stylus as the child’s hand then rests on the stylus. The adult can then direct the stylus by holding on to the top of the stylus. The Routine of Charging the iDevice: The student should be part of the routine of charging the iPad at the end of the day and retrieving the iPad the next morning. This gives the student increased opportunity to be aware of the iPad and also a social opportunity if the iPad is kept in, for example, the front office. Tips: Terminology: The terms and should be used distinctly, separately and clearly “photo” “picture” so that others will know what you are talking about photos are photos and – pictures can be line drawings, board maker pictures, hand drawn cues, etc. Generically using the term is not helpful to learning about the child’s “picture” visual abilities. Types of Apps: Differentiate among the apps There are school apps, home apps, fun/ – entertaining apps (could be seen as babysitting apps). Some are true teaching apps that work best in school. Keeping them allows for the motivation “special” (and hence the learning) to stay high. Sometimes, when a child responds well in school to a particular app, the families often want to use that app at home. The app can then slide into becoming a app and we lose the motivation “babysitting” of the app. It would be better to find a similar app to the favorite app to use at home. For some of our students who take their iPad home, we have School files and Home folders. So you can have these apps in Folders with specific titles, and then if different – students use the same iPad, each child can have their own Folder entitled: (for example) School Apps Home Apps of student” Apps (Heidi’s Apps) “name Entertaining apps are often the ones that the child can activate on their own and are just fun to play or just to look at, if they are Some of the students “autoplay”.
stylus as the child’s hand then rests on the stylus. The adult can then direct the stylus by holding on to the top of the stylus. The Routine of Charging the iDevice: The student should be part of the routine of charging the iPad at the end of the day and retrieving the iPad the next morning. This gives the student increased opportunity to be aware of the iPad and also a social opportunity if the iPad is kept in, for example, the front office. Tips: Terminology: The terms “photo” and “picture” should be used distinctly, separately and clearly so that others will know what you are talking about – photos are photos and pictures can be line drawings, board maker pictures, hand drawn cues, etc. Generically using the term “picture” is not helpful to learning about the child’s visual abilities. Types of Apps: Differentiate among the apps – There are school apps, home apps, fun/ entertaining apps (could be seen as babysitting apps). Some are true teaching apps that work best in school. Keeping them “special” allows for the motivation (and hence the learning) to stay high. Sometimes, when a child responds well in school to a particular app, the families often want to use that app at home. The app can then slide into becoming a “babysitting” app and we lose the motivation of the app. It would be better to find a similar app to the favorite app to use at home. For some of our students who take their iPad home, we have School files and Home folders. So you can have these apps in Folders – with specific titles, and then if different students use the same iPad, each child can have their own Folder entitled: (for example) School Apps Home Apps “name of student” Apps (Heidi’s Apps) Entertaining apps are often the ones that the child can activate on their own and are just fun to play or just to look at, if they are “autoplay”. Some of the students
Canadian%20Vision%20Teachers%E2%80%99%20Conference%202012.docx