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Contents contributed and discussions participated by Aspen Forgan

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Aspen Forgan

SMART Exchange - Australia - Picture Rhymes - 5 views

exchange.smarttech.com/details.html

IWB flipchart resources

shared by Aspen Forgan on 16 Sep 13 - No Cached
  • Aspen Forgan on 16 Sep 13
     
    This is a literacy resource for prep children. I like the use of images as this is age appropriate. The main concern I would have is that it is quite limited in the number of examples of rhyming words given.
Aspen Forgan

Reflections on Teaching, Learning, and Technology: APPsolutely Amazing Apps for K-3 - 3 views

malchowsreflections.blogspot.com.au/...tely-amazing-apps-for-k-3.html

teaching EDC3100 resources FFF technology apps ictexamples

shared by Aspen Forgan on 30 Jul 13 - No Cached
  • Aspen Forgan on 30 Jul 13
     
    I have been following this teachers blog for the last week and a half as part of my PLN. Her most recent post, which contains a presentation she will be conducting includes a HUGE amount of apps for every imaginable topic- behaviour management, English, creativity etc etc
Aspen Forgan

SpeEdChange: CSUN 2008/A Toolbelt for a Lifetime - 7 views

speedchange.blogspot.ca/...08a-toolbelt-for-lifetime.html

toolbelt theory technology diversity inclusion

shared by Aspen Forgan on 15 Jul 13 - No Cached
Ann Bond liked it
  • Toolbelt Theory is based in the concept that students must learn to assemble their own readily available collection of life solutions.
  • Task1. What needs to be done? (when possible, break the task down into component parts)
  • Environment1. Where must this be done (or is typically done)?2. Under what time constraints?3. What is the standard method of task completion?4. How does the person with the disability interact within this environment?5. Who is the task being done for? (specifics of teacher, employer, other expectations)
  • ...6 more annotations...
  • Schools
  • Tools1. What tool best "bridges the gap" between the current skill set and what is needed for task completion?2. If the tool is not already "in the toolbox" (the person has been successfully trained in its use), how does the environmental timeline match with the needed learning curve?3. If it is not possible to use the "best tool" within this environment what is the "back-up tool"? How do we pre-train so the best tool can be used the next time?
  • Skills1. What specific strengths does the person with the disability bring to this task?2. What specific weaknesses interfere with that person's ability to complete the task?3. What is that person's "tool acquisition aptitude" and what tools are they currently comfortable with?
  • must be preparing students to use the technology that will be around in the next decade.
  • The goal is to empower students to continuously assess their changing needs and the ever changing technological environment that surrounds them, and allow them to build their own toolbelts of appropriate solutions to their life challenges.
  • Toolbelt Theory" suggests that we must teach our students how to analyze tasks, the task-completion environment, their own skills and capabilities, an appropriate range of available tools… and let them begin to make their own decisions.
  • Aspen Forgan on 15 Jul 13
     
    I found this and thought it supported the previous article regarding tool belt theory
  • Aspen Forgan on 20 Jul 13
     
    Hi Colleen, If you open the link, you will find info on all three- theory, task and environment :) The snippets above are what I highlighted
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