Meghan+McArdle

Oh, hi.

This is the html page that I made for my ISTC 301 course in Spring 2012.

media type="custom" key="12702196" This is a Voki that I created to discuss technology standards in the classroom.

**Responses/Reflection to Learning Styles and CAST Website Resources** Just as my future students will have personal styles of learning, I too have my own strengths and approaches. After completing the learning styles survey, it was suggested that I was a Visual/Nonverbal learner, though my Visual/Verbal score was nearly the same. This was interesting to me because the "visual" element was strong in both of these categories, though I do not consider myself that strong of a visual learner. I have, however, recognized that I attach very well to concepts and that I rely on these concepts to help me remember independent, factual details. Given the survey's interpretation of my learning style, this makes sense because there is a heavy emphasis on the use of graphic organizers, symbols, pictures, and diagrams to represent words, phrases, and more individualized ideas. Personally, graphic representations are not always the best strategy for me, but more often than not, they are perfect because they illustrate a quick frame of reference for the details within a larger idea. Because of this, the suggestion of using flashcards with symbols and pictures is appealing to me, and I may use it in the future. I believe that the CAST website could be an excellent resource for teachers. For example, I loved seeing the various book resources. There were many books available to read and explore, but there was also a fantastic book-builder resource. I would love to see my future students using something like this in order to articulate and publish their ideas. Also, despite the large quantity of information and resources, the site was relatively easy to navigate. For example, the textbook resource was broken into its individual chapters, and within these chapters key words were hyperlinked to their definitions, facilitating reader understanding and providing a means of differentiation even at the college level. Also, the chapter links were included, and were much more accessible than printed links because they were simply one click of the mouse away, thus making it much more enticing to explore--to see what supplemental information is available. The information in //Teaching Every Student in the Digital Age// was not only presented well, but was applicable to my future as a teacher. In my classroom, I want to do the best by all of my students; however these children will be individuals with their own background experiences, strengths, and concerns. In Chapter 5, the text uses the example of the eTrekker prototype. This UDL tool would allow students to keep track of their goal (keeping it promptly displayed at all times) while transitioning step-by-step through the research process. In my future classroom, when I use UDL tools like eTrekker, my students will be supported and guided to pursue their own learning in ways that work best for them. On the CAST site, I participated in two activities. I loved that these were interactive, allowing me choice of the context of my learning. This made it much more meaningful to me because I was incorporated in a process rather than simply reading a list of abstract ideas, which was great because I could see how the UDL principles could apply to real-life situations. There are times, though, when I personally would not enjoy participating in this sort of activity. Sometimes, I would prefer to be given a more direct concept so that I could make sense of it in my own way. Overall, of course, these activities were wonderful examples. I don't think that I gained much new insight into my strengths and talents, but I was able to directly relate it to the potential of a cohesive group in which everyone has something they can contribute whether it be their past experiences, understandings, or current enthusiasm and positivity. This is very relatable to a classroom because my students will be figuring out who they are, what they have to offer, and what they are interested in understanding more about--something that problem solving in a group, for example, can help them develop. Overall, the approach that CAST takes to developing differentiated instruction makes a lot of sense. It recognizes that universally, all students are individuals; therefore, it calls attention to how specific domains (representation, expression, and engagement) can be targeted and manipulated for the individual student. I would like to see more of CAST in application. Examples of how CAST is applied in current classrooms, and practice applying ideas to an actual lesson that I would write and teach.

__**Assistive Technology Reflection**__
The wide range of available websites and videos about assistive technology makes it obvious that there is an ever-increasing variety of tools and ideas--especially over the past two decades. Despite all of the options available, of course, the efficiency of a tool depends on if it being applied effectively. Because of this, the best assistive technology for an individual can vary greatly (or minutely) from person to person and need to need. Because of the intricate nature of these varieties, assistive technology can be expensive to purchase or replace, causing some schools to overlook some of the best options for its students. Fortunately, there is a growing call for assistive technology, and more and more students are finding tools to best correspond with their learning needs.  In the video, //Assistive Technology Enabling Dreams//, a boy Lucas wanted to play the euphonium, a musical instrument largely controlled by its three keys. Lucas has extremely limited control over his limbs, but he still chose to play the notes he could. Incredibly, a piece of assistive technology was created that could allow Lucas control over the three euphonium keys despite his physical limitations. This was incredible! Lucas found a passion for music, and even expressed hope to take his studies to the college level.  I also appreciated the assistivetech.net site that offered thousands of products to support a wide range of areas: hearing, posture, mobility, mental functioning, oral motor movements, sight, perception of odors and flavors, touch and pain reception, voice/speech actions, etc. This site was wonderful because it organized tools by their targeted purpose, simplifying browsing.  If applied correctly, assistive technology opens students with diverse learning needs to a way of life in which their needs can be supported, and their strengths can be capitalized upon in order to participate efficiently in (and even excelling in) the academic world and society.  In my elementary, middle, and high schools, I'm sure we had students who used pieces of assistive technology, but I am just as sure that even more students would have benefited greatly from it. Unfortunately, the only major assistive technology that I saw in frequent use were mobility devices like wheelchairs. I feel like this is a reflection on my schools' priorities and understanding surrounding assistive technology because in the time that I was in Queen Anne's County Public Schools, there were certainly a lot of available options, but it would have required a little bit of effort and funding to bring to schools.  Overall, I have come to the conclusion that while assistive technology can be expensive, it may enable a child to learn and grow, making it completely worth its cost. Many varieties of assistive technology are available, but they will only be effective if someone (like me as a future teacher or my future administration) takes the time to find and adapt products, making them accessible to students. Essentially, assistive technology is not a one-size-fits-all tool, and it should be selected and adapted for many individuals in our learning community.

__** THEORY/THEORIST GLOGS **__ media type="custom" key="14056674"

=__**VIRTUAL FIELD TRIPS**__= The virtual field trip experience opens students to a much more massive, accessible world of information. Students can get an up-close look at images, documents, and videos that relay information about other places, people, and/or times. On the New Bedford, Massachusetts page, for example, students could click through a variety of categories and specific tales, while being immersed in a given background audio that reflected the information or period of the online exhibit. I feel that virtual field trips would be great tools to accompany and expand on lessons, giving visual details to support content. For example, I am currently designing a unit plan that explores natural disasters including volcanic eruptions. One site that I found ([]) allows students to learn about volcanoes around the world, their different types, what they look like inside, and to experiment with building (and erupting) their own volcano. This is an opportunity that students would not be able to do in person, especially if they are from Maryland and do not have a nearby volcano to visit. Essentially, students would be able to add context to information, and could further explore given sites either at home or in a local library. Unfortunately, the virtual field trip has its limitations. It is not a comprehensive replacement for the tangible experience of traveling somewhere, talking directly to different people, and maybe physically participating in related activities.

Here is a link to my digital story. It is an introductory overview of my recent trip to Honduras with TU's Students Helping Honduras chapter. 

 I have attached my final here: