Final Synthesis

Running head: FINAL SYNTHESIS PROJECT








Final Synthesis Project
Patricia A. Moore
Western Michigan University
Telecommunication for Teaching and Learning
EDT 5410
Sharon Peterson
April 20, 2008
Final Synthesis Project
In partial completion of the requirements for EDT 5410, for this project, I have designed an instructional product that incorporates two tools which I had the opportunity to explore during this past semester.
Target audience
This activity is structured for current teachers of students with mild cognitive impairments and for students in undergraduate special education teacher preparation programs. This activity is developed for K-12 special education center-based school programs.
Learning objectives
Using two online tools, learners will develop a life goal curriculum using the Diagnostic, Prescriptive and Evaluation (DPE) approach. The DPE is a life goal curriculum approach to teaching students with mental retardation. Using Google Notebook the emphasis will be on addressing realistic goals based on the student’s Individualized Educational Plan with prescribed procedures for evaluating progress and goal attainment. Significant emphasis will be placed upon determining realistic attainable goals. After the diagnostic step, the prescription process begins whereby the goals are taught from a specific lesson to a more general lesson. The final step involves evaluation the prescriptions to determine the continued efficacy or the need to modify and or adjust the goals. These procedures play a significant role in the daily class.
Using Picnik photo editing, SPED professionals will create an album for each student and save pictures related to their environments in terms of where students will live, work, and play after they leave school. This tool can also assists in teaching skills that prepare the students to function successfully in those environments. At the end of the year, SPED teachers will have a digital portfolio to demonstrate appropriately applied procedures to assist students with independent functioning. For example, images will portray several students were working on objectives for eating, toilet use, dressing and undressing and cleanliness. indicated the goal was to follow the sequence of identifying skills which will prepare the students to function successfully where they live, work and play after they leave school. These goals are realistic and generalized to real life settings. The goals were clearly identified on the student’s IEP with ongoing monitoring to determine continued appropriateness.

Description of lesson/intervention
The first online tool which will be incorporated into this lesson consists of “Google Notebook.” Google Notebook is a free service offered by Google that provides a simple way to save and organize clips of information when conducting research online. This personal browser tool permits a user to write notes, and to clip text, images, and links from pages during browsing. These are saved to an online "notebook" with sharing and collaboration features. This tool will allow you to set up and save your student’s life goal curriculum. As you develop the curriculum, you will clip and save appropriate information which you can reference later.
The next tool you will integrate into this lesson is Picnik online photo editing. This tool allows you to upload photos or images from your computer or from the web. Picnik’s basic editing tools are comparable with other photo editing software such as Hewlett Packard. You can also import photos from your computer, Facebook, Flickr, Yahoo Image search and Picasa Web Albums.
Artifacts
http://docs.google.com/Doc?id=dqfcp6b_0f3drkddd
http://s255.photobucket.com/albums/hh151/patriciamsw/?action=view&current=1b318a20.pbr
(In order to view the above links touch ctrl + click) These links provide examples of the online tool used to develop the life goal curriculum for students with mild cognitive impairments.
Justification
This lesson might easily be created using the simple pencil and paper approach. Perhaps you might even consider still photos taken with an automatic camera. The photos could then be pasted to paper scrapbook or placed in a photo album for later viewing. On the other hand, there are several benefits to integrating computer imagination and technological tools within your curriculum.
There are several justifications for using of Computer Imagination. Our readings from Week 2 state “Computer imagination takes advantage of the computer's strengths. A Web site is computer imaginative if it exploits the strengths of the Web to achieve an important goal, whether it is learning, entertainment, information, brand identification, or increased sales.” The integration of the technological tools discussed in this final synthesis significantly enhances not only the skills of the SPED teachers but the acquisition of knowledge and skills development for students with special learning needs.
When we consider the development of the Life Curriculum, the learner can regularly store and update information in expansive, hyperlinked methods. The Google Notebook allows for the use of sophisticated websites and online database searched. There are opportunities to acquire and share information with colleagues and peers through instant messaging, email links and web sites.
The concept of community of users is appealing for SPED teachers as well as the students they instruct. Unlike methods which require excessive time, travel and other logistical constraints, these technology tools can meet the needs of multiple users without the concerns of time or location.

Chapter 31: Emerging Instructional Technologies

The authors in chapter 31 discussed emergent technologies which if follows past trends, will significantly impact future instructional design technologies. They speak of a paradigm shift impelled by a continuously developing ecological structure. One of the key aspects of this reading focused on Advanced Performance Tracking. As I read this section, I thought wow! I can imagine improving my racquetball game and maybe my golf game. The authors suggested that one could” slip into a body glove” which covers you from head to toe. This body glove according to the authors would “incorporate an intricate electrical grid that transmits precise body position and relative movement information to a personal computer located several feet away”. Wow! I could actually perform tracking and feedback to improve my swing, positioning for racquetball and golf. During my matches, I often think of what I need to focus on to improve my performance. This system can also be used to assess academic deficiencies and target areas which need further development.

Sounds sci-fi…..interestingly as a child, I could never imagine a cell phone or even an electronic car starter. This chapter presented some intriguing concepts. When I think about the body glove, I also think about the portable tens unit which sends electronic surges into your muscles for healing?

As I reflect on the technological tools and select readings presented in this course, I have a sense of wonder and an appreciation for the technological advances emerging in our global society. This course created opportunities for me to explore technological tools that I either took for granted or simply did not know they existed. There were several tools and programs which I found fascinating though I had the most fun with Google Maps, Camtasia Studio, and Photo sharing. The online photo sharing tools were fun once I figured out the specifics such as how to add titles and tags.

Web-based Programs

The two web-based programs I reviewed were Ajax and Picnik. I was immediately impressed with the colors and layout of each program. In terms of Ajax, this is yet another program which allows you to create web presentations and documents. It was fairly easy to navigate and I could recognize some similarities to other office programs. When I first opened the demo, it was a bit slow to load but once loaded the program was slow to advance and at one point, my laptop frozen. After rebooting, I just simply admired the icons on the desktop. This happened repeatedly and I can only suggest that this program is in conflict with my Vista software. After a while, I gave up and read through some of the application descriptions. Some of the applications which are comparable to other windows programs include: listening and organizing music, personalizing your desktop, storing documents and such.

Picnik (photo editing) was fun to explore. I likened it to my HP photo software…in some ways. With this photo software, it appears easy to upload photos or images from my computer or from the web. I actually have a webcam on my laptop and play around with the software to capture and upload my still photos. While picniking I noticed you can gather photos and images from or upload to Webcam Photo, MySpace, Flickr, Facebook, Photo bucket and such. The photo editing features were also easy to navigate. I might add that when I reviewed this web-based program, I accessed it through Internet Explorer as opposed to Mozilla Firefox. I had major challenges with Mozilla (my default Internet search engine).

Chapter 30

Chapter 30 focused on promoting effective cognitive processes in learners through the use of rich media. The authors discussed the use of illustrations and animations to reach learners. These are intriguing concepts. One thing that quickly came to mind was differentiating instructions. The two tangibles I would take away from the chapter involve: 1) Employing Design Principles Particularly for Inexperienced Learners and 2) Scaffolding in Making Sense of a Simulation. These are ideas which I believe are easily applied to my teaching and leadership for successful student achievement.

According to the author, “the learner’s level of prior knowledge is the single most important individual difference variable in learning and is the most important characteristic to know to help you design appropriate training” (pg. 320). In my building and professional practice, educational outcomes for all learners is predicated on linkages to meaningful and worthwhile teaching and learning experiences. As educators, our primary focus is to prepare students to meet the challenges of our global economy. We have to be receptive to modifying instruction for students with “low knowledge”.

Scaffolding in Making Sense of Simulation is another tangible I can take away from my readings. Through this process, we have the ability to support student achievement and facilitate student learning. We begin by communicating a process, which can take on many forms. For example, using media, lecture or group discussion. Our next step in the process might involve coaching or prompting students. Finally, we elicit a response or create opportunities for students to reflect on their desired goals or activity related to learning. Ideally, students will begin to make sense of our simulation or the scaffolding process, to the degree where they can perform a task without the concept of scaffolding.