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Reflections for May 1 and 3
Summary
This week my buddies worked with Ashley on their grammar apps. Then on Thursday Antonio Freeman from the Green Bay Packers gave an inspirational speech to the 5th graders at Curtis Strange. He talked to the kids about the importance of reading and getting good grades. My buddies were really excited to see him and i think that is was a wonderful experience for the students to be able to meet with him.

Reflections for April 24 and 26
Summary
would change if they were to do Storykit again. I was not there on Thursday but my buddies were able to work with one of the other groups and play with the new grammar apps on the iPad.

Reflections for April 24 and 26
Summary
We finished all of the Storykit Presentations and I thought that all the students did a great job! We had a group meeting with the entire class to talk about the presentations. Then we went back with our buddies and talked with them about the different things that we would change

Annotated Bibliography for May 10
“Augmentative and Assistive Technology”
1. How did the teacher use technology in this lesson/approach? Details – time, activities, products, etc.
In this article it talks about different types of assistive technology to be used for Augmentative communication. Then the article goes on to explain how to determine the need for communication devices, how to choose the correct device for a student, and possible warnings for using the devices.
2. How did the students use technology? Details – time, activities, products, etc.
The main thing that the students do is try out the different communication devices to find one that meets all of their needs. The most important thing is to make sure that the devices are age appropriate for the student.
3 & 4. How were students assessed? How were students’ content knowledge, skills, and/or technology skills evaluated? How were students provided feedback, remediation, and scaffolding?
In trying to find the right communication device for each student, the student’s daily activities need to be addressed so that the correct device will fit the student’s needs. It is also important to make sure that the adults, caregivers, and teachers in this student’s life are able to provide support for the student.
Citation: Written by Lisa Pulsifier Retrieved form: http://www.ehow.com/about_6630304_augmentative-assistive-technology.html

Assistive Technology Tools for Organizational Skills or Study Skills
“Assistive Technology Ideas for Studying and Organization”
Summary
This article is very helpful for students, parents, and teachers for tips and different types of technology to use in assisting students with their study habits and organizational skills. There are several areas that are covered in this article: Strategies and Modifications, Light- Tech, Higher-Tech, and Computer Software. Some examples of modifications that can be given by the teacher to the student to help the student with staying organized is for the student to come in early before school starts and go over what assignments and subjects that will be covered for that day and to help the student prioritized tasks by suggesting how much time the student should spend on any given task. An example of Light-Tech is to use talking clocks with the student to help them stay on their schedule. An example of Higher- Tech is using a digital recorder or videotaping the lessons so that the student can review it later. In the last section of the article an example of the Computer Software that is talked about is to use mind-mapping software or webbing software where the student can keep their thoughts and ideas organized.
Citation: Arizona Department of Education. (2012) Retrieved from: http://www.education.com/reference/article/assistive-technology-studying/?page=2

Annotated Bibliography for April 26
“Talking Calculators and Assistive Technology in Schools”
This article was about how to use talking calculators at school and at home. The talking calculators are designed for to be use by the visually impaired, blind, and other students who need help in math. It can also be used for at home tasks that involve math like balancing a checkbook or estimating budget expenses.
2. How did the students use technology? Details – time, activities, products, etc.
the screen.
3. & 4. How were students assessed? How were students’ content knowledge, skills, and/or technology skills evaluated? How were students provided feedback, remediation, scaffolding?
and trigonometry.
Citation: Schulte, Heather and Gromisch, Elizabeth Stannard. (2012) Published: June 30, 2010. Retrieved from:
http://www.brighthub.com/education/special/articles/76096.aspx

Annotated Bibliography for April 26
“Talking Calculators and Assistive Technology in Schools”
1. How did the teacher use technology in this lesson/approach? Details – time, activities, products, etc.
This article was about how to use talking calculators at school and at home. The talking calculators are designed for to be use by the visually impaired, blind, and other students who need help in math. It can also be used for at home tasks that involve math like balancing a checkbook or estimating budget expenses.
2. How did the students use technology? Details – time, activities, products, etc.
The students can use the calculator just like a normal calculator can be used. The numbers and key functions are displayed on a larger screen. When the student presses a button there is a voice-synthesizer that says the number or function that was pressed, and then when the answer appears it tells the student the answer that appears on the screen.
3. & 4. How were students assessed? How were students’ content knowledge, skills, and/or technology skills evaluated? How were students provided feedback, remediation, scaffolding?
Students can be assessed to see if this is a tool that could be incorporated into their IEP, because the calculators can be a bit expensive. There are two different types of talking calculators, one that just does basic functions like adding, subtracting, multiplication, and division. Then there is also a type of talking calculator that older students can use for algebra and trigonometry.
Citation: Schulte, Heather and Gromisch, Elizabeth Stannard. (2012) Published: June 30, 2010. Retrieved from:
http://www.brighthub.com/education/special/articles/76096.aspx

Flash Card Machine - "How the site works...."
Please click on th elink below to view how to use the website called "Flash Card Machine."
http://screencast.com/t/8RnZmYjsofao

Reflections
Reflections on Presentations for April and 19
Summary
Once again I was very impressed with how well the students listened to their classmates and were quiet for the presentations. There was one point during the transition between presentations on Thursday when the students got a little loud, but all the teacher had to do was say, “5, 4, 3, 2, 1.” By “2” all of the students were quiet.
Both of my buddies presented on Tuesday. Heather went first and she did struggle a little bit with her presentation in using a loud enough voice and looking up at the audience from time to time. But I know that she was really nervous about this. She had been talking about how she didn’t like to present in front of people for the past few weeks. We can work on that, though. But I still thought she did a great job! My other buddy also presented on Tuesday. JJ really did not seem to have a problem speaking up and looking at the audience but he really didn’t look like he was having much fun. The principal called him out about not smiling during his presentation. I didn’t anticipate that JJ wouldn’t smile during the presentation, (he only informed me that he didn’t smile for pictures.) We’ll have to work on that for next time. But I also thought that JJ did a great job on his presentation!