Mindtools
The term mindtool refers to a “computer-based” application or program designed to promote critical thinking and enhance learning (Jonassen, 2000, p. 9). Mindtools assist the mental activities of users while advancing their thought processes (Jonassen, 2000, p. 10). The underlying objective of mindtools is to maximize the effectiveness of cognitive endeavors (Jonassen, 2000, p. 10). Based on this description, Microsoft PowerPoint distinguishes itself as a prime mindtool. PowerPoint is sold as a part of Microsoft Office, which can be accessed online with a simple Google search and downloaded conveniently on most computers. Its distinct icon resembles an uppercase letter P and is quite noticeable on the desktop of most computers. PowerPoint allows users to create imaginative slideshows with various font styles and colors. Users can customize the background of each slide by selecting from a range of themes. In addition to determining the details of each slide’s text and backdrop, PowerPoint allows users to insert digital images and video clips. After designing and editing all slides desired for a particular presentation, users can proceed from one slide to the next by clicking the mouse or pressing any key on the keyboard.
PowerPoint 2013 has enhanced features not available with PowerPoint 2010. The presenter view enables teachers and student presenters to have detailed notes on their screens that cannot be viewed by the class. This option allows slides to consist of main points and compelling images, rather than excessive amounts of text. The 16:9 ratio is a new default size for slides that is more compatible with HD viewing. Tables, charts, and graphs can be created, inserted, and customized. Downloading Office Mix provides options including interactive quizzes, slide/screen recordings, and annotations. Video uploads can be published to a Mix account with private or public settings. These videos can be used for teacher webpages and made available for students that are absent.
The primary purpose of PowerPoint is cognitive partnership, which entails a division of responsibility between the mindtool and its user. Programs with this purpose augment the user’s thinking capacities while allocating the responsibility of performing tasks. By consulting the mindtool as a partner, the user delegates tedious memorization responsibilities to the computer and becomes free to engage in constructive thinking (Jonassen, 2000, p. 13). The fundamental objective of cognitive partnership is to assign the user duties for which he or she is most suited while assigning the mindtool duties for which it is most suited (Jonassen, 2000, p. 13). For example, human teachers tend to be better than mindtools at presenting material and assessing the reactions of students. Conversely, mindtools often prove more proficient than teachers at retaining large quantities of information (Jonassen, 2000, p. 13). Additionally, they can hold the attention of 21st century students accustomed to using technology for entertainment on a daily basis. PowerPoint adapts for both visual and auditory learners. Correspondingly, PowerPoint assumes the responsibility of storing lesson material while the teacher presents information and interacts with students. The responsibilities of teaching are thereby shared between the mindtool and the teacher, each according to their strengths.
Jonassen enumerates nine criteria for determining whether a program can be classified as a mindtool. Evaluating PowerPoint by his standards affirms its status as a mindtool. For instance, the software application is indeed “readily available” and reasonably easy to access (Jonassen, 2000, p. 18). PowerPoint is also computer-based (Jonassen, 2000, p. 18). The program is affordable and typically included in Microsoft Office (Jonassen, 2000, p. 18). PowerPoint can be utilized for knowledge construction by reflecting a person’s knowledge and displaying his or her interpretations (Jonassen, 2000, p. 18). The program is also generalizable, which means it can “represent knowledge or content in different areas or subjects” (Jonassen, 2000, p. 18). Teachers in virtually all academic fields can use PowerPoint to enhance their lessons.
PowerPoint promotes a deeper level of critical thinking than would be possible through an unassisted lecture (Jonassen, 2000, p. 18). The program also facilitates transferable learning, which refers to the acquisition of critical thinking skills that can be applied in various fields of study (Jonassen, 2000, p. 18). For instance, the cognitive skills gained from using PowerPoint in a Social Studies classroom can prove similarly beneficial in Mathematics. PowerPoint reveals itself to be refreshingly simple with “powerful formalism” (Jonassen, 2000, p. 18). It provides a straightforward yet effective means of thinking and accomplishing tasks. PowerPoint also distinguishes itself as “easily learnable” (Jonassen, 2000, p. 18). An individual can gain familiarity with its basic features in a relatively short amount of time.
PowerPoint can be used for educational purposes by accompanying lessons and enhancing the presentations of teachers. For example, teachers can use the program to organize content and make it aesthetically pleasing. They can also use it to provide students with notetaking assistance. By displaying vivid illustrations, PowerPoint helps students visualize the subject matter while holding their attention and appealing to multiple types of learners. Audio, website links, and interactive features keep students actively engaged during the learning process. Students absent from class or experiencing difficulty with particular concepts can access the material from home. The program enlivens subjects that might otherwise seem uninteresting without visual or auditory aids. It promotes creativity while facilitating exciting presentations rather than dry lectures.
Reference
Jonassen, D. H. (2000). Computers as mindtools for schools. Columbus, OH: Prentice Hall.
PowerPoint 2013 has enhanced features not available with PowerPoint 2010. The presenter view enables teachers and student presenters to have detailed notes on their screens that cannot be viewed by the class. This option allows slides to consist of main points and compelling images, rather than excessive amounts of text. The 16:9 ratio is a new default size for slides that is more compatible with HD viewing. Tables, charts, and graphs can be created, inserted, and customized. Downloading Office Mix provides options including interactive quizzes, slide/screen recordings, and annotations. Video uploads can be published to a Mix account with private or public settings. These videos can be used for teacher webpages and made available for students that are absent.
The primary purpose of PowerPoint is cognitive partnership, which entails a division of responsibility between the mindtool and its user. Programs with this purpose augment the user’s thinking capacities while allocating the responsibility of performing tasks. By consulting the mindtool as a partner, the user delegates tedious memorization responsibilities to the computer and becomes free to engage in constructive thinking (Jonassen, 2000, p. 13). The fundamental objective of cognitive partnership is to assign the user duties for which he or she is most suited while assigning the mindtool duties for which it is most suited (Jonassen, 2000, p. 13). For example, human teachers tend to be better than mindtools at presenting material and assessing the reactions of students. Conversely, mindtools often prove more proficient than teachers at retaining large quantities of information (Jonassen, 2000, p. 13). Additionally, they can hold the attention of 21st century students accustomed to using technology for entertainment on a daily basis. PowerPoint adapts for both visual and auditory learners. Correspondingly, PowerPoint assumes the responsibility of storing lesson material while the teacher presents information and interacts with students. The responsibilities of teaching are thereby shared between the mindtool and the teacher, each according to their strengths.
Jonassen enumerates nine criteria for determining whether a program can be classified as a mindtool. Evaluating PowerPoint by his standards affirms its status as a mindtool. For instance, the software application is indeed “readily available” and reasonably easy to access (Jonassen, 2000, p. 18). PowerPoint is also computer-based (Jonassen, 2000, p. 18). The program is affordable and typically included in Microsoft Office (Jonassen, 2000, p. 18). PowerPoint can be utilized for knowledge construction by reflecting a person’s knowledge and displaying his or her interpretations (Jonassen, 2000, p. 18). The program is also generalizable, which means it can “represent knowledge or content in different areas or subjects” (Jonassen, 2000, p. 18). Teachers in virtually all academic fields can use PowerPoint to enhance their lessons.
PowerPoint promotes a deeper level of critical thinking than would be possible through an unassisted lecture (Jonassen, 2000, p. 18). The program also facilitates transferable learning, which refers to the acquisition of critical thinking skills that can be applied in various fields of study (Jonassen, 2000, p. 18). For instance, the cognitive skills gained from using PowerPoint in a Social Studies classroom can prove similarly beneficial in Mathematics. PowerPoint reveals itself to be refreshingly simple with “powerful formalism” (Jonassen, 2000, p. 18). It provides a straightforward yet effective means of thinking and accomplishing tasks. PowerPoint also distinguishes itself as “easily learnable” (Jonassen, 2000, p. 18). An individual can gain familiarity with its basic features in a relatively short amount of time.
PowerPoint can be used for educational purposes by accompanying lessons and enhancing the presentations of teachers. For example, teachers can use the program to organize content and make it aesthetically pleasing. They can also use it to provide students with notetaking assistance. By displaying vivid illustrations, PowerPoint helps students visualize the subject matter while holding their attention and appealing to multiple types of learners. Audio, website links, and interactive features keep students actively engaged during the learning process. Students absent from class or experiencing difficulty with particular concepts can access the material from home. The program enlivens subjects that might otherwise seem uninteresting without visual or auditory aids. It promotes creativity while facilitating exciting presentations rather than dry lectures.
Reference
Jonassen, D. H. (2000). Computers as mindtools for schools. Columbus, OH: Prentice Hall.
Digital Citizenship Informational Video
Using a Web 2.0 tool known as PowToon, I have created an informational video on the crucial topic of Digital Citizenship. The purpose of my video is to provide secondary education students with a concise yet comprehensive overview of Digital Citizenship by exploring its core components and academic implications. The video opens with a brief introduction to the concept of Digital Citizenship and describes the significance of being a member of the Digital Age. Subsequently, the video delves into the heart of Digital Citizenship by emphasizing the importance of using technology safely, responsibly, and effectively. With this foundational knowledge provided, the video proceeds to systematically explain and provide examples of safe, responsible, and effective uses of technology. Visual aids serve to enhance the explanations of all three categories. Each section is designed to inform students of practices to adopt and, conversely, conduct to avoid. The video offers specific advice to help students become proficient digital citizens.
https://www.powtoon.com/online-presentation/b4hcWmXZcVi/richard-scarper-tled-617-digital-citizenship/
https://www.powtoon.com/online-presentation/b4hcWmXZcVi/richard-scarper-tled-617-digital-citizenship/
Diverse Learners Chat
One of my classmates and I spent a significant amount of time discussing the Virginia Department of Education’s definition of Educational Technology and the Individuals with Disabilities Education Act (IDEA)’s definition of Assistive Technology. We meticulously analyzed the specific wording of each description while considering their subtle implications. Based on our collective understanding of these terms, the use of Microsoft Word on a laptop by a student with a writing impairment would not be classified as assistive technology if six other students were using the same equipment. IDEA stipulates that assistive technology is “specifically identified for persons with a disability who require a device or service” ("Assistive technology: A framework for consideration and assessment, Virginia Department of Education," 2008, p. 3). Microsoft Word does not fit this description, since it was not prescribed exclusively for the individual with a writing impairment. Numerous students without disabilities are benefitting from the same arrangement.
After considering the scenario and consulting our readings, my classmate and I agreed that Microsoft Word would not constitute assistive technology in this case. We referred to the Assistive Technology Framework document and observed that a piece of technology is not necessarily assistive simply because a student with a disability uses it. The majority of instances in which students with disabilities use technology in the same manner as their classmates are not cases of assistive technology. For instance, if two students with learning disabilities are using scientific calculators alongside the rest of their classmates, the devices would not be assistive technology ("Assistive technology: A framework for consideration and assessment, Virginia Department of Education," 2008, p. 4). Similarly, based on our shared interpretation of the aforementioned definitions, the student with a writing impairment would not be using assistive technology in the scenario described.
After reaching this conclusion, my classmate and I turned our attention to the process of determining which assistive technologies are suitable for a student. We studied the distinct roles of each mandatory participant in IEP teams and assistive technology assessment teams. Based on our findings, each member can prescribe resources deemed appropriate and influence decisions regarding assistive technology. Theoretically, all members are equally responsible for determining which resources suit the child in question ("Assistive technology and the IEP (fact sheet), The Family Center on Technology & Disability," 2015, p. 1). My classmate and I explored multiple dimensions of IEP teams and the processes they undertake.
Following our discussion of whom is most responsible for decisions regarding a student’s assistive technology, my classmate and I examined the Student, Environment, Task, Tools (SETT) framework. We contemplated each component of SETT while dissecting its structure. With regard to the Student section of SETT, the framework rightly takes into account the needs, areas of concern, and current capabilities of the student. Regarding Environment, the framework promotes consideration of physical and instructional arrangements, levels of support provided, equipment and resources available, and people present. With regard to Tasks, SETT compels users to consider actions that must occur to facilitate progress toward IEP objectives and active participation. According to the framework, an assessment team analyzes “information gathered on the Student, the Environments, and the Tasks” and uses it to determine appropriate tools ("Assistive technology: A framework for consideration and assessment, Virginia Department of Education," 2008, p. 11).
After studying the SETT framework and pondering elements it might have omitted, my classmate and I concluded that SETT includes all necessary components for making decisions regarding assistive technology. We did not identify anything crucial it neglects. Whether mentioned explicitly or referred to indirectly, the SETT framework encompasses all essential considerations. “In virtually every case, … any questions which arise will relate to one of the areas of the SETT Framework” (Zabala, n.d., p. 2). The four components are broad enough to address practically any issue or concern.
After considering the scenario and consulting our readings, my classmate and I agreed that Microsoft Word would not constitute assistive technology in this case. We referred to the Assistive Technology Framework document and observed that a piece of technology is not necessarily assistive simply because a student with a disability uses it. The majority of instances in which students with disabilities use technology in the same manner as their classmates are not cases of assistive technology. For instance, if two students with learning disabilities are using scientific calculators alongside the rest of their classmates, the devices would not be assistive technology ("Assistive technology: A framework for consideration and assessment, Virginia Department of Education," 2008, p. 4). Similarly, based on our shared interpretation of the aforementioned definitions, the student with a writing impairment would not be using assistive technology in the scenario described.
After reaching this conclusion, my classmate and I turned our attention to the process of determining which assistive technologies are suitable for a student. We studied the distinct roles of each mandatory participant in IEP teams and assistive technology assessment teams. Based on our findings, each member can prescribe resources deemed appropriate and influence decisions regarding assistive technology. Theoretically, all members are equally responsible for determining which resources suit the child in question ("Assistive technology and the IEP (fact sheet), The Family Center on Technology & Disability," 2015, p. 1). My classmate and I explored multiple dimensions of IEP teams and the processes they undertake.
Following our discussion of whom is most responsible for decisions regarding a student’s assistive technology, my classmate and I examined the Student, Environment, Task, Tools (SETT) framework. We contemplated each component of SETT while dissecting its structure. With regard to the Student section of SETT, the framework rightly takes into account the needs, areas of concern, and current capabilities of the student. Regarding Environment, the framework promotes consideration of physical and instructional arrangements, levels of support provided, equipment and resources available, and people present. With regard to Tasks, SETT compels users to consider actions that must occur to facilitate progress toward IEP objectives and active participation. According to the framework, an assessment team analyzes “information gathered on the Student, the Environments, and the Tasks” and uses it to determine appropriate tools ("Assistive technology: A framework for consideration and assessment, Virginia Department of Education," 2008, p. 11).
After studying the SETT framework and pondering elements it might have omitted, my classmate and I concluded that SETT includes all necessary components for making decisions regarding assistive technology. We did not identify anything crucial it neglects. Whether mentioned explicitly or referred to indirectly, the SETT framework encompasses all essential considerations. “In virtually every case, … any questions which arise will relate to one of the areas of the SETT Framework” (Zabala, n.d., p. 2). The four components are broad enough to address practically any issue or concern.
Diverse Learners Wiki
Resource 1: Evernote
Evernote is a tool designed to assist individuals, particularly students, with notetaking. By allowing users to record and store audio files, the program provides a means for students to collect, organize, access, and study information from lectures. Evernote is compatible with numerous technological devices such as tablets and smartphones. Students can use their preferred devices to capture the words of teachers and play back entire class sessions as many times as necessary. Such capabilities prove especially beneficial to students with learning difficulties.
Many students struggle to maintain pace with their teachers’ spoken words. It can be challenging to write or type information presented during lectures in the brief amount of time allotted. Students also experience difficulty when attempting to write and listen at the same time. Equally troublesome is the inability of some students to read their own handwriting. Evernote serves as a solution to these complications by eliminating the need to write or type every word spoken by teachers. Evernote relieves students of the pressure to copy notes quickly at the expense of missing crucial information. By using this revolutionary tool, learners can attain all necessary lecture content and access it at their convenience.
http://atcoalition.org/video/evernote-taking-lecture-notes-easy-way
Resource 2: HelpKidzLearn from Inclusive Technologies
HelpKidzLearn is an online resource database that offers a wide range of educational tools. It includes interactive games, activities, and Apps while functioning as a gateway to a vast array of learning devices. The website can be conceptualized as a resource that contains many other resources. HelpKidzLearn features over ninety educational games designed for a diverse range of users. The website provides activities for students with various types of disabilities. Teachers and parents across the globe consult HelpKidzLearn when selecting resources to suit the needs and objectives of their students.
The games and activities featured on HelpKidzLearn can be accessed by various means including keyboard and mouse, touch screen, and eye gaze. Among the website’s most popular resources is ChooseIt!Maker 3, which allows users to customize learning materials with personalized text, images, and audio files. HelpKidzLearn includes over fifty educational activities and provides opportunities for users to sample its resources for free. HelpKidzLearn also utilizes myGazeEyeTracker and EyeGaze Learning Curve technology.
http://atcoalition.org/training/helpkidzlearn-inclusive-technologies
http://www.helpkidzlearn.com/login
Evernote is a tool designed to assist individuals, particularly students, with notetaking. By allowing users to record and store audio files, the program provides a means for students to collect, organize, access, and study information from lectures. Evernote is compatible with numerous technological devices such as tablets and smartphones. Students can use their preferred devices to capture the words of teachers and play back entire class sessions as many times as necessary. Such capabilities prove especially beneficial to students with learning difficulties.
Many students struggle to maintain pace with their teachers’ spoken words. It can be challenging to write or type information presented during lectures in the brief amount of time allotted. Students also experience difficulty when attempting to write and listen at the same time. Equally troublesome is the inability of some students to read their own handwriting. Evernote serves as a solution to these complications by eliminating the need to write or type every word spoken by teachers. Evernote relieves students of the pressure to copy notes quickly at the expense of missing crucial information. By using this revolutionary tool, learners can attain all necessary lecture content and access it at their convenience.
http://atcoalition.org/video/evernote-taking-lecture-notes-easy-way
Resource 2: HelpKidzLearn from Inclusive Technologies
HelpKidzLearn is an online resource database that offers a wide range of educational tools. It includes interactive games, activities, and Apps while functioning as a gateway to a vast array of learning devices. The website can be conceptualized as a resource that contains many other resources. HelpKidzLearn features over ninety educational games designed for a diverse range of users. The website provides activities for students with various types of disabilities. Teachers and parents across the globe consult HelpKidzLearn when selecting resources to suit the needs and objectives of their students.
The games and activities featured on HelpKidzLearn can be accessed by various means including keyboard and mouse, touch screen, and eye gaze. Among the website’s most popular resources is ChooseIt!Maker 3, which allows users to customize learning materials with personalized text, images, and audio files. HelpKidzLearn includes over fifty educational activities and provides opportunities for users to sample its resources for free. HelpKidzLearn also utilizes myGazeEyeTracker and EyeGaze Learning Curve technology.
http://atcoalition.org/training/helpkidzlearn-inclusive-technologies
http://www.helpkidzlearn.com/login
BYOD Guide
http://www.easel.ly/create/?id=https://s3.amazonaws.com/easel.ly/all_easels/1596330/1459440882&key=pri