Wk 9 Discussion: Chapter 15

On the issues related to training special education teachers to use technology the book talks about how using NETS competency statements are important to sort of measure technological skills gained. The problem however, is that they are finding out that despite efforts to improve teacher technology preparation programs, they have still not been modified enough to get teachers to measure up to the NETS standards. Therefore most teachers end up starting their teaching career with little experience with technology integration. Also to add to the issues, from what I understand is that they need a more demanding assistive technology delivery system because apparently it’s not automatic for a student to get a device that is needed without having to make like some sort of petition.

In the book it describes what no-tech, low-tech, and high-tech solutions are for special students. An example of no-tech is like a one handed individual typing with one hand. Low-tech would be like using highlighters, dictionaries, and organizing systems. High-tech is when we get to the interesting gadgets like powered wheelchairs, smart boards, types of hearing aids, electronic spelling checkers, all kinds of calculators etc.

Discussion 7: "History Wars"

The "history wars" are between educator’s views of what range of social studies should be taught. Some educators or those in education system hierarchy believe that social studies should be limited to just the most important history themes or historical events where as others believe that social studies should encompass a wider range of themes or history and civics as termed in the chapter. Those that view social studies as requiring more themes believe that it should include such themes that will help the students gain a more personal approach to history. Some examples would be like going beyond to incorporate the immediate local history in addition to the main curriculum. Some implications of technology are that with the Internet becoming more readily available, students will rely and go to the information found on there rather than going to a reference or a book on history. The problem is that many times students are not critical enough to distinguish which data is reliable and which is data is not factual at all.

Some concerns that arise with students’ ready access to information on the Internet is that they might run into some inappropriate sights which depends really on what is being studied but the danger is there. One main concern that probably happens more often is what I was mentioning earlier, which is that many times students may not know how to weed out the good information from that bad. Some students may also be so gullible to believe everything they find on any website. Many students are also shy and may prefer to get their answers on the Internet rather than asking the teacher even though many times it might not be the correct or can be extended further by the teacher.