EC&I 833 – Summary of Learning – Trivia

Well, I hope everyone likes trivia!

And, I hope everyone has studied the concepts and theories of ECI 833 in depth.

We are about to embark on a rollercoaster of emotion that starts with testing your knowledge on the foundations and history of Educational Technology.

Look no further, and watch the video below to test your abilities and achievements in this course.

Please let me know how you faired in the comments below.

Thanks for your time, and may the odds be ever in your favor!

Also, the video of my face somehow was quite small when it was uploaded to YouTube, but feel free to check out the link here for a more full-sized video.

EC&I 833 – Summary of Learning – Trivia

Well, I hope everyone likes trivia!

And, I hope everyone has studied the concepts and theories of ECI 833 in depth.

We are about to embark on a rollercoaster of emotion that starts with testing your knowledge on the foundations and history of Educational Technology.

Look no further, and watch the video below to test your abilities and achievements in this course.

Please let me know how you faired in the comments below.

Thanks for your time, and may the odds be ever in your favor!

Also, the video of my face somehow was quite small when it was uploaded to YouTube, but feel free to check out the link here for a more full-sized video.

ECI 833 – AI

When I think of Artificial Intelligence, I am instantly transported to a Galaxy Cinema as an 11-year-old circa 2004 for the release of “I, Robot“, starring Will Smith. The movie delved into the concept of robots overtaking humans to conquer the world. This movie was slightly terrifying as a youngster, and even more so as an adult reflecting on AI this week.

And yes, the robots were very intense!

However, Generative AI does not have the same design or look as the robots in the movie above, but their process is very similar. AI can be more simply understood as “…the ability of machines or computer systems to perform tasks that typically require human intelligence”. Well, this does not sound too bad as it can be efficient to allow a computer or program to do tasks faster than a human can. Further, another train of thought vocalizes the dangers of allowing computers/programs to make decisions that need human intelligence, where we draw the line, and who is allowed to draw those lines. There are ethical concerns about the utilization of AI and the various frameworks for how it is being implemented in fields such as healthcare, criminal justice, and even finance. These are all valid questions, and no easy answers exist. Although, I do think that as teachers it is our job to find ways to innovate and adapt our instruction to best meet the needs of our students. And, I am cognizant that there are teachers who think it is valuable for educators to model ethical practices. So, it is important to try and remain neutral as more laws and ethics are developed around it.

I really liked Cailen’s video she posted on her blog this week from TedEd that examines the future of AI and how it will change the world that we know currently. I do think it is important to reflect on these new programs like AI to make our jobs easier rather than fear the impact it could have on the way things have been done in the past. I would recommend watching the video below to further explain how AI learns and evolves because this will aid in reducing the fear and misunderstanding of these programs.

Therefore, as much as AI is a polarizing buzzword among people at this present moment, it is still a program/machine that allows for the efficiency of tasks. I think that we as educators should be thrilled to find a program that offers this, but before we start celebrating, we must first really learn how each of these programs functions to maximize its learning capabilities. I think of the analogy of how someone who has taught a certain subject before offers you all their content and assessment material, but it is you who brings that course to life by how you present it, but not strictly the binder that you were handed to teach the course. Thus, it is so critical that teachers learn how different AI programs function to better allow students to learn and synthesize information, but this will mean that educators will need to change how assessments will look and feel in the classroom. This is a tough change for some subjects in particular, and it is difficult to feel at peace with how we as educators are preparing students for a future that is so ever-changing. It can be an overwhelming feeling to think if we are truly making a difference in students’ educational journey by how we prepare them for the future, but for me, it goes far beyond the content or process of outcome attainment. For me, my role as an educator focuses on the connections and relationships with students that foster a curiosity to ask questions and then learn where to seek answers. AI is one of the tools that can aid in this process.

Ps, if you would like to watch the movie “I, Robot”, I would give it a solid 8/10. The robots are quite creepy at times, so be prepared for that!

Thanks for your time! And let me know how AI has changed or has not changed your classroom.

Innovation means time and money – Coding & Maker Spaces

Once I started diving into this topic it wasn’t as scary as I thought. It is honestly a lot of what I already know and have tried a bit in my own way with in the restrictions of our curriculum, time, money and space. My prior knowledge among coding was minimal; I always thought coding was extremely complex process which gave instructions for a program, apps, or computer to process. I also thought it was only for people who had training or schooling due to its complexity.

Photo by Pixabay on Pexels.com

It turns out like many aspects of learning new things there are simpler easier ways to start coding. It does not need to start or look like the image above. The program we were shown in class was Scratch Jr  and I can see the benefits of teaching coding. Students could create stories or timelines on many topics.  It lets students create, problem solve, and infer. This would help them with attention to detail, and particularity by having to break things down into steps. It is all very high levels of thinking according to Bloom’s taxonomy which is very beneficial for our students. It definitely falls under the high level of the cognitive learning theory and fits the constructivist learning theory as well.

I just did a project in science where they had to analyze history of atomic theory by creating a timeline of models and changes throughout history. Coding could be a great way to order and differentiate between scientists findings through creating a story of some sort. This hits the outcome at an even higher level for enhancing student learning.

When I saw the word Makerspaces, I was even more in the dark,  I had never heard of this. What I have learned is it is a place where people come together to solve a problem. In an educational setting it would be giving a group of students materials, time and space necessary to create something, or come up with ideas to solve a problem.

Makerspaces also fall under the constructivist theory and has many benefits. It gives students freedoms and choice with in the outcome. It supports in collaboration, problem solving and perseverance. The really important one is that attitude of making mistakes is valuable, and when things don’t go right to try again in a new way. This is a wonderful life skill as nothing will go great the first time. It fosters life long learning and resilience.

These skills I have been talking about is extremely important when it come to complex topics in the world of math and science. According to Let’s talk science students are losing interest in the science and math. Over half don’t graduate with a senior level math or science. Also only 12% of graduating students take physics.

Hence, students need to be inspired in these courses. We need to be given the time and money to get tools and tech to allow students to problem solve in interesting ways. Especially in math, it has been pencil and paper and drill and practice for so long. Our math courses are so jam packed not only do we have barely enough time to just traditionally teach the outcome, let alone get them explore it and play. The other problem is when trying to do the outcome at a higher level, kids need basic skills and they are not coming to high school with those solid skills. There is a lot of reteaching to get the basics hence we don’t have enough time for creation and innovation a lot of the time. There needs to be some change in our curricula for this to happen.

Sometimes the issue with doing something that is a higher order of thinking than the outcome is asking for, is students are working so hard to create that sometimes they completely miss the mark in the analyzation of the content that was asked for. I have seen this many times when I try something cool that my weaker students get left behind. Is it great for those students to try these things, yes, but sometimes it can be very overwhelming and they aren’t successful. This is when differentiating the assessment would be and encouraging your excelling students to try these innovative projects. On the contrary, when students realize one way will be more “work” than others assessments it is hard to inspire them to dive in. Maybe maker spaces should be more for non-curricular clubs to avoid this problem. But then the government needs to give more funding to education. Hard enough to get funding for curricular items, I can’t imagine trying to get more money for makerspaces!

Even though there are issues around materials, money, motivation and time in some areas, I think education is moving towards finding ways to help our students be innovative and solve problems. Central Collegiate in Moose Jaw where I work is doing some great things! We have innovation club at our school which work with drones, the 3D printer and create computer games and much more that I don’t even know about. We have coding and drafting classes which all involve collaboration and creation. In science we are giving students materials and building anything from houses to protect objects, terrariums to roller coasters. It is happening but we just need to push for more time, and more money to give our students the best education possible.

ECI 833 – Coding and Makerspaces

I like to think that I am quite tech-savvy and have been known to be the “Go To” for anything related to MySchoolSask, but when it comes to coding, I feel like a complete novice. I am familiar with coding and conceptually I understand what it is, but to make it happen is a complete mystery to me. It was nice this week to check out different programs that teach elementary coding like Scratch as an opportunity for students to learn at a young age how this process occurs. I found it helpful to read more about coding in the classroom through the following website which provides a thorough guide for teachers to learn how to incorporate coding in their classroom. I think to fully integrate coding into the classroom, it would be important for educators themselves to deeply understand how it works, its applications, and why it would be necessary for students to learn.

However, I would like to spend more of my post exploring Makerspaces. Makerspaces focuses on the fundamental processes of building, constructing, deconstructing, and learning exchanges during these moments. It can involve the newest and brightest technology or the most primitive tools to explore and play. Personally, I love it when I have time to get into a woodworking project that involves all different types of tools and processes that I have limited experience with. This has served me well, and poorly in many various occasions, but it has been a great learning experience for me each time. So, I love the concept of allowing students to explore, and play with various types of materials and tools. Here is a video below that provides a thorough explanation of what this process could look like.

One of the trickier parts of this process requires finding the space, and equipment to set up this style of learning for students. It can seem daunting to start this process in your school if there is no program that is offered for students, but I stumbled upon this blog that offers great insight into how this transition could start in a school that can have a big impact. As well, on the Makerspaces website, they even craft a step-by-step process to how this concept could be applied to each individual context. This step-by-step process is quite intensive, but it does provide a framework for how this could work and operate within a school, or a community-based organization. And, after reading more on the topic, it feels it would be a great way to blend community resources and school-based projects all in one to maximize the impact of this program.

As a Math teacher, I took a class at university that focused on the major contributions of mathematicians over the course of history. Sir Issac Newton was one of the prominent figures in this elite list, and it was very interesting to learn more about his life and upbringing. Newton, from an early age, was known for taking things apart and building them back together. His approach was quite pragmatic in design, but offered great insight into how things function by inversing steps, ultimately to move in a full cycle. Many scholars have praised this problem-solving approach to the many inventions and discoveries that Newton made over his lifetime, and a few of those discoveries include modern calculus, laws of gravity, and fundamental laws of motion. So, these seem like pretty small impacts on the grand scale of mathematical contributions.

Newton had a keen interest in the practical side of constructing objects, and this process could be argued as a catalyst for his inventions and contributions to the math world. He did not inherently exude greatness or innovations in his educational journey, but his pragmatic approach to solving problems created countless opportunities to deepen his learning.

Makerspaces is a prime example of offering space and materials for students to develop their inner genius. And I believe that Newton would be a primary advocate for these programs to foster this innate ability that he developed over many years of tinkering and deep thought in these environments. Therefore, it would be really intriguing to see how schools and community organizations could unite to provide these rich learning environments for students to explore the inner workings of what could birth the next Sir Isaac Newton. In the worst-case scenario, students develop practical skills and self-confidence that could create numerous opportunities in their future.

Please let me know how you think Makerspaces could impact an educational setting, or if you have been directly involved with one.

Thanks!

ECI 833 – Assistive Technology

I have had a varying experience with assistance technology, both in the classroom and in my personal life. In a work setting, when we switched to online learning, I found it very challenging to find an effective way to present the math content to students in an online format. The access to online technology for students was so wavering, so it made it difficult to really find a plan and method to reach students in an online format. There was a deep level of conviction of wanting students to continue to learn the outcomes, be prepared for next year, and generally wanting the best for them, but for the first few days after the announcement was made, I was stuck trying to find a solution.

I knew that I wanted to offer some video format of my lesson, but a live Zoom version of this does not seem appealing. I wished I had had a laptop that was a touch screen capable of using a drawing pen, and then I was introduced to a drawing padlet. This tool is traditionally used for graphic design as a method to color and sketch logos/graphic art, but I had not thought of using it for a math lesson. And it worked perfectly!! I like to use the Smart Notebook program, and it worked great for screen recording, and then I could use the drawing pad to show my calculations and steps as I communicated how to work through different mathematical questions. Please, believe me, this new process of demonstrating a math lesson was a tricky task to learn. I had to watch the screen as I would blindly record the math and notes below on the drawing pad without looking at it. And that was difficult! My cursive is often confused with that of a primary student, so trying to now learn this new skill with some seriously lacking abilities in my fine motor skills. Maybe that would be one of my comments about assistance technologies is that there is a level of proficiency that must be attained to demonstrate effective use of these tools/programs to aid in student learning.

https://wcm-cdn.wacom.com/-/media/images/discover-2020/discover/wacom-pen-tablets-v2-tf.jpg?h=560&iar=0&w=920&rev=b58676476a724f818c407e5380344e40&hash=EE5B3A364E575F0EF02DBACE92C92920

This article expands on the notion that the level of proficiency of teachers’ application of assistive technology has a major influence on the impact on students. I was lucky that I had ample time during COVID-19 to learn the craft of this assistance technology and perfected it through recording numerous videos and perhaps endless time. I did get sick of my own voice after I had recorded 3 hours of videos a day, 5 days a week for approximately 12 weeks.

However, my drawing pad allowed me to transfer the simple tool of writing and constructing words and numbers into a sequence that allowed for students to follow along as if they were in class. Students would watch the videos at their own leisure instead of a live Zoom session, and I felt that allowed for variable schedules and timelines to optimize learning opportunities. I felt that this assistive technology allowed for learning to continue, maybe not at the same rate, but offering new potential for growth and challenges all in one.

In this short experience of a specific assistive technology, I learned the importance of replicating an authentic and familiar way that students learn. I realized how valuable it was to master the tool I was using to deepen the impact it could have on student learning. It became clear to me to examine the missing gaps for students during this time and try to provide an assistive technology that diminishes the effect of these missing links and sometimes can bridge a solution. The tricky part in my limited experience with assistance technology arises from identifying the specific learning gaps and how a tool might be able to meet these needs. Then, it seems it would be challenging to now find the appropriate tools that effectively meet these learning needs. This process can be time-consuming and exhausting for the teacher. And, it often feels like there is never a perfect solution to this challenging dilemma, so sometimes this cycle goes on for too long.

However, there is hope with the power of collaboration with colleagues and professional development opportunities to reduce the sheer impact of this process only falling on yourself to tackle.

Please let me know what assistance tools you have used in your schools, and how this process has gone for you.

Thanks!

Inclusive Learning with Assistive Technology

My only tryst with Assistive technology has been Siri, Assistive touch or text- to -speech. My first profound moment was in my Edtech class where a group of students presented on Assistive technology but I was humbled and touched when I saw the video shared by one of my classmates:

Assistive Technology: Enabling Dreams – From voice-activated software to customized laptops, tech is changing the way disabled students communicate, learn, and play.

Technology to me has always represented itself as a – Faustian Bargain however when I look at assistive technology; it looks like a blessing to many people who are differently abled. People who could showcase their capabilities to the world despite the challenges they faced. It reminds me of one of my client whose daughter ( I will call her Sarah) had some learning disability and when I today recall the instances when she hated studying(in a traditional school), preferred doing everything her way; my heart goes out to her and I wish someone introduced her to the assistive technology which could have made learning a matter of joy and ease.  Like many students, Sarah faced challenges in keeping up with traditional instruction methods.

The video sheds light on the transformative power of assistive technology in addressing many challenges that may prevent many learners to do what they love doing. It emphasized the importance of understanding students’ experiences with assistive technology and the obstacles they face. Many students, like those featured in the video, shared their struggles with traditional learning methods and highlighted the profound impact that assistive technology has had on their academic success. The case of Lukas who loved playing euphonium horn is truly inspirational for many. Lukas courage, passion and will plus the technology helped him become a part of the Jazz band and a full fledged musician. Like wise all achievements of Sarah, Vishal were partly because of assistive technology. The video was personally very informative for me and emphasized how incorporating assistive technology into various instructional formats – whether face-to-face, blended, or online can be life changing for students. By doing so, educators can ensure that content is accessible to all students, regardless of their learning styles or abilities.

Having seen and read content on Assistive technology I feel there are many myths about assistive technology for learning. The first myth is assistive technology is for students with special needs. It is actually a way to enhance the quality of learning
The second myth is about cost of assistive technology that it is expensive and countries with low resources cannot afford them. Some gadgets or technology may be unaffordable but an empathetic and intelligent teacher would always make its way

The third myth is that assistive technology is highly advanced technology. But in reality assistive technology is an application of basic engineering technology for learning. The euphonium horn of Lukas is an example of that.

https://www.augsburg.edu/class/groves/assistive-technology/everyone/

I was introduced to Immersive Reader and C Pen in one of our classes and they were showcased as invaluable resources in supporting students with dyslexia and other learning differences. Immersive Reader facilitates more effective engagement with text by providing features like text-to-speech and customizable font settings. Meanwhile, CPen allows students to access printed material independently, promoting autonomy and confidence in their learning.

As an educator, I today decide, I will also use Assistive technology as a tool to make education/knowledge inclusive for all and try and create for them; an opportunity to succeed.

The progressive World Wide Web & The evolving Classroom

What sounded really interesting to me in one of the articles that my classmate shared as a part of class assignment was this and It was so profound: The web influences peoples way of thinking, doing and being, and people influence the development and content of the web. The evolution of the web from Web 1.0 to Web 2.0 and now to Web 3.0 can be used as a metaphor of how education should also be evolving, as a movement from Education 1.0 towards that of Education 3.0. The Web, Internet, Social Media, and the evolving, emerging technologies have created a perfect storm or convergence of resources, tools, open and free information access. The result is not only a change in what individuals learn but how, wry, and where they learn. Taking this one step further, or from another angle, moving from Education 1.0 to Education 3.0 can be likened to moving from Pedagogy/Essentialism/Instructivism through A andragogy/ Constructivism towards Heutagogy/ Connectivism.

The Education 1.0 class feels something like this:

It’s slow, one-way, and about as exciting as watching paint dry. Welcome to Education 1.0 – where teachers talk, students listen, and the snooze button gets a workout….. the common instruction from Education 1.0 was something like, “Alright, class, here’s your digital worksheet for today. It’s basically the same as the ones you’ve been doing, just on a screen this time. Enjoy! It’s like the regular stuff, but with some extra pixels thrown in.”

Stepping into a progressive Web 2.0 Classroom

It’s like switching from dial-up to high-speed broadband. It’s interactive, dynamic, and engaging. Picture classrooms buzzing with activity, students actively participating in discussions, and learning materials that respond to their input. It’s a whole new world of education where students aren’t just passive listeners, but active contributors to their own learning journey. Welcome to the future of education!

Sneak in “Good morning, class! Today, we’re into the final phase of our course and will begin with assignment. So you’ll be tackling it right here on your screens together in groups. You will find it on your screens, write down what you understand and I will keep arranging it here on the Board to make it a perfect Jamboard. Comment, share ideas, and engage with your classmates in real time. So, let’s get started and make the most of this dynamic learning experience!” Education 2.0 – it’s the modern way we learn, and it’s wonderous. Instead of boring lectures, we’re diving into hands-on, interactive learning. It’s all about teamwork, solving real-world problems, and making learning fun. So, let’s embrace the future of education and make it an adventure!

The unimaginable for the most- Web 3.0

And now Education 3.0 – the ultimate upgrade in how we learn. It’s all about self-determined, interest-based learning where problem-solving, innovation, and creativity take center stage.

Web 3.0 is often referred to as the “Semantic Web,” a term coined by World Wide Web inventor Tim Berners-Lee. This new generation of the web is characterized by more meaning, context, and personalization. Unlike today’s Web, which is mostly focused on providing information, Web 3.0 is designed to provide users with a more personalized and interactive user experience. (LinkedIn)

In Education 3.0, learners aren’t just passive recipients of knowledge – they’re the creators of it. Picture a world where students actively shape their learning experiences, collaborating through social networks. It’s about blurring the lines between students, teachers, and the learning process itself.

Here’s the deal: Education 3.0 revolves around the three Cs – connectors, creators, and constructivists. These aren’t just buzzwords – they define the essence of becoming a self-determined learner. It’s about students taking charge, with educators as guides on the side.

To me, Education 3.0 is a dynamic blend of heutagogical, connectivist teaching. It’s about harnessing the power of networks, resources, and personalized learning journeys. Because every learner’s path is unique and driven by their passions. So, Education 3.0 leads to more ownership, validation from the learner and is a path for personalized, self-determined learning experiences!

This paradigm shift also calls for a paradigm change for the teachers. A feeling of being an empathetic, kind, intelligent teacher who not only facilitates learning but also is a student always and keeps learning while teaching.

Over all Web 3.0 brings some great transformation to teaching and learning however the AI and it’s reach is scary too. As education integrates with digital tech, privacy risks rise. Safeguards are vital to protect student data and ensure responsible use. The access to technology varies and may become a reason for the widening educational disparities. Social isolation may increase with excessive digital reliance, impacting not only the interpersonal skills. This may lead to a hoard of psychological issues and ensuing problem in classroom, family and society. Navigating these challenges is crucial for ethical and inclusive digital education.

https://www.linkedin.com/pulse/why-web-30-important-todays-evolving-world-how-changes-nextupgrad

Assistive Technology: How does it help?

For many years, in my division, assistive technology really meant that students could be issued a laptop that was designated for only their use. While this is a great use of technology, I did not realize the amount of other assistive technology that was out there! Students that were issued laptops were typically issued headphones that had microphones attached or two separate pieces. As we have advanced our technology and as students grow older, the headsets and mics have been phased out. Students usually have their own sleeker versions. 

I have often used many different programs for students as part of best practices; however, they are considered Assistive Technology. For example, Google Read&Write is an extension on Chromebook that I teach my students to use. This extension has the ability to make web articles accessible to all students. Students can enable the text-to-speech function so they can listen while reading along; text and picture dictionary for words that need explaining; word prediction when writing; speech to text to dictate writing; collect highlights from documents or the web when researching; and copy summarize text to new page without ads that can be distracting for students.

In the school I am in now, each of our classrooms is equipped with a sound system, including two different mics. One is to wear around your neck like a necklace, the other is a headset, like Madonna or Britney Spears wear. We choose the one to wear around our necks as it is the easiest to wear. However, this is one of the best Assistive Technologies that I have been able to use. I also teach in a double classroom with another teacher and 57 students. Using the mic eliminates the need to speak loudly all day long; all students can hear me, no matter where they are sitting in the classroom; and for the sake of fitting in, no student needs to feel different from anyone else because of a piece of equipment.

With many, many EAL learners in my school and classroom, I have noticed students bringing their own Assistive technology that our division has never provided. Several students have brought to school Cpens. They have shown me the functions and how they assist them everyday. Knowing the number of EAL students in our school system, it would be great if more students could have access to these. Several students also have their own phones with apps installed that will allow them to take a picture of a document and translate immediately to their native language. 

Assistive technology helps to level the playing field for students, like glasses do for people that need them. As it is evolving, software, apps and cheaper hardware is making assistive technology more accessible to students and school divisions. On the other hand, computers, FM systems, sound systems and newer tech like Cpens are expensive. It is up to the student and teacher to work together to find out what is needed and works best.

Assistive Technology – My Experience

According to the Disabilities Education Act Assistive technology is “any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities”. This is a very descriptive definition except it only takes into account children with disabilities. In my experience all types students might need or benefit from assistive technology. At Central Collegiate we have a lot of English as an additional language learners who don’t have a disability but they can understand so much more clearly with these technologies. Therefore, the definition from the World health organization fits a little better for my practice so far. “Assistive products help maintain or improve an individual’s functioning related to cognition, communication, hearing, mobility, self-care and vision, thus enabling their health, well-being, inclusion and participation.”

The issues I have come across is not having enough hands-on deck or space to support our students who struggle whether they have disabilities, or they are learning English or they are neurodivergent thinkers. Hence, this assistive technology replaces a scribe, or a reader for activities or assessment. As there are more and more students that need supports to be more successful, we will either need to buy more subscriptions to supportive software, physical tools to help or have more adults in a classroom. The assistive technology I have used the most in my high school classes is google read and write, speech to text software, and google translate features on docs. Speech to text software is great for students with ADHD to help them get all their ideas down by speaking rather than typing, same for my students who struggle to write and type. The technology that was shown in the presentation was called immersive reader and this was such a neat tool to replace a person for a student with dyslexia. Instead of having a reader a student could use earphones with a chromebook to listen or use the line reader aspect to support themselves. This is the exact reason and importance for this technology, is to help students become more independent regardless of their limitations.

https://www.knowlarity.com/blog/an-exhaustive-guide-on-text-to-speech-software

However, there are limitations with these technologies. Firstly that students need to have independent instructions on how to use these tools. They then need to practice them and when other students don’t need to do this sometimes it is an issue. There seems to be a lot of comparison in my grade 9 and 10 classes when I try to use these technologies. Kids do not want to be different. My language learners really are happy about the support but my students that need those adaptations to be more successful they seem to rather not do well than be different. The other issue is the space. Students to use text to speech will need an alternate environment and we have no room at Central. There are no where for kids to go with adult supervision and a quiet environment. There is always that adult needed to support. Sometimes kids don’t want to leave the room because again they look different. I have tried getting all kids to try this technology with their phones to show that is normal to use different tools for writing. Still hasn’t helped a few of my students. According to the Assistive Technology: Enabling Dreams video, students should learn these skills from a very young age to foster independence as they get older. I think this would help with some of these embarrassment issues. I speak to students about equity vs equality when they notice differences, we speak about all different people need different things. But they seem to compare often so kids would rather not use the tool and not do well than be different. I have tried getting students to then try these things at home, but then there is the issue of accessibility, wifi and the parent having to know how to use the technology as well.

I am not sure how to go about the needing space or relieving embarrassment around assistive technology in my high school classes. Any suggestions?