Robinson's article (below), "Tablet-Sized Teachers" discusses how technology, tablet games, and other learning software programs have changed the face of special education classrooms. I started to wonder how these tablet games fit with the teaching system in schools.
Cooperative teaching is an approach in which general education teachers and special educators collaborate, share planning ideas, and switch the delivery of the material. This growing teaching approach targets multiple options for students to learn as well as the provision of support to all students. Co-Teaching can be implemented in a variety of arrangements: One Teach, One Observe; One Teach, One Support; Station Teaching; Parallel Teaching; Alternative Teaching; Team Teaching. Although each student requires specific teaching strategies and personnel to help learn, the basic arrangements of co-teaching should be altered around the idea of technology and tablet games--mainly for students with autism.
In the article, Robinson states how technology may help students with autism because it is much easier to "read" than people. Students are engaged more than normal and seems just like a game to them. Even though interaction among individuals will continue to change and be complex, interaction with the tablet game will always remain the same. For students with autism, technology simplifies interaction. With apps, software, and tablet games, the entirety of a student's focus is on a small screen. Directions, lessons, and practice problems are all provided through an array of colors and sounds. But as it has been said for awhile, no technology can teach a student alone. Alongside these tablet games and software programs, teachers who understand technology, how to support it, and how it can support themselves are a necessity.
The arrangements of One Teach, One Observe/Support can be modified to have the observing teacher plan specific apps, online games, etc. for certain children to play. In Station Teaching, an area can be designated for all games to be played or multiple areas can be set up depending upon the types of games/online lessons. Alternative Teaching gives both the general education teacher and the special educator to spend time with any children with disabilities and monitor their progress--usually using technology/tablet games.
http://www.slate.com/articles/technology/technology/2014/06/special_education_and_tech_the_apps_and_devices_that_can_help_autistic_students.html
Cooperative teaching is an approach in which general education teachers and special educators collaborate, share planning ideas, and switch the delivery of the material. This growing teaching approach targets multiple options for students to learn as well as the provision of support to all students. Co-Teaching can be implemented in a variety of arrangements: One Teach, One Observe; One Teach, One Support; Station Teaching; Parallel Teaching; Alternative Teaching; Team Teaching. Although each student requires specific teaching strategies and personnel to help learn, the basic arrangements of co-teaching should be altered around the idea of technology and tablet games--mainly for students with autism.
In the article, Robinson states how technology may help students with autism because it is much easier to "read" than people. Students are engaged more than normal and seems just like a game to them. Even though interaction among individuals will continue to change and be complex, interaction with the tablet game will always remain the same. For students with autism, technology simplifies interaction. With apps, software, and tablet games, the entirety of a student's focus is on a small screen. Directions, lessons, and practice problems are all provided through an array of colors and sounds. But as it has been said for awhile, no technology can teach a student alone. Alongside these tablet games and software programs, teachers who understand technology, how to support it, and how it can support themselves are a necessity.
The arrangements of One Teach, One Observe/Support can be modified to have the observing teacher plan specific apps, online games, etc. for certain children to play. In Station Teaching, an area can be designated for all games to be played or multiple areas can be set up depending upon the types of games/online lessons. Alternative Teaching gives both the general education teacher and the special educator to spend time with any children with disabilities and monitor their progress--usually using technology/tablet games.
http://www.slate.com/articles/technology/technology/2014/06/special_education_and_tech_the_apps_and_devices_that_can_help_autistic_students.html