Apps

iPad

Blooms Taxonomy Apps – This page gathers all of the Bloomin’ Apps projects in one place!  Each of the images has clickable hotspots and includes suggestions for  iPad, Google, Android, and Web 2.0 applications  to support each of the levels of Bloom’s Revised Taxonomy. The use of the triangle shape for Bloomin’ apps projects was specifically NOT used to help clear up the misunderstanding that the levels are hierarchical and the top levels only make up a tiny portion of the cognitive processes.

Explain Everything -Explain Everything is an easy-to-use design tool that lets you annotate, animate, and narrate explanations and presentations. You can create dynamic interactive lessons, activities, assessments, and tutorials using Explain Everything’s flexible and integrated design. Use Explain Everything as an interactive whiteboard using the iPad 2 (and the new iPad) video display.

Join me – With the join.me viewer, you can join an online meeting no matter where you go. View someone’s screen, share ideas and collaborate in real time, for free!

iPads for signifiant disabilities – This wiki is a collection of resources and ideas for using the iPad with students who have the most significant disabilities. I will make no attempt at defining the disabilities, but merely make some implementation and instructional suggestions for the iPad. Remember we don’t want to start with the tool, so please consider completing a SETT to determine if the iPad is indeed appropriate for your students. If so, I hope you find usable ideas here. Feel free to contact me with your ideas.

BehaviorLENS by SuperPsyched, LLC – Behavior Lens is a multimodal behavior observation tool created by school psychologists to identify the frequency, duration, and function of behaviors of interest for use on the iPad.

1. Interval Recording allows the user to estimate time-on-task by coding the individual’s behavior at pre-determined intervals, without requiring that the individual to be continuously observed. The tool allows the user to code behavior for a typical peer to obtain comparative data.

2. ABC (Antecedent, Behavior, Consequence) recording allows the user to collect information regarding the events that occur immediately preceding and following an individual’s behaviors of interest. Patterns emerge from ABC data that allow the user to see the relationship between the individual’s behavior and his environment. The tool allows the user to code not only actual consequences of problem behaviors, but also the “perceived function” of the individual’s behavior.

3. Duration recording allows the user to monitor the length of time an individual engages in a behavior of interest. Behaviors are recorded with an in-app timer as the behavior of interest begins and ends. The tool allows for multiple behaviors to be recorded simultaneously, and does not require a pre-determined observation length to ensure that all pertinent data is recorded.

4. Frequency recording allows the user to tally the occurrences of a behavior of interest over time. The tool allows for multiple behaviors to be recorded simultaneously, and does not require a pre-determined observation length to ensure that all pertinent data is counted.

D.A.T.A  – The Direct Assessment Tracking Application (D.A.T.A.) is designed to allow users to precisely measure how often and how long events occur over time. The application can be used to conveniently and inconspicuously collect data on a wide range of events in a variety of settings.

The Texas Computer Education Association has created a spreadsheet of Apps, organized by topic in the following categories:

Click on any of the blue titles to access the spreadsheet.

Brighter and Bigger
“Brighter and Bigger” is a reading glasses tool for people who have difficulty reading fine print and focusing on nearby objects due to presbyopia, eye illness, etc.

Presbyopia is a normal condition for people over the age of 40, which arises from age-related changes in the anatomy of the eye. Moreover, it becomes difficult to read small letters due to eye illnesses, such as cataracts and low vision.

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Region 10 Events
Events on January 30, 2015

DCD Network Mtg

Starts: 9:00 am

Ends: 3:00 pm, January 30, 2015

Location: Ramada Rochester, 16th Street Southwest, Rochester, MN, United States

Description: Need help with significant behaviors for students with DCD and ASD? Interventions and Ideas to support you in the classroom.

Based on the CoP Goal: Dealing with behaviors for students who have severe disabilities

use Link: http://stream3.video.state.mn.us/Mediasite/Play/846cd3b063ea4fb18f5e559091ddeee91d

TARGET: Texas Autism Resource Guide for Effective Teaching. The TARGET manual is divided into four sections Introduction, Glossary, Evaluation, and Interventions.

Events on February 2, 2015

Statewide PHD Mtg

Starts: 9:30 am

Ends: 3:50 pm, February 2, 2015

Location: District 287/ITV in Byron

Events on February 3, 2015

Voice to Sign Interpreting

Starts: 5:30 pm

Ends: 7:30 pm, February 3, 2015

Location: Faribault Middle School 704 17th Street SW, Faribault MN 55021 Room A100

Description: Target Audience:

Interpreters working or seeking to expand their work in educational settings

Workshop/Course Description:

Voice interpreting can be challenging especially when a deaf person uses a lot of non manual markers, gestures and facial expressions that don’t have a “word” or a “glossed sign” for the interpreter to use. This workshop will help interpreters working towards certification learn how to let go of word/sign translations, voicing fragmented sentences and to focusing more on meaning, smooth transitions, reading facial expressions, body language and giving the complete meaning of what a deaf person is conveying. This workshop will also address strategies for picking up fingerspelled words and numbers, using fillers for transitions and expanding on the message.

This workshop is open to all levels of interpreters.

Educational Objectives:

Practice word choices for facial expressions, non manual markers, gestures, etc.. that don’t have a “sign” or “glossed word”.
Share and practice strategies to let go of word/sign translations and go for meaning.
Practice producing an interpretation with complete English sentences and incorporating smooth transitions, language expansions and use of fillers to keep the language and message flowing.