Michelle+MartensDragalin+Wiki+page

Final Project I have the verbal aspect of this final project. I sent it to Dr Hancock. I could not download it onto the powerpoint. However I did include the transcript in the note..

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Week Nine plus

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Week 9

thanks *Please remember to provide narration to your presentation. Per rubric D. Reed * Also transitions on slides can be varied. Images could add variety. Looks good though. D. Reed []

HI, Sorry about that. I have sitched it to power point. Hopefully tha works better. Hi - When I click on the you tube video it says the video is private so I cant see it ..... also instead of having the code showing on the wiki page, you can click the widgit buttom above and addyou tube code. That way it will play directly in the wiki. I don't see week 8 or 9 ? I see you have another page called power point and it looks like much of the same info - I'm a little confused. That video does play but I can't tell what week it is for? thanks, Dr. Hancock

Week 8 HI I am uploading it through youtube 

Here is week seven

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Here is week six []

Here is week five []

Here is week four powerpoint

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I am using the powerpoint as a storyboard.

Hi

I have included my link to my power point: it is a draft.

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Defense of Innovation for Multimedia Presentation Use of Google Docs

Michelle Martens Dragalin Technological innovations in the classroom can be different for each district, school and classroom depending on the needs of the teacher. In my school, many of the teachers suffer from technophobia; computers and software associated with them are used for centers and rewards. In my opinion if teachers knew more about the technology that they have access to they would see how much easier to complete their own work and work with other teachers in the building, specifically resource teachers. This paper will describe how the use of Google Docs would assist in communication about students, lessons and policies with resource teachers in the school building and district. In addition, the paper will illustrate how it can be incorporated into other forms of technology in the school; iPads and Mobile Devices and why this innovation is important to use. The technological innovations that would help learning in this day and age are Google Docs, iPads and other Mobile Learning devices. Special education teachers who are mentored by teachers outside of the building, in addition, parents, speech therapists, occupational therapists, general educators, program managers and those are the people who are directly involved in the child’s educational plan. This does not include the number of people who are peripheral to the child’s educational plan. As a result, Google Docs, Mobile Learning, and iPads are great innovations that can be used to communicate, provide information and add the necessary information to existing reports. iiPads and Mobile learning devices facilitate the use of Google Docs. The special education case manager can set up a page for each of her students and send the link to each of his teachers and theraptis. The resource and general education teachers can access Google Docs from their favorite device, iPads, Mobile Learning, Laptops, Desktops, etc. Google Docs are innovations that would be make a special educator’s job easier to establish and maintain communications about a student’s educational progress or lack of progress. They will also assist in helping the students’ progress in their educational career by allowing everyone to: (htpps://accounts.google.com/serviceLongin?)//
 * Technological Innovation: Google Docs**

// • Upload your files from your desktop: It's easy to get started and it's free! //

// • Access anywhere: Edit and view your docs from any computer or smart phone. //

// • Share your work: Real time collaboration means work gets down more quickly; (Https: //accounts.google.com/ServiceLogin?)”


 * Google Docs **

Computer Using Educators (CUE) provides a workshop to help educators use Google Docs as a method of communication and information sharing. In addition, the school district provides workshops at a school as long as there are 10 or more teachers in attendance. Although this is a program that takes time to get adjusted to because there are requirements that the person needs to incorporate into the program. Once the teacher and other staff to get used to Google Docs, this program does provide a


 * forum for the case manager to regularly update her records and
 * give the other teachers a chance to add their thought, in addition :
 * Unnecessary meetings
 * Gives caregivers and parents access to their child’s records provided the have the technology
 * Allow information to be shared and discussed at the convenience of everyone and keeps the information in one place.


 * Supportive Research**

Research does support the use of technology in the classroom. However, technology also needs to provide the teachers with a way to have the case managers more time to work with the students. Jenny C. Wells and Patricia H. Sheehey (Jan/Feb, 2012) state this case in //Person-Centered Planning: Strategies to Encourage Participation and Facilitate Communication// by stating the case that technology provides a way for meetings and information to be shared by all interested parties. Google Docs can be accessed by all agencies and parents (with internet accessibility) and as such can read the information in advance or have it translated if necessary.

** Conclusion **

Special education teachers serve many roles in the public schools. One of the roles is facilitating information so that all concerned parties have access to the information of the child. In order to do this effectively teacher need to view technology as a tool to lessen their paperwork demand and provide a way to show a child’s progress.

**References**

Google Docs (2012). Retrieved from []?

Lee, H., & Templeton, R. (2008). Ensuring equal access to technology: providing assistive

technology: providing assistive technology for students. //Theory Into Practice.// 47, 212-219. DOI:10.1080/00405840802153874

Wells, J.C., & Sheehey, P.H. (Jan/Feb, 2012). Planning strategies to encourage participation and

facilitate communication. //Teaching Exceptional Children.// Council for Exceptional Children. 32-39