iTouch the World -Using Technology in Deaf EducationSandra Connatser, MEd

Region 4 ESCKirk Behnke, MEd, ATPRegion 4 ESC7145 W. TidwellHouston, TX 77092

Our Mobile World…

The Growth of Mobile – Stats and Figures That Will Shock You!http://www.youtube.com/watch?v=0aUQLIPdtg8

Today’s Mobile Generation: 160 billion emails sent daily (97% are spam)

1 billion computers in use

4 billion cell phones in use

3 billion cell phones sold EVERY DAY

1.8 billion people go to the Internet every day – 450 million of them speak English(source, Internet – May 2011)

1 billion (of the 4 billion) are Smart Phones

3 billion have SMS (texting) capability

30,000 free apps available on iTunes

30 million apps downloaded every day

In 2011 more than 50% of all local searches done with a mobile device

In 2014, MOBILE INTERNET usage will overtake desktop Internet usage(source, Internet – May 2011)

86% of mobile users watch TV while using their mobile device

200 million access Facebook on their mobile device

91% of mobile Internet use is social related

There are 173 billion texts per month (source, Internet – May 2011)

Our Project

“iTouch the World”

“The purpose of this project is to provide opportunities for teachers to facilitate the use of assistive technology for individual students in the classroom to enhance reading and language development skills. Region 4 will provide selected classroom or itinerant teachers in Deaf Education with an iPod Touch and Flip Video Camera for each student in their class.”

Description/Objectives of Our Project

“To participate in this project, participants must have student(s) they work with who are Deaf or Hard of Hearing. Teachers must be nominated by their local education agency (LEA) and selected by Region 4 as a participant. The Deaf Education administrator/designee and the participants must sign this agreement.”

Participant Requirements

Additionally:

Region 4 underwrote the cost of the project

Substitute reimbursement was provided (upon request)

All materials were provided to the districts (including apps)

After completion of project, iPods and video cameras remained with program/district to be used in following years

Guidelines and application provided to Deaf Ed Supervisors in Region 4 for distribution to teachers

20 iPod Touches and 20 Flip Video Cameras were available to applicants

Applicants selected using a rubric process (4 teachers selected with a total of 18 students)

Parental consent required for students in project (due to video taping)

Two days of training provided to teachers

Third day – teachers’ presentation to Deaf Ed supervisors and Deaf Ed Advisory Committee at Region 4

The Selection Process

Region 4 Education Service Center“iTouch the World” - Using Technology in Deaf EducationAgreement 2010-2011

Region 4 Agrees to:•Provide 1.5 days of training during the 2010-11 school year and .5 day to share classroom experiences with the Region 4 Advisory Committee for Students Who are Deaf or Hard of Hearing•Provide relevant homework opportunities and implementation guidelines for participants to enhance application of strategies and skills •Provide materials to support implementation of the training •Provide substitute reimbursement of up to $75 per training, as needed, for selected participants •Provide technical assistance •Provide opportunities for networking District Agrees to:•Nominate a designated participant by returning this form to Region 4 by November19, 2010•Release the project participant to attend all of the designated professional development training opportunities•Provide support for the participants to engage in the homework opportunities and to implement new learning•Provide access to the Internet and e-mail for participants to participate in online networking with other teachers and Region 4 staff membersParticipant Agrees to:•Attend and actively participate in all training sessions during the project •Complete homework opportunities and implementation plans by designated dates •Implement a variety of strategies and instructional activities using the technology provided•Share information obtained through the project with relevant district staff•Participate in networking with other project participantsDistrict: _________________________________________________

Deaf Education Administrator/Designee Signature Date

Participant SignatureDate

(To be signed by project participant)

Participant NameDistrictItinerant? Y N Classroom Teacher? Y NNumber of StudentsAge/Grade Level(s)Subject

Item 0 1 2 3

Received on Time No Yes

Designee w/Sigs None Participant signature only 2 signatures required: participant and campus admin

2 signatures required: participant and Deaf Ed admin

Participant Info/Complete Application

None Some information Most information Complete – all information included

Project Description None Minimal; maybe a bulleted list. Length is less than half a typed page.

Some articulation, not fully described; reviewer does not have clear understanding

of project scope. Typed at least ¾ page.

Fully described, clear understanding of the scope of the project proposed. At least one

page typed in length.

Creativity

No ideas demonstrating potential use of integrating technology beyond routine

activities that already occur in classroom setting. No explanation of whether student

or teacher would be involved.

1 idea demonstrating potential for integrating technology in unique ways.

2 idea demonstrating potential for integrating technology in unique ways.

3 or more ideas demonstrating potential for integrating technology in unique ways.

Variety of Student ActivitiesNone listed or described. No explanation of

whether student or teacher would be involved.

At least 1 activity listed At least 2 activities listed 3 or more described.

Variety of Instructional StrategiesNone listed or clearly described. No

explanation of whether student or teacher would be involved.

At least 1 clearly described At least 2 clearly described 3 or more described

Use of Technology No integration of technology described in proposal.

Describe how they will use either the iPod or Flip Video; not both

Describe how they will use both the iPod and their Flip Video

Describe how they will use both the iPod and the Flip Video AND integration of

additional technology (e.g. website, cds)

Share Info Obtained None described Description of how information will be shared with relevant district staff

Susan Armstrong, MEdConroe RDSPD

Laura CothranEast Harris County Cooperative for Deaf Education

Kimberle Kasper, MEdBrazoria-Fort Bend RDSPD

Melissa Starr, MSTrinity Valley RDSPD

Participants Selected

4 teachers provided with the iPods and Flip Video Cameras in December for each student

Met again in February to discuss progress and share ideas

Teachers used iPods in a variety of situations:◦ Kindergarten and first grade◦ Upper elementary◦ Middle school and high school◦ Itinerant students

Implementation

There are currently 20,801 educational apps available on iTunes (iTunes, 2011)

Many apps are FREE Teachers can create accounts with their

education organizational email account in order to keep purchases separate from personal accounts

Apps can be organized in to folders according to student, academic area, age, etc. on the iTouch

Internet settings can be set to restrict students

iPod Apps

iPod Touch Applications (Apps) See the iTouch the World Wikispace for a

list of applications used during the project.

http://itouchtheworld.wikispaces.com/

A Closer Look

Increased enthusiasm and motivation for learning

Increased student self-confidence/self-esteem Accommodated students with multiple

disabilities Viewed interaction with the iPod Touch as

instructional learning Encouraged independent learning Supported all learning modalities

Student Benefits

1. We began using the iPod program “iSentence: sentence builder” on 4/25/2011.  On that date, the student edited 1 out of 5 sentences correctly.  After spending about 10 minutes a week on this program, on 5/16/2011 the student was able to edit 4 out of 5 sentences correctly.

 2. One student was really struggling with idioms.  We began using the iPod

program “idioms lite” on 2/22/2011.  When presented with 6 random idioms involving animals, the student was able to describe none of them. By 5/9/2011, the student accurately described and illustrated 7 out of 8 idioms correctly.

 3.  I began using “Short Vowel Mahjong” with a struggling reader.  We began

using the app on 2/1/2011.  When presented tiles with a picture and the voiced name, the student was able to identify 2 vowel sounds correctly, but was unable to match similar vowel sounds with the picture.  After weekly use the student was able to correctly match 7 out of 9 matches on the first try within 4 minutes and 14 seconds on 4/12/2011.  He was given visual phonics and card with the vowels written on it for a study aid. 

Itinerant Teachers from Fort Bend ISD/Brazoria-Fort Bend RDSPD

Student Results

Consider purchasing◦Microphone (for speech apps)◦Speaker (to enhance volume)◦Projector and document camera Demonstrate how to use apps Correct usage of iPods

◦Screen protectors◦iPod and Flip Video cases

Additional Considerations…

How we used them …◦Language experience stories◦Language samples◦Field trips◦Peer role modeling◦Sign Language consistency◦Parent involvement (vocabulary units, etc.)◦Self awareness and reflection/appraisal◦Technology integration in daily lessons

Flip Video Cameras

Student field trip to the Oil Ranch…

Flip Video Sample

Oil Ranch Field Trip

Ashley took her Flip Video camera home to film 2-dimensional and 3-dimensional shapes in her environment…

Language Sample

Language Sample

The interpreter is demonstrating the signs for “Moose Math”…

Sign Language Consistency

Sign Language Consistency

After Erin reads her book, she will watch her video to observe her fluency…

Self-Awareness

Self-Awareness

This video of middle school students performing a song about prepositions was shared with the elementary Deaf Ed students…

Vocabulary Development

Vocabulary Development

Caleb acted out different idioms and then created a video using Animoto (free version)…

www.animoto.com

Integrating Technology

Integrating Technology

Provide rubric to applicants with the application

Require signatures from both the Special Education Director and Deaf Education Supervisor on the application

Establish process and guidelines for data gathering

Discuss connection and use of applications to individual goals and objectives for the IEP process

Consider extending the project over a two year timeframe

Lessons Learned…

Considerations for District Administrators:

Determine who, what, when, where and why this technology will be used

Consider the use of technology for instructional purposes vs. “free time”

Develop district guidelines:◦ Use of iPods and iPads in the classrooms (and purchasing of apps)◦ Use of video taping with students and keeping as an educational

record

Take advantage of any and all professional development in this ever changing technology – it’s here to stay and there is so much to learn!

Sandra Connatser, MEdRegion 4 ESC

Education Specialist, Special Education Solutions

Sconnatser@esc4.net713-744-6329

Kirk Behnke, MEd, ATPRegion 4 ESC

Senior Education Specialist, Special Education Solutions

Kbehnke@es4.net713-744-6559