Mobile Devices in the Inclusive Classroom - Part 2 - Using the Right Tool for Learning: Apps, Software and the Cloud!

This is the 2nd webinar for the course Mobile Devices in the Inclusive Classroom, with by AT Specialist Mike Marotta. The webinar focuses on Accessible Instrucional Materials (AEM), accessibility issues and selection of apps and/or extensions when transitioning individuals with disabilities to work and/or higher education.

Want to learn more?  Watch the entire Mobile Devices in the Inclusive Classroom series...

 

 

Transcript: 

- [Voiceover] As we go through our week today, we're going to talk about, basically we'll talk about the fun stuff. We'll talk about the apps, the software, and the cloud. Everything that we start using on these mobile devices, we're going to start talking about that this week. It's going to continue on to next week so they'll be in between activities that we'll work on so make sure that you check in to the online platform and see the activities that are there because what we'll end up doing today is we'll hit on some of the tools but there's certainly no way we'll come across all of them today. And even all of them next week. There's just too many tools out there. So what we, what I did today was try to structure something for us, to give a snapshot of tools and a little bit of a dive into them and then what we'll do is through your own exploration, hopefully you'll be able to explore deeper and we'll be able to share those experiences with all of us as we go through.

As we, well let me take a step back. Before we dive in to week two, just a week one review and on the CTD website, there was a few activities for you guys to work on and I was going through and I noticed that there wasn't any activity in the forum so I want to make sure that people were able to see the activities and you were able to get in there. And so as we go through, if you could just maybe pop your experiences into the chat window, if you had struggles getting into it, if it worked, if it didn't work, whatever it might be, because I want to make sure people have access to that. It's a nice way to extend the learning and make it a little more, give you a little more experience with the technology as opposed to just sitting and just watching with the technology running. And I certainly wanted to make sure to mention that as you go through that, if you visit no other link from last week except for the K through 12 Blueprint, please do that because that really, it's great resources for you to review.

Tons of resources in there, including some really nice checklist forms and I mentioned last week the idea of the tech readiness tools. And so they are very nice in there. So make sure you get a chance to do that and again the activities are what's going to cement this and make the understanding and so I'm hoping that we all take some time and dive into those a little deeply. And Jackie just posted the link for the Blueprint in the window. Thank you, Jackie. I appreciate it. But really, really powerful stuff. All right, so here we are. What's our plan? Remember this slide from last week? We'll go through, I'm sorry, I saw Susan popped up. Thanks Susan, I appreciate you entering that in. We'll have to figure out where it went. I didn't see it in the forum so I'll have to check and see where that information went. I was searching the forums from last week to now and I didn't see any notes in there but perhaps it went somewhere. I'll have to investigate that but I appreciate that. Good work Susan. I want your work to be known so I'll find it for you and we'll make sure it gets in there. So where are we in our big plan here? Four weeks of meeting together in addition to our exploration together as we go through and look at some tools, we are in week two, which is the beginning of apps, software, and the cloud and so we'll talk about a little of those today. We'll share your resources as we go.

If you share them in the chat window, that's fantastic. If you have other pieces of information that we don't necessarily hit on today that you want to have it put in there, please feel free and drop it in that chat window. Go back to the forum. That's on the webpage and hopefully, Jackie will drop the link in there for the forum. That's me asking, hoping that she'll do it for me. But drop the link in there so you that guys can see where the forums are because it's a nice opportunity for us to connect through these Connect Ready discussions about the different areas in what we're looking at. So I'm hoping that you dive into those a little bit. So with that said, we'll get started. She dives right in there and puts that. Thank you, Jackie. All right, we'll dive into week two. Remember, the chat window's there. Use it, it's great. If I don't see it right away, don't panic. I'll look over there every once in a while. Hopefully I'll see it as we go through. I'll make sure to pay attention to the room, and I'll make sure I'm not missing anything.

What are we going to look at today? Well, we're going to start the idea of talking about using these devices in the classroom, so all of our mobile devices we mentioned last week, all of the platforms, everything else we talked about last week. But today, we're going to focus on the idea of what goes on those devices. So we're going past the assumption that the devices are there. We have devices of some kind but what are we going to do on them? We're going to touch up on accessible educational materials, we're going to talk about the differences between using something on a website or using an app for something and what are the positives and negatives of each. So we'll talk about that a little bit and then we'll start diving into tools a little bit. I'll show you some. We'll move through a little of them, give you some examples of how you might be able to use them. And for all of that being a precursor for the activities that we'll work on individually throughout the rest of the week leading up to next week and then we'll be able to share some of those as we get together next week in person. It's kind of thought process here as we move through. So hopefully that works for you for the next little bit.

And so as we move through, again today we'll focus on the idea of looking at the tools that run in it. I'm just looking in the window. Okay, so Jackie posted a link and someone said that the page was not there. It said that it was a 404. The link wasn't there. Jackie will work on that link and get it to you guys and figure out why. So when we think about the idea of using our mobile devices, we talked about this last week. So we're going to start trying to utilize the power of these devices in our classrooms. What I will caution us with, and I think this becomes part of our responsibility as technology people is reminding people to focus on the right direction with this information and what I mean by that because I didn't communicate that very well, but what I mean by that is we're not letting the technology drive the situation. What we're really doing is trying to facilitate learning and this was, this was really nice. This came up from the gentleman here, this was a post from his Twitter that I saw the other day and I thought it's just the perfect way to give us a synopsis of what I mean by this.

And I apologize, I don't know his first name. It's just Barshinger is his Twitter handle, @Barshinger, but a really nice graphic. I don't know if it's his, I don't know where he got it from but I gave him credit at least, so we'll go from there. It's the idea of thinking about it's not all about the technology but it should be about what are the students accomplishing with that technology. And so we will read more but some of the ones that just kind of grab me and I thought the graphic was very strong. Ones that like, "Yay my students "all have digital portfolios this year." So instead of saying that, focus inside it and say, "Yay, my students show evidence of their learning." Take the technology out of it. Yes, technology is great but the tool is there simply to help. Simply to provide support. We can't get overwhelmed by the idea of, "I must use every buzz word "I can think of regarding technology."

And you see some of them even in this, kind of in the left hand column where it says instead of saying this, you know, looking at the idea of using clickers and surveys in class or instead of that, how about focusing and saying, "I collect feedback really fast in my class "so I know immediately when I need to re-teach something." So you have the idea of what is the purpose of that technology, less about the technology itself, more about the actual end result, what we're hoping to achieve. It's like, I always like to put that in there when I start talking about tools because especially when we have any of these weeks where we talk about things like apps and software and people start to go down the rabbit hole of apps and sometimes forget to take a pause and take a step back and say, "What am I really trying to accomplish here? "It's not about having the most apps "I can have on a device."

And there's a school that I work in where one of the teachers had come up to me and she said to me, because I provide the tech support, and she said, "You know, I was going to use another iPad." And I said to her, "Oh, okay. "Well, what happened to your iPad? "Is it broken? "Maybe you can get it repaired." And she said, "No, it's not broken "but it's full, it's full of apps "and I need another iPad to put more apps on." And I thought, "Oh, that's really interesting," I appreciate the fact that she's finding apps and so naturally, the question started to come of what I said to her is, "Well what are you doing with this iPad? "What are you doing with these apps? "Tell me what you do with your device in your class "because you must be using them, this is great." And she had trouble identifying anything she had done with any of these apps in class and so what she had was she had 700 apps on an iPad or whatever it was, which is fine, but could not take a second to explain how she had used any of them to further the instruction in the classroom and so we had a discussion about you know, you don't need another iPad, what you need is to take a step back and say what are you doing with this iPad and just because an app is free doesn't mean you should get it.

If you can't think of a good reason to get it, there's no reason to install it on your device. So it's important to take a step back with people and remind them that more is not always better in the world of apps. So let's start our discussion. We'll talk about the idea of accessible educational material and thinking about the idea of moving towards potentially a paperless classroom, thinking about technology and how we can apply technology and what we're hoping to do is find ways to successfully provide materials to all of our learners and all of those learners have unique needs and so how are we doing that while working on making sure that we use the technology devices in our roles? Now, if you're not familiar with the term accessible educational materials, it's kind of the new slant that CAST has put on this, which is the idea, and CAST if you're not familiar, CAST is the Center for Accessible Specialized Technology. Yeah, I believe that's it.

If that's not it, I apologize to the CAST people but what happens on that website, a whole host of resources on that website but what we're looking at as opposed to the idea of accessible instructional materials, which is what the term previously was, which was AIM, now we're looking at accessible educational materials and focusing on the idea all of the materials that support the person's education, not just textbooks and other documentation that provides that content, but instead all of the materials that happen to our classroom. So we're looking at ideas to make sure that we can find some way to take the materials that might be print and how do we get them in an accessible format so that we can use the mobile devices in order to better meet our student needs. And so I think just a couple quick examples here. As we go through, just some-- These are not meant to be all of the answers. In fact, far from it and I'll tell you these are far from all the answers but I want to give you some of the different types of tools that are out there and perhaps if you haven't seen them yet, these might be tools that you want to explore, see if they make sense in your situation.

When I think about the idea of providing access to print materials, the idea being how can I teach something that is a print piece of paper in front of me and get it into a mobile device that now, I can utilize the tools and supports within that device in order to make it accessible for my learners. And so the first one I have up here is an app that works on the iOS devices. It also works on your Mac as well so if you're a Mac user, you can use this in both places. This is called Prismo and the idea with Prismo is that I can take a picture of a document and the app will do the optical character recognition to convert that picture to text and then the app provides some support within that app to give me text to speech out. So what I have is the ability to take something that lives in a print form, convert it into a digital form, and then provide access to my student as I go. They can have things read back to them. The ability to do annotations in a document right on the device and not have to worry about the idea of looking at ways to get that material in.

Some of the biggest problems sometimes is that for documents we use in our classroom that don't start their life in our classroom as electronic, we have a hard time figuring out how to incorporate mobile devices into that situation. Now,if something starts its life as a Word document that you use or a Google document, well that's a whole other story. That item is all ready digital, much easier to deal with. I'm thinking of every other piece of tech, every other piece of paper that's in our room that we're trying to get usable for one of our students, looking at ways to do that. And so this is one of, there's others that do it. Like I said, none of these pictures that I share, none of these apps or extensions or any software tools that I show is meant to say this is the best one or the only one. These are just some of the examples. And so please make sure that... I must, I'll make sure I say that a bunch of times. I just want to make sure.

I think partly what ends up happening as technology people, our job becomes figuring out for the team what makes the most sense for the student we're working with, for the individual we're working with. Out of these two words, understanding what they do and what they are, and then figuring out how to best match them to the individual we're working with. One of the other ones, I'll point out again I'm trying to give you ones that kind of cut across some of the platforms and some of the abilities to use them. The next two that I'll show you are actually Chrome extensions that work on the computer or a Chromebook. This one is Snap&Read Universal from Don Johnston and what's interesting about this, if you used this software in the past, there's no software that provides text to speech support. What's nice is that it provides it for accessible text and inaccessible text and what I mean by inaccessible text is that sometimes even in our classrooms, we incorporate mobile devices, so perhaps the whole entire class uses Chromebooks and the school has their textbook online, they have an online version of their textbook, which is great.

People automatically assume that an online textbook will be accessible to individuals, but not always. There's many times where you might go to a website or an online textbook and any of the text to speech tools that we use will not recognize the text on that page and see that page simply as photo and so what we do is find a way to take that text and get that text out of that picture and have it read aloud to someone and so Snap&Read Universal does a nice job of being able to allow you to highlight blocks of text. It does the OCR work, optical character recognition, scanning, and converts it to text then becomes able to be read out loud. And so now the person can have support in all of these areas on the computer, whether it's a textbook, a picture or graphic that perhaps has any kind of tag on it, you could scan that and then it would read the tag. But what the Chrome extension does which is really nice and something that we're starting to find ways to explore with someone, especially if you're thinking about providing different levels of support for individuals who might need customized text, the Chrome extension for Snap&Read will allow you to do text leveling, so it allows you to be able to control the complexity of text on the screen and so what the extension does is as you scan through the text, it figures out from some predetermined set point that you've said, "I want my text "to be a certain level of complexity," and it will convert the words on the screen to something that perhaps is easier for the student to read and so it may take the word deaf and convert it to hard of hearing or doesn't hear well, doesn't hear, whatever it might be.

And so looking at ways to change the text on the screen so that the individual can listen to it and then draw meaning from it is really, really powerful as it goes through. So that's another one that as we start thinking about providing levels of support for our students and we talked about hardware last week, so understanding, and Jackie asked, "So meaning making the text accessible "while keeping the content," is what Jackie asked and yeah, Jackie, basically the context is there and what I'm doing is changing the complexity of the reading passage so that someone who might not understand it has a better opportunity to understand the text there. It keeps the meaning but perhaps change some of the vocabulary to make it easier for someone to understand. And so that's good. Thank you for keeping me honest there. I appreciate it. Thinking about a way to do that. The other one I'll show, and again, thinking about ways to get paper into our computers, thinking about ways to get our material accessible to someone. And this is another one that works in a Chrome browser.

This is from Texthelp and this is our Read&Write for Google extension and then this is combined with another app the Texthelp fellows have which is called Snapverter. And the idea of this is that now, I can utilize my mobile device to take a picture of any document I have in front of me. The picture gets uploaded into my Google Drive and then my Google Drive through the Snapverter app, converts it to text and does so so now I can have that read aloud to me. And so these are two tools working with each other to perform this task. So the Snapverter takes the picture, converts it to text, and then the Read&Write for Google tool allows me to read it out loud, annotate the page, and if you notice the picture on the screen there, I was able to use this with a student and they were able to click in any of the boxes there that were on this form so it was a worksheet. They were doing, they were talking about the pioneers moving West and so this is the wagon supply list.

They had to come up with the idea of what they would bring with them, how many items they were bringing, how much the weight would be and so for this worksheet, they were able to go through this, the students I was working with, and type their answers into the page while they were listening to it so it was able to be read out loud. So you'll notice at the top, it has the yellow and blue highlighting because I was reading that out loud to the student. The sentence was yellow, the word being spoken at that moment was blue. And so I'm getting it to highlight to support me, I'm getting the ability to annotate that page, I can highlight anywhere on the page, I can put in hints or reminders and I can add my own text in there. When I'm done with my form, it's in my Google Drive because again, it's relying on the power of Google Drive here and so with that, what we're able to do is the minute the student is done, the student shares that document back out with the teacher electronically. The teacher can see the answers and is able to grade their work. We've moved from a paper worksheet to a completely digital worksheet that the teacher then simply puts into a folder and keeps a copy of it to have as documentation for what the student did.

So again, looking at using the power of these tools. And I think what's interesting about the past couple slides if you notice, that screens I'm showing you are coming from our assisted technology manufacturers and vendors so now they're starting to recognize the power of these mobile devices and accommodate students accordingly with the kinds of levels of supports that we're familiar with in the third party software that we used to use but now these same tools available for all of the platforms that we now faced with in our classrooms. So it's a nice opportunity to get those features in, have the ability for our students to take content the way they need it, which is huge for these mobile devices because just having them in the classroom doesn't help if the tools are not on those devices to help them to get through the assignments and the work they need to do. And again, there's others. I'm just throwing them out there, just some examples.

As we roll through, the next kind of bigger area that I wanted to touch on was the idea of thinking about making our own material and what does that look like. And so we talked about the idea of becoming your own digital publisher. Looking on the screen, we have a picture of on the left is the printing press leading up to today, which is really how many apps do we use today that have that new logo that has become kind of a universal, the square with the arrow sticking out of it, which is giving us that sense that it's able to export that to something or publish out and I love the quote on the bottom. I share it all the time with people. It's from Clay Shirky and his quote is, "Publishing is no longer a job, but a button." So now, we think about the idea of how many opportunities do we have to provide the materials that our students need and publish this information to get it out to them? I'm not even talking about the fact yet of how many apps and tools do we have that allow our students to publish their own work to demonstrate knowledge. That's a whole other story, for me, another discussion. But right now, just thinking about the idea of giving us opportunities to put this work out there to students and so do we do things that provide them support across platforms and different ways that we can provide them.

So some of the interesting things that we can look at, and if you're not familiar with Tar Heel Reader, tarheelreader.org, there's link up there, that you can go to the website and create your own books that now your students can access right from their computer screen so if you're going to make material and have them available to students to search them and access them that way. One of the other nice things about Tar Heel Reader, why it's such a nice one to share with people is that Tar Heel Reader is accessible to switches. So if you have somebody who's using alternate access, they have the ability to use switches to control the books back and forth, the pages, flip them. The other one on this list is one that I use constantly and I'm always suprised that people just don't know about it and so I always try to make sure I put it in. When I think about the idea of publishing work and getting materials done but the idea of using something, this is a tool to another website.

It's called Readlists.com and what this website allows you to do is create a page where, and this is the screenshot for the list that I pulled together and the link is there on the screen if anybody wants to go to it in your browser, you'll actually see that page, I just put it up there. Not the greatest example, but just to give you a sense of what this does. When you go to the Readlist website, it allows you to drop in articles so you drop in the URL for an article and you can add in a bunch of resources on the page and if you look to the left, you have the ability to export this out to use in all kinds of formats. You can send this to a Kindle. You can send it to an iPhone or an iPad. You can save this to a Dropbox or basically create your own book and what this website does is it takes all of your articles that you've added in there and it pulls them all out and makes a book out of it where each article you have is basically a chapter in this book and what you can do is pull together some pretty big amounts of information and then share it with the students.

You can either email them the link, you can share it with them through any other resource you might have, whether it's Dropbox or anything else, or download an actual file that is the electronic book style and what you end up having is now a file that you can push out to a student and they can pretty much open it on just about every device you could think of and what that does is it downloads it as an EPUB file. And so now we start talking about the idea of, "Okay, I know the devices I have but now, "what file format do my devices play "when it comes to books?" And so if you think about an EPUB is the name of the file, E-P-U-B, and then the file format that will play on your iPad, that will play on your Android devices, you can have software tools installed on your computer to allow it to be able to play EPUB files. Really the only devices an EPUB file will not play on is a Kindle. So Kindle needs to have its own file format. That's why you see that it's right there on the export, send to Kindle.

Kindle is a very unique thing. But everything else will allow you to play an EPUB. So what I can do, what I've done in the past is we've created the teachers that we worked through, a bunch of articles online or pieces of content online that they want to share with the students and made it into a Readlist and then what they did is they shared the link of this out on their class webpage and then no matter what device the student's on, to view it or use it, they have access to that same material, it looks the same, they're getting the same resources. Again, it's because it makes the device irrelevant at that point, it becomes a device independent. It doesn't matter what I have because what matters is that I have the content so that's what you end up getting. So a really nice one. Play with that one if you can. Readlist.com, great, great website. And then if we think of things that are potentially device-specific, I threw a couple out here just to give us kind of a sense of what these are, but we have if you're a Mac user and you want to create books to use on the iPad, there's iBooks Author.

So if you want to download that software, it's a free software tool and it allows you to make multimedia books with all kinds of embedded supports. Now, the trick here is that you have to have a Mac in order to make the book so the software itself will only run on the Mac and then the books you make are iPad books. They will play on the iPad. But again, if that's the platform you have, well then that's perfect. The other one I have there, if you'll notice then, is the Book Creator App and so when I start thinking about ones to share that are good examples, the Book Creator is a good one. It runs on iOS or the Android so it can run on either platform and again, allows me to build multimedia books with pictures, text, embedded audio, any of these supports in there and then those files can be shared to other devices. What's really interesting is that Book Creator also does a nice touch where you can, at the end, you can export your book out to become a video file so if you want to create video that someone watches, that will just play, will cycle through the pages, and if there's audio embedded, it will just play the audio.

If there's a video embedded, it will just play the video automatically. And so now you have the ability to provide your students with those pieces of material, those resources as they go through, regardless of the device they're on. That becomes a huge thing. As we move through and kind of dig a little deeper into this idea of the main areas we are talking about today, which is apps, software, and the cloud, once we think about that, what are the positives of each? What are the positives or negatives? And when I think about what's better, better's going to be different for each of us and better's going to be different potentially for each situation we're in. When we think about the benefits potentially or the advantages of using a web tool to connect our students with material, now this is either a website that you build, so with this I would even think of something like a Google site or a Wiki space. Either of those tools are free and will allow you to build your own materials, your own web page.

And so when you think about some of these advantages of doing that, it's the fact that it can be immediate, I can get that stuff up right away, there is no waiting. It's compatible. Now, the beauty of that is that pretty much across devices, as long as these devices are connected to the internet, they'll be able to use that material. I can upgrade the information again, quickly. So if I decide I want to add something to it, I can just add it in and just go to it. Do I search for it? So findability, sharability, the ability to get things out to people quick. The reach, again because I can use it on any device that has a browser in it and has internet access, I kind of eliminated the worry of what device does my end user have. It becomes irrelevant. And the cost, I mean the two I mentioned are free. If anyone's a Google site user, that's the one I tend to use a lot now, you can do just about anything on a Google site, from text to pictures to embedded forms and embedded pieces of information, videos, shared spaces that people can write in, whatever it might be, all of that in a free tool and as long as everybody has a web address and a device connected to the internet, it doesn't matter what device they're using.

One of the other things, I wanted to throw a couple of pictures up for you just to kind of give you a slight, one thing to consider with some of these free websites as you start thinking about building your material, and so what is on this page, there's four pictures on this page. It's the same exact website. and is created in a Wiki space so it's a free webpage that allows me to build it and embed materials into it. The first two pictures on the top are what site looks like in Safari on an iPad, which is fine, it looks a little different. On the left hand side, it's just basically the text of the page but no navigation. When I click on the navigation, I get the picture on the right hand side, which is fine, now I have the navigation on the left but I don't have the text of the page anymore. So if my student is struggling to understand where to go in the steps of a process, that could become really tricky for them.

On the bottom two pictures, the same webpage on the iPad again but now using the Chrome app to get to the web and so on the left it looks very similar to what Safari looked like but the difference with Chrome, which helped, is that Chrome has a setting where I can pull it down and request the desktop site and when I do that, the picture on the right appears and basically in Chrome on my iPad, that webpage looks identical to the webpage if I was looking at it on a computer. And so I've eliminated the issue of what does the site look like depending on where I am. And so we consider that as we think about iPads and Android tablets and even on the next page, any other device we might be using. Pictured on this page are two different Kindles. One, the top picture is Kindle Fire, which again, presented it in the same way that a desktop website would look. The bottom picture is what the same website looks on a Kindle, just a regular, I'll call it old even though I just put quotes around it in my cue here. The "old" Kindle was grey devices, which you do get on the web and do have that access but now, I'm very limited to what I can see.

And to that, I would just remind you that as we go through and set materials up, be aware of what these materials and webpages are going to look like on different devices. On the flip side of that, is you may have something like an app like Evernote, which is the picture up here, so if you're looking at a way to organize a student and have them do note taking and any of those other supports, they may have an opportunity to have their material pretty much present itself in the same, similar way across devices. And so now, we have an opportunity here where if I'm using Evernote to organize my thoughts, create notebooks, write notes when I'm in class, do assignments, whatever it might be, any time I make a change in one device, that change translates to every other device I have connected to that account. Now I have that ability of using across devices, irrelevant what device I'm on. My information is there and the way I access it is the same so now I'm able to move through and not have to re-learn each time I get into a mobile device, which is huge.

And then here's just another example. This is one from CAST, which I really like, which is looking at a web resource. These are what are called the UDL edition CAST, UDL edition are books that you might be familiar with but it also provides different levels of support. On the right hand side, it's maximum support or it's for minimal support. And then I have text-speech built into it also. So you start to see how you can use these as a web resource on any device and provide your students different levels of support that they might need. And on the bottom, it reminds you coming up this week, that's one of our activities. It's part of the CAST page and you can go review that and explore that a little bit and report back. That's one of the things we'll look at on the CAST page. When we think about apps versus websites, so what's the advantage of an app? For some of our learners, the fact that it has potentially more interactivity or it's kind of gameified the learning a little bit helps connect to some of our learners. We see that this opportunity has regular usage because it exists right on their device, whatever that device is. It can personalize that information, potentially.

And so they can adjust how it looks, how it reacts to them and the settings that happen versus a webpage where we've set it up one way and any change they make, they would have to make it to it. A lot of our apps now are doing a nice job of collecting some data. Not all, and not all of them collect it the same way. So again, even though we're talking about data collection, you need to go deep into your app to figure out what is it actually collecting and make sure that that's what you need it to collect. But one of the other things which is really interesting is when you think about using the apps on the mobile devices, is the potential to access the other functions of those devices right through the app; the recorder, the camera, the video, all of those things embedded and having their functionality become part of the app that a student is in. It's very important for some of our students.

Now again, even once we start talking about apps, I mentioned before the idea of the teacher that I worked with before who had too many apps, that her device wouldn't load. This is really an idea. And Mary, I'm just reading your question down there. Sorry, was there research studies to help identify the best device for a student to use, the primary device? And Mary, I would say as we go through this, we stated unless we could look at the feature of all of the different devices, it becomes an issue of matching that student to that device, what is the device features and I'll make myself a note, Mary. I have a really nice device feature website and I'll make sure I add that in to the chat, not into the chat room, but I'll add it into the forum when we're done.

Sorry, I'm just writing a couple notes here. That's good, thank you Mary. But the idea, thinking about the apps, and again, remembering that more is not better, having so many that I can't turn my device on is not using my device well. I would argue you use your device better if you have only three or four apps, that you use them constantly to meet your needs. Can you get away with just using the apps that are all ready in the device? I've worked with an older individual. He was transitioning out of a day program into a community situation for work. This is an individual with some significant cognitive disabilities and the fear was that the device would be too complicated if we started putting all of these apps on it. And what we found when we started coming down through the list of what does he need to do, when we started dialing in that list a little bit and thinking about what the apps that are all ready on his device, we recognized that everything he needed all ready lived on his device. There was no reason to put any other apps on it.

And so you're able to flood him with everything that came on the device right out of the box and it worked perfectly for him. So the idea of thinking about and remembering, which is my moment to remind us about the SETT framework again. Thinking about the person, take a step back. Think about what they need to do and how they're going to do it and then we figure out what the apps do and how we figure out which apps work. And a lot of it talks about the idea, and Kathy Schrock is where this picture's from and I have her resource listed in our resources for this week. It's one of the activities. Kathy does a really nice job talking about the idea of looking at Bloom's Taxonomy, thinking about cognitively, what are we looking to accomplish with these apps in order to meet the needs of our students and looking at the idea of remembering, understanding a quality, analyzing, and evaluating, and ultimately, those wheels on the outside are all factoring into the issue of creating something too, so are we working to provide our students that support in order to demonstrate their knowledge. And this came from Kathy's site too, the idea of the app evaluation rubric.

As you think about the idea that people choose apps because they go free one day or they heard somebody used one and it worked really well and sometimes people don't really have a good definition of why they are using it and so for the teachers I support, I do a lot of this pushing out to them with evaluation rubrics that they can tell me why an app makes sense for them and their students, so taking it back to them and saying, "Okay, I get it that that app only cost 99 cents. "That's fine but is that app going to do "what you want it to do "and do you even know what you want that app to do?" And that's an interesting question sometimes too but people don't even know what they want those apps to do. And so giving them the rubric to be able to document and show what they're going to, how this app fits into their needs, as well as demonstrate how they're going to use this app to meet a student's need, and Kathy has a nice one on her website there.

It's a rubric and then it asks a couple open-ended questions to have someone explain why you're going to use an app, how you're going to use it, and how you're going to be able to use that to demonstrate student knowledge of a subject. Think about that as we move through, really important,. as we go though and think about what these apps and extensions do. As we move through all of our activities, between this week and next, and then when we follow up again next week and talk, I'm going to talk about them all in the context of universal design for learning. Again, this comes from CAST. The talk here is about finding ways to engage our learners, engage the three networks of their brain; the recognition network, the strategic, and the effective network. Each of those networks in the brain, I'm sorry, I moved my slides. These are two of your activities. You're going to look at the periodic table of iPad apps.

What's nice about this one, and I threw it in here because this one has some crossover to other apps as well for Android and other Chrome support so that's why that one's here. And you'll have resources for this in your activities for the week. And then finally, if you've never seen Barbara Welsford's UDL app, Placemat, it's fantastic. It's focused on iOS apps but using that and clicking on each of the icons will bring you to the iTunes store. A good number of these apps have an alternative that works on other devices so it may just kind of give you some thought or some structure and this will help kind of move you to the next platform potentially. Not every one has an alternate in the other platforms but a lot of them do. YouTube works everywhere. You know, those kind of things, start saying, "Well, if it's not called Recorder in this, "maybe it's called the Voice Recorder in Android." So thinking about the crossover there, but it's a really nice resource that would go really well.

And the thought being, what I was hoping to accomplish with this as we move through is the idea of, sorry, I jumped ahead. Making sure, and if you've never seen the guidelines for UDL, that's what these are all about. Looking at ways to provide multiple means in these three areas for our students. So looking at multiple means of engagement and so these are the guidelines that they'll look at. So again for this one, we're talking about the idea of addressing the effective network in the individual's brain, the student's brain, given that sense of why, "Why do I want to learn this?" And the idea being I'm going to recruit interest, I'm going to provide an option to sustain effort, and then also provide options for self regulation. So you take a sense of, "Are my apps doing this "for my students? "Are my tools that I put in place "doing this for my students and engaging them in?" Once I've engaged them, then I can look for other ways to make sure I'm presenting the information to them in different ways.

So in representation, which is attached to the recognition network of the brain, so the what of learning, that idea. And so we think about that and provide options for perception, so how can I customize information that's explained to a student to meet their needs, provide options for language and symbols, so if my student struggles with vocabulary, do I have a broken dictionary somewhere? Does my dictionary have text definitions as well as picture representation? If my student needs deeper information about a certain topic, can they click somewhere and get more information if they need it? So you think about for example, if he brings you a Wikipedia page and Wikipedia is a good example. You can read the basic deifnition but as you go through those definitions, every once in a while, a word is hyperlinked off to something else so if I struggle and don't understand what that one word means, I could potentially click there and be brought to a whole other page to learn whatever that term means and then come back to where I was.

So I need additional options to help me with comprehension. I can do that. I can move off to get information and then come back. If I don't need it, I just continue to read but if I do, it gives me that level of support. So looking at representation of information. And then finally, the last one, looking at giving the student multiple means for action and expression. How do I show what I know? So giving them options to express themselves with whatever tools they might need. So we'll see this in the tools that you guys look at is the idea of finding a way to demonstrate knowledge and share information that I've acquired back out. So looking at options for physical action, options for expressing skill as an, and then options for executive function. Again, providing them a framework to make sure they're able to demonstrate their information back out. Your last activity of the week is giving you an opportunity to become your own movie director and you can use one of these two apps.

If you're using it on an iOS device, you're going to use the app that's listed at the top, which is called 30 Hands, number 30 and then the word hands. If you're an Android user, you're going to use the app at the bottom called Animodo. And these are all listed int he activity. What each of these allows you to do is take pictures with a mobile device, record audio over them, and then create a movie that you can then share with someone. And so the idea with this and why it's in the activities, think of a way that you could use this kind of tool to either demonstrate knowledge, engage a learner, provide support for an activity or task, think about how you would use this in your own work with the people you are supporting and take this away.

This to me has become one of the, the 30 Hands and even Animodo to an extent, has become one of the most powerful apps that I use on mobile devices to connect learning for individuals. And so I'll leave that for you to become your own director and be creative, think of something that would be useful for you, that you could take from it because I want you to make this real for you. I'd give you the framework but I'll let you plug in whatever it is that you're going to want to do with it. So with that said, it's 3:00. Well, it's 3:00 here on the East Coast. I don't know where you are but it's the top of the hour, how about that? As we go through, you guys did a nice job, again of posting any questions, I appreciate that.

As we go through, it helps make sure I'm being clear and make sure that everybody's kind of with me. I'll take a minute if anybody else has any other questions before we wrap up for the day. Emily, I don't think you did spell it wrong, Emily. I believe I spelled it wrong on the slide. It is with a Z, try with a Z instead of an S. I feel that was me. I was looking at that too and as I looked at it, I said, "Oh, I think I spelled it wrong." I apologize. Check that out. Something tells me that's going to be right and I'll fix the slide also. Good, all right. Well everybody, remember we have other activities to do for the week so please go in and try to do these. Do the activities, try to make the connection of information, you know, kind of take this kind of webinar abstract kind of information and make it very real and very concrete so please take a second to do those. Participate in the forums, participate in the technology exploration, share with each other because that's the way that you're going to get the most power from something like this. And so again, as you guys are wrapping up and you're typing in still, I'll keep looking over there. I appreciate your participation. We are scheduled to see each other again in this virtual space next Thursday, the 22st at 11:00 Eastern so put that in your calendar. I will see you then. Please do the activities during the week.