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Educational Technology Portfolio
James Madison University
Certificate in Educational Technology
Certificate in Educational Technology
I developed a passion for working with young children with unique challenges at an early age as I watched my youngest sister, who had multiple disabilities, receive early intervention services. Witnessing the positive impact these infant educators and therapists had on my sister and my family made a big impact on me despite my young age.
When I went to college, I originally studied Communication Sciences and Disorders with plans to be a speech pathologist. As I was applying to graduate school, however, I had a change of heart. After much thought and prayer, I decided to pursue a teaching degree in early childhood special education, birth through 5 years. It has been an amazing opportunity to provide support to my students and their families like my family was supported by my sister's teachers so many years ago.
As an early childhood special educator it is my job to work with our youngest students (ages 2 through 5 years old with special needs) and their families to make sure that their transition into school based services is a smooth one. In my 12 years of teaching in Rockingham County as an early childhood special education teacher, I have seen families struggle with a variety of challenges. Finding the right assistive technology device for their child, gaining access to expensive equipment, finding ways to reach their child, creating meaningful moments with them, and finding a way for their child to interact with others and their environment are among the challenges many families face.
Over the years I have seen how the use of assistive technology has opened up new worlds to my students; allowing them to interact more meaningfully with peers, adults, and their environment. These devices give many students the ability to participate in group activities in a way that they have never participated before. They give a voice to those who have difficulty communicating. They allow students who have a limited range of motion and mobility to play with and manipulate electronic toys. There has been one thing that has bothered me about many of the assistive technology devices I've had the opportunity to work with in my classroom: They are only meant to be used in one way.
In the past 13 years access to technology has changed the way I take attendance, submit my lunch count, write IEPs, prep lessons, develop activities, and present material to my students. If it is used properly, I believe it could have an amazing impact on my students as well. With so many different devices now easily accessible to most families, I am interested in learning how these "everyday" devices can be used in extraordinary ways to open up possibilities for students with special needs and their families. How can the tablet that the family uses to stream videos on long car rides be used to help their child with multiple disabilities voice an opinion or make a choice? Can the mom's smartphone that occupies the young, waiting child with games in the waiting room also be used to help her communicate with others?
Rockingham County is in the process of a digital conversion. Witnessing the county go through different phases of this digital conversion has made me reflect on the ways this is changing how our students access information. As an early childhood special educator I need to make sure that I am preparing my students for the classrooms they will find themselves in as they enter kindergarten and beyond. This means giving them more opportunities to use technology in meaningful ways in my classroom.
Wanting to learn more about incorporating technology into my classroom in ways that are meaningful to my students, I entered the certificate program in educational technology at James Madison University the Fall Semester of 2015. I have enjoyed looking at educational technology through the eyes of a early childhood special education teacher, and I look forward to continuing to take what I learn back into my classroom. I would like to help my colleagues in the special education field use what I learn about integrating technology in their classrooms as well. I am excited to learn more about technology options available, and explore how the technology that is easily accessible to our students and families can be adapted to improve the daily lives of my students.
When I went to college, I originally studied Communication Sciences and Disorders with plans to be a speech pathologist. As I was applying to graduate school, however, I had a change of heart. After much thought and prayer, I decided to pursue a teaching degree in early childhood special education, birth through 5 years. It has been an amazing opportunity to provide support to my students and their families like my family was supported by my sister's teachers so many years ago.
As an early childhood special educator it is my job to work with our youngest students (ages 2 through 5 years old with special needs) and their families to make sure that their transition into school based services is a smooth one. In my 12 years of teaching in Rockingham County as an early childhood special education teacher, I have seen families struggle with a variety of challenges. Finding the right assistive technology device for their child, gaining access to expensive equipment, finding ways to reach their child, creating meaningful moments with them, and finding a way for their child to interact with others and their environment are among the challenges many families face.
Over the years I have seen how the use of assistive technology has opened up new worlds to my students; allowing them to interact more meaningfully with peers, adults, and their environment. These devices give many students the ability to participate in group activities in a way that they have never participated before. They give a voice to those who have difficulty communicating. They allow students who have a limited range of motion and mobility to play with and manipulate electronic toys. There has been one thing that has bothered me about many of the assistive technology devices I've had the opportunity to work with in my classroom: They are only meant to be used in one way.
In the past 13 years access to technology has changed the way I take attendance, submit my lunch count, write IEPs, prep lessons, develop activities, and present material to my students. If it is used properly, I believe it could have an amazing impact on my students as well. With so many different devices now easily accessible to most families, I am interested in learning how these "everyday" devices can be used in extraordinary ways to open up possibilities for students with special needs and their families. How can the tablet that the family uses to stream videos on long car rides be used to help their child with multiple disabilities voice an opinion or make a choice? Can the mom's smartphone that occupies the young, waiting child with games in the waiting room also be used to help her communicate with others?
Rockingham County is in the process of a digital conversion. Witnessing the county go through different phases of this digital conversion has made me reflect on the ways this is changing how our students access information. As an early childhood special educator I need to make sure that I am preparing my students for the classrooms they will find themselves in as they enter kindergarten and beyond. This means giving them more opportunities to use technology in meaningful ways in my classroom.
Wanting to learn more about incorporating technology into my classroom in ways that are meaningful to my students, I entered the certificate program in educational technology at James Madison University the Fall Semester of 2015. I have enjoyed looking at educational technology through the eyes of a early childhood special education teacher, and I look forward to continuing to take what I learn back into my classroom. I would like to help my colleagues in the special education field use what I learn about integrating technology in their classrooms as well. I am excited to learn more about technology options available, and explore how the technology that is easily accessible to our students and families can be adapted to improve the daily lives of my students.