, the concept of “one-size-fits-all” may not necessarily be effective for special education students. Assistive technology interventions must be matched to the needs of the individual student. Where Co:Writer is a good fit, it should certainly be provided. But I would recommend buyers to view it as an add-on product. In other words, the Co:Writer should not be the only entree on the menu.
Conclusion
Assistive technology (AT) has the potential to enhance the quality of life for students with learning disabilities (LD) by providing them with a means to compensate for their difficulties, and highlight their abilities. Because students with learning problems have individual strengths, limitations, interests, and experiences, a technology tool that is be helpful in one situation or setting may be of little use under different circumstances.As a result, selecting the appropriate technology for a student with LD requires a careful analysis of the product specifications as well as dynamic interaction between the individual, technology, task, and context. This analysis of the Write:OutLoud 6, AlphaSmart 3000 Portable Computer Companion and the Co:Writer 4000 provided a exemplifies the detailed approach needed when choosing the appropriate AT device.
For school-wide use, administrators may want to perform a much more detailed analysis prior to choosing one technology. More importantly, the evaluation to determine classroom or school-wide use may include a formal cost analysis and testing of multiple products in order to determine the most effective technology or device.
According to the Individuals with Disabilities Education Act (IDEA), it is the school district's responsibility to research, select and acquire the assistive technology including training teachers for students with disabilities at no cost to parents. But selecting an appropriate AT tool for a student requires parents, educators, and other professionals to take a comprehensive view, carefully analyzing the interaction between the student, the technology, the tasks to be performed, and the settings where it will be used. This should not a quick and easy evaluation.
The assessment for choosing AT is an on-going process, and it is critical to periodically re-evaluate the match even after a technology tool has been selected. This will help ensure that the student receives the maximum benefit from assistive technology and is able to reach his/her full potential.
References
Edyburn, D. L. (2013). Inclusive technologies: Tools for helping diverse learners achieve academic success. San Diego, CA: Bridgepoint Education, Inc.
Gromisch, E. S. & Reinhart Neas, L. M. (Ed). (2012). Special education: A guide to technology options. Bright Hub Education. Retrieved from http://www.brighthubeducation.com/special-ed-inclusion-strategies/125659-a-teachers-guide-to-assistive-technologies-in-the-classroom/?cid=parsely_rec
Marino, M. T., Marino, E. C., & Shaw, S. F. (2006). Making informed assistive technology decisions for students with high incidence disabilities. Teaching Exceptional Children, 38(6), 18-25. Retrieved from http://public.wsu.edu/~matthewmarino/documents/at.pdf
Raskind, M. H., & Higgins, E. L. (1995). "Effects of speech synthesis on the proofreading efficiency of postsecondary students with learning disabilities." Learning Disability Quarterly, Vol. 18.
Thursday, October 24, 2013
Has The Role of Higher Education Changed Over Time?
Author: Nicole Marie Sartin
Ashford University
EDU 623: Introduction to Teaching & Learning
Instructor: Dennis Lawrence
8/19/13
How do children learn?
Based on the early research and philosophy of Jean Piaget, children learn through “play-based” activities. (2009) Years later, a number of authors and researchers investigated the impact of early childhood education relevant to the psychology of early childhood development. Likewise, the development of higher education was also a product of formal skills training. Despite the evolution of higher education, the basic premise of college and graduate studies continues to revolve around vocational learning and training. This paper will review the history of higher learning to demonstrate the fact that secondary and post-secondary education is still very much a part of the apprenticeship system of learning. I chose to study secondary education becuase I work in that industry and I enjoy teaching adults. The other reason that I have chosen to study secondary education is in part due to the current economic situation in California. Today, more than ever, adults are returning to school for added training or career transitions. In some ways, history is repeating itself. For example, the labor market is once again demanding a college degree alon with specialized experience as well as completion of graduate school for higher paying jobs. This is nothing new, simply a repeat of the industrial revolution all over again. The only exception is that new we have the Internet and a growing number of new technological advances to take into consideration. Historically, secondary education was something that men completed on thier own accord in order to support a family. Today, the student population is very diverse and tuition may be supported by the community,
government or the student's family, but the role of higher education is unchanged.
Early Higher Education
Thanks to Hillary Clinton’s famous use of the African proverb in 1996, "It takes a village to raise a child," the debate over the role of government and communities in supporting families and children has become a focal point. While early childhood education centered on the fundamentals of math, reading and writing, secondary education was primarily for men to learn practical skills in order to support a family. Higher education in America is a product of an extended evolutionary process. Religious economic, educational and societal issues have influenced higher education throughout the history of the United States.
During Colonial times, the notion of higher education in America can be credited to apprenticeship agreements and/or religious training. The first formalized higher learning schools during Colonial times were focused on producing Puritan ministers and clergy.
While religious training dominated higher learning, vocational skills become a prominent topic among American educators as a result of the shift to an industrial economic base. Thus, the Morrill Land Grant Bill was signed by Congress to set federal dollars aside for the establishment of Universities focusing on training students for jobs in agriculture, science, technology and mechanical arts for each state in the US. (1999)
The Private University
In 1636, Harvard University opened and students studying for the ministry were given free tuition. Next, Yale College as founded in 1701, followed by Princeton University, Stanford University, Brown University, Columbia University and Dartmouth College. While wealthy Philanthropists endowed many of the private institutions, states began funding their own colleges also with a strict emphasis on academics, law and/ or medicine but at lower tuition rates. (1965)
The Higher Education Act
After World War II, Congress passed the GI Bill in 1944 to give men returning from war the opportunity for free education. With industrial production still at an all-time high, The Higher Education Act (HEA) was enacted in 1965 so that federal scholarships and low-interest loans could be awarded to those students unable to afford tuition fees for higher learning. In addition, local community colleges were established while a separate education bill was passed to ensure the development and expansion of state dental and medical schools. (2009)
More importantly, the Higher Education law was intended “to strengthen the educational resources of colleges and universities and to provide financial assistance for students in postsecondary and higher education. Specifically, the Act increased federal money given to universities, created scholarships, gave low-interest loans for students, and established a National Teachers Corps. This was the first establishment of a "Financial Aid" system for students. Despite its reauthorization over the years, HEA is still active, set to expire at the end of 2013.
The Civil Rights Movement
From the early 1890s to 1915, Booker T. Washington was a dominant black political and educational leader in the United States. He established and led the Tuskegee Institute in Alabama, an all-black college for black students to gain access to higher learning. (1996)
With the Civil Rights movement, state colleges and universities started to become culturally diverse. Although African-Americans and women had their separate colleges, the Civil Rights movement directed public colleges and universities to accept students regardless of race, gender or nationality.
The Internet Bubble
The begining of the information-technology revolution can be marked by the rise (and fall) of several fast moving Interet companies recieving venture capital for growth from Silicon Valley. During this period, a multitude of small web-based companies hit the stock market at an all time record. From 1997 to 2001, individuals profited in an open market with a combination of rapidly increasing stock prices and market confidence that the companies would turn future profits in favor of technology. Cities all over the United States sought to become the next "Silicon Valley" by building network-enabled office space to attract Internet entrepreneurs regardless of educational background. Not surprisingly, the "growth over profits" mentality inevitably led some companies to engage in lavish internal spending, such as elaborate business facilities and luxury vacations for employees. Executives and employees who were paid with stock options instead of cash became instant millionaires when the company made its initial public offering; many invested their new wealth into yet more dot-coms. (2004) Unfortunately, the dot-com bubble popped almost as fast as it flew into town. By 2001 the bubble was deflating at full speed. A majority of the dot-coms ceased trading after burning through their venture capital, many having never made a profit.
Nevertheless, laid-off technology experts, such as computer programmers, found a glutted job market. University degree programs for computer-related careers saw a noticeable drop in new students. It was rumored that unemployed programmers were going back to school to become accountants or lawyers.
Higher Education Today
Today, a college education is a standard for most students after graduation from high school. According to the U.S. Census Bureau, more than 30% of U.S. adults 25 and older had at least a Bachelor's Degree in March 2011. During this time in California, the median household income averaged $62,000.00 per year. A student having graduated from a four-year college can expect to obtain a well-rounded secondary education and qualify for professional employment without having to worry about manual labor. A Bachelor's quickly becomes the normal standard as students continue to graduate from four-year college and universities.
In 2012, over 50% of U.S. adults reported having a Bachelor's Degree or higher. Thus, a higher salaried job requires a post-secondary degree. Needless to say, the employment market is more competitive than ever. As a result, there is an ever growing need for "specialists". The specialist is one who can emerse him/herself in the field so much so that they become an expert in the field. Even the young entreprenuer will seek out a "specialist" or expert for employment.
Thus, the age of the Internet and innovative technology revolution have still not changed the role of higher education as it continues to be the place for students to continue learning, hone their skills and develop into skilled practitioners.
Conclusion
Now, more than ever, adults are returning to school for added training or career transitions. The labor market is once again demanding a college degree along with specialized experience as well as completion of graduate school for higher paying jobs. Even with the Internet and a growing number of new technological advances to take into consideration, the demand still exists for specialization. Historically, secondary education was something that men completed on thier own accord in order to learn the necessary skills to support his family. Today, the student population is very diverse and tuition may be supported by the government or local community but the role of higher education remains unchanged.
References:
Burd, Stephen. (2003), “Institutions Serving Minority Students Propose Changes to Higher Education Act,” Chronicle of Higher Education 49, no. 26.
Glenn Altschuler and Stuart Blumin (2009) The GI Bill: The New Deal for Veterans
Gordon, Howard R. D. (1999). The History and Growth of Vocational Education in America. Needham Heights, MA: Allyn and Bacon.
Johnson, Keith V. 1996. "Some Thoughts on African Americans' Struggle to Participate in
Technology Education." The Journal of Technology Studies 22 (1):49 - 54.
Lane, Kristina. (2003), “Bill Would Expand Higher Ed. Access for Minorities, Low-Income Students,” Community College Week 16, no. 4: 3.
Laurence Veysey (1965) The Emergence of the American University
Armstrong, D., Henson, K., & Savage, T. (2009). Teaching today: An introduction to education
(8th ed.). Upper Saddle River, NJ: Pearson.
Lowenstein, Roger. (2004). Origins of the Crash: The Great Bubble and Its Undoing. Penguin Books; ISBN 978-1-59420-003-8.; pp. 114-115
Winner, Melinda (28 January 2009). "The Serious Need for Play". Scientific American.
Ashford University
EDU 623: Introduction to Teaching & Learning
Instructor: Dennis Lawrence
8/19/13
How do children learn?
Based on the early research and philosophy of Jean Piaget, children learn through “play-based” activities. (2009) Years later, a number of authors and researchers investigated the impact of early childhood education relevant to the psychology of early childhood development. Likewise, the development of higher education was also a product of formal skills training. Despite the evolution of higher education, the basic premise of college and graduate studies continues to revolve around vocational learning and training. This paper will review the history of higher learning to demonstrate the fact that secondary and post-secondary education is still very much a part of the apprenticeship system of learning. I chose to study secondary education becuase I work in that industry and I enjoy teaching adults. The other reason that I have chosen to study secondary education is in part due to the current economic situation in California. Today, more than ever, adults are returning to school for added training or career transitions. In some ways, history is repeating itself. For example, the labor market is once again demanding a college degree alon with specialized experience as well as completion of graduate school for higher paying jobs. This is nothing new, simply a repeat of the industrial revolution all over again. The only exception is that new we have the Internet and a growing number of new technological advances to take into consideration. Historically, secondary education was something that men completed on thier own accord in order to support a family. Today, the student population is very diverse and tuition may be supported by the community,
government or the student's family, but the role of higher education is unchanged.
Early Higher Education
Thanks to Hillary Clinton’s famous use of the African proverb in 1996, "It takes a village to raise a child," the debate over the role of government and communities in supporting families and children has become a focal point. While early childhood education centered on the fundamentals of math, reading and writing, secondary education was primarily for men to learn practical skills in order to support a family. Higher education in America is a product of an extended evolutionary process. Religious economic, educational and societal issues have influenced higher education throughout the history of the United States.
During Colonial times, the notion of higher education in America can be credited to apprenticeship agreements and/or religious training. The first formalized higher learning schools during Colonial times were focused on producing Puritan ministers and clergy.
While religious training dominated higher learning, vocational skills become a prominent topic among American educators as a result of the shift to an industrial economic base. Thus, the Morrill Land Grant Bill was signed by Congress to set federal dollars aside for the establishment of Universities focusing on training students for jobs in agriculture, science, technology and mechanical arts for each state in the US. (1999)
The Private University
In 1636, Harvard University opened and students studying for the ministry were given free tuition. Next, Yale College as founded in 1701, followed by Princeton University, Stanford University, Brown University, Columbia University and Dartmouth College. While wealthy Philanthropists endowed many of the private institutions, states began funding their own colleges also with a strict emphasis on academics, law and/ or medicine but at lower tuition rates. (1965)
The Higher Education Act
After World War II, Congress passed the GI Bill in 1944 to give men returning from war the opportunity for free education. With industrial production still at an all-time high, The Higher Education Act (HEA) was enacted in 1965 so that federal scholarships and low-interest loans could be awarded to those students unable to afford tuition fees for higher learning. In addition, local community colleges were established while a separate education bill was passed to ensure the development and expansion of state dental and medical schools. (2009)
More importantly, the Higher Education law was intended “to strengthen the educational resources of colleges and universities and to provide financial assistance for students in postsecondary and higher education. Specifically, the Act increased federal money given to universities, created scholarships, gave low-interest loans for students, and established a National Teachers Corps. This was the first establishment of a "Financial Aid" system for students. Despite its reauthorization over the years, HEA is still active, set to expire at the end of 2013.
The Civil Rights Movement
From the early 1890s to 1915, Booker T. Washington was a dominant black political and educational leader in the United States. He established and led the Tuskegee Institute in Alabama, an all-black college for black students to gain access to higher learning. (1996)
With the Civil Rights movement, state colleges and universities started to become culturally diverse. Although African-Americans and women had their separate colleges, the Civil Rights movement directed public colleges and universities to accept students regardless of race, gender or nationality.
The Internet Bubble
The begining of the information-technology revolution can be marked by the rise (and fall) of several fast moving Interet companies recieving venture capital for growth from Silicon Valley. During this period, a multitude of small web-based companies hit the stock market at an all time record. From 1997 to 2001, individuals profited in an open market with a combination of rapidly increasing stock prices and market confidence that the companies would turn future profits in favor of technology. Cities all over the United States sought to become the next "Silicon Valley" by building network-enabled office space to attract Internet entrepreneurs regardless of educational background. Not surprisingly, the "growth over profits" mentality inevitably led some companies to engage in lavish internal spending, such as elaborate business facilities and luxury vacations for employees. Executives and employees who were paid with stock options instead of cash became instant millionaires when the company made its initial public offering; many invested their new wealth into yet more dot-coms. (2004) Unfortunately, the dot-com bubble popped almost as fast as it flew into town. By 2001 the bubble was deflating at full speed. A majority of the dot-coms ceased trading after burning through their venture capital, many having never made a profit.
Nevertheless, laid-off technology experts, such as computer programmers, found a glutted job market. University degree programs for computer-related careers saw a noticeable drop in new students. It was rumored that unemployed programmers were going back to school to become accountants or lawyers.
Higher Education Today
Today, a college education is a standard for most students after graduation from high school. According to the U.S. Census Bureau, more than 30% of U.S. adults 25 and older had at least a Bachelor's Degree in March 2011. During this time in California, the median household income averaged $62,000.00 per year. A student having graduated from a four-year college can expect to obtain a well-rounded secondary education and qualify for professional employment without having to worry about manual labor. A Bachelor's quickly becomes the normal standard as students continue to graduate from four-year college and universities.
In 2012, over 50% of U.S. adults reported having a Bachelor's Degree or higher. Thus, a higher salaried job requires a post-secondary degree. Needless to say, the employment market is more competitive than ever. As a result, there is an ever growing need for "specialists". The specialist is one who can emerse him/herself in the field so much so that they become an expert in the field. Even the young entreprenuer will seek out a "specialist" or expert for employment.
Thus, the age of the Internet and innovative technology revolution have still not changed the role of higher education as it continues to be the place for students to continue learning, hone their skills and develop into skilled practitioners.
Conclusion
Now, more than ever, adults are returning to school for added training or career transitions. The labor market is once again demanding a college degree along with specialized experience as well as completion of graduate school for higher paying jobs. Even with the Internet and a growing number of new technological advances to take into consideration, the demand still exists for specialization. Historically, secondary education was something that men completed on thier own accord in order to learn the necessary skills to support his family. Today, the student population is very diverse and tuition may be supported by the government or local community but the role of higher education remains unchanged.
References:
Burd, Stephen. (2003), “Institutions Serving Minority Students Propose Changes to Higher Education Act,” Chronicle of Higher Education 49, no. 26.
Glenn Altschuler and Stuart Blumin (2009) The GI Bill: The New Deal for Veterans
Gordon, Howard R. D. (1999). The History and Growth of Vocational Education in America. Needham Heights, MA: Allyn and Bacon.
Johnson, Keith V. 1996. "Some Thoughts on African Americans' Struggle to Participate in
Technology Education." The Journal of Technology Studies 22 (1):49 - 54.
Lane, Kristina. (2003), “Bill Would Expand Higher Ed. Access for Minorities, Low-Income Students,” Community College Week 16, no. 4: 3.
Laurence Veysey (1965) The Emergence of the American University
Armstrong, D., Henson, K., & Savage, T. (2009). Teaching today: An introduction to education
(8th ed.). Upper Saddle River, NJ: Pearson.
Lowenstein, Roger. (2004). Origins of the Crash: The Great Bubble and Its Undoing. Penguin Books; ISBN 978-1-59420-003-8.; pp. 114-115
Winner, Melinda (28 January 2009). "The Serious Need for Play". Scientific American.
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