Technology Class reflection
Coming into the Technology class, I was
most concerned about the online format. Having never taken an online
course, I was nervous about how well I would be able to explore the
curriculum without the structure of a weekly class. However, I was
pleased to find out how much I enjoyed exploring and learning on my
own time and in my own way. For example, in completing the word
document assignment, I learned not only what was required for the
assignment, but also got to explore other ways in which I could use
word. I have since used the developer tools to create a quick survey
for myself to track a child’s progress on goals. Instead of having
to type in everything, I was able to use drop down menus to quickly
click on common answers.
Along with learning some new things
about some of the software I have available to me, I also learned
about assistive technology in general. I have previously taught a
preschool class for children with Autism and in that class I used a
variety of assistive technology such as visual icons, Big Macs,
GoTalks, and had one student with Rett Syndrome who used an eye gaze
device. When I switched to Early Start, I noticed there seemed to be
a lack of high tech assistive technology devices used. I also
noticed that not only are they not used, but there seems to be
concern about using high tech devices with young children. I believe
it stems from the idea that if television is bad for young children,
computers and assistive technology devices must also be bad for young
children. I think what I have learned is that although the children
I work with are very young and most are not ready for more complex
assistive technology devices, it is my job to prepare the child for
what they may access in the future and also to prepare the family for
what they may need to advocate in the future. I see it as my job to
lay the foundation of knowledge about assistive technology and how
helpful it can be for a child with special needs so that parents have
the resources and knowledge they need as their child learns and
grows. I can also show parents that using some items such as apps
can be used to increase engagement and interest in learning
activities that have been unsuccessful in the past.
This morning I went on a home visit to
see a two year old with significantly delayed expressive speech
development. She says very few words and we have been working on her
saying animal sounds and environmental sounds but have been thus far
unsuccessful. This morning I used an app, called Peekaboo Barn. I
also had a visual choice board with pictures of the animals from the
app. I gave the choice board to the little girl and turned on the
app. When the first animal made a sound, I asked if she knew which
animal made the sound. She immediately pointed to the correct animal
and then made a huge smile when she saw that she was correct. The
second animal was a mouse. After hearing the squeak, I squeaked, and
then she squeaked as she pointed to the mouse. She loved this game
and by the end of the session she had made eight animal sounds
spontaneously that neither mom nor myself have ever heard before.
That in itself proved to me how
successful the use of technology can be for young children. Which
also proved to me how valuable this class has been.
