Digital+Camera

​ __ Learning Through Personalized Photo Stories __ Using the digital camera with Photo Story 3 to profile a student using a gait trainer to complete a school job and to enhance a science lesson.

Technology Standards for Students **Technology for Learning and Collaboration** a) Use technology tools, including software and hardware, from a range of teacher-selected options to learn new content or reinforce skills.
 * Standard 3.0 **
 * A. Learning**
 * 1. Select and use technology tools**
 * to enhance learning**

__**​** **Kimberly's Happy Feet** Description of Lesson: __  The students in Room 16 are unable to walk independently. They participate in the Movement Opportunities Via Education (M.O.V.E.) program which allows them to practice and improve their motor skills in a functional manner throughout the educational setting. One of the tools used in the M.O.V.E. program is the Pacer (gait trainer) which provides supports in order to allow the students to practice walking independently. Due to the severity and nature of the students' disabilities, they are unable to use the digital camera on their own. Kimberly volunteered to be photographed as she used the Pacer to walk to the office to deliver the attendance. Delivering the attendance is a functional goal on her IEP and provides Kimberly a purpose for walking. __Reflection:__  Kimberly enjoyed being the focus of this photo story. She loves watching herself on the screen as the story is being played. I found this photo story to be useful in profiling our program during orientation to our peer mentors (6th and 7th grade students from a general education school) and to other visitors.

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__ **A Chemical Change** Description of Lesson: __

The students in Room 16 together with their peers on the Intermediate Team learned about Chemical Changes in our science lessons. In an experiment based on an Alt-MSA science mastery objective (Given a demonstration of a chemical reaction, the student will identify which type of evidence shows that a chemical change has occurred), the students mixed vinegar and baking soda and observed what happened. This photo story documents the process of the experiment. Due to the nature of the students' disabilities, the photo story runs between 3 and 4 minutes in order to provide the simplification of the concepts and repetition necessary for them to gain meaning from the lesson.

__Reflection:__

This photo story was created using pictures taken during several repetitions of the Chemical Change experiment. Once created, the photo story was used to reinforce the concepts taught including using a balance to measure the mass of the baking soda and determining what caused the balloon to get bigger. Seeing the experiment multiple times using the photo story allowed the students to learn the answer to the question "What type of evidence shows that a chemical change has occurred?". Using photo stories with the students' pictures provides a concrete way to teach new concepts to my students.

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