In the first year or two after birth, most of the brain’s development and activity is programmed for automatic, involuntary, reflexive, and reactive behaviors and information acquisition to ensure survival and fulfill children’s basic needs. 

This time of their lives and brain development is exciting and moves faster with enhanced responsiveness that constructs new connections amongst neurons. The growth phase happens between ages 2 and 7, as children’s brains dramatically develop the wiring conducive to information storage, communication, reasoning, and understanding. Each child develops at a unique pace.

In actuality, these critical periods in a child’s overall development that happen in bursts. One starts at the age of 2, and another begins in adolescence. During this time, the connections (called synapses) between brain cells double. For instance, your two-year-old has twice as many synapses as a grown person! That is why these early years are a prime time for kids to observe everything around them, learn, and grow. At the ages of 2-7, kids can learn faster than any other period in life. Their brain development matters considerably both before and after that span, but it is especially essential in those years between 2-7.

How can we assist in children during the brain development phase of early childhood? To do so, we can: 

Instill a love for learning

Kids need to enjoy the road to learning instead of focusing on performance. Educators and parents can reinforce the joys of trying new activities and learning something fun. They need to help children realize that mistakes are a welcome, normal part of learning that every learner must go through.

This age group is an important time to establish a growth mindset. People who believe in a growth mindset think that talents and abilities are developed through effort instead of being innately fixed. Not only this, but they also believe that educators should also avoid labeling children or making global statements about their ability. They should emphasize persistence and create safe spaces for learning. Also, show enthusiasm over the learning process; doing so would generate a love for learning.

Provide kids with exposure to as much as possible

During this phase of brain development, it is advisable to emphasize skill development over depth and performance. Exposing kids to a large variety of activities lays a foundation for developing skills in several fields. Early childhood is the best time to expose children to music, reading, sports, math, art, science, and languages; because during this period, kids’ brains are at the developing stage and are ready to retain a range of skill sets. In a nutshell, we should stop calling this phase a “sampling period.” This is a window during which develops children’s range. Moreover, there is plenty of time for them to specialize later.

Emotional intelligence is key

Often, educators neglect the emotional intelligence of their learners. However, during early childhood, we should be teaching kids everything there is to know about emotional intelligence. You should start by helping children in this age group first label their emotions and then convey the story about what made them feel that way. Once children start practicing labeling emotions, educators can ask questions that encourage them to consider others’ feelings. The other way to encourage others’ care to include children in what adults do for others, for example, having them to help in household chores.

Early childhood education is essential

For the ages of 2-7, kid’s brains can retain and absorb incredible amounts of information. For example, in research, children in this age range are best suited to learn language development patterns, enabling them to master a second language to the same level as a native language. Once children reach their 8^th birthday, their language learning proficiency decreases, and second languages are not spoken and native. The same age effect is found when a child learns musical abilities such as perfect pitch.

It is easy and en vogue to think of early childhood as a forerunner to “real” education, but these years may be the period that matters most. The age of 2-7 critical for an “overall and proper” brain development of a child. 

The post How Brain Development Blossoms From Ages 2-7 appeared first on The Tech Edvocate.

What is Blended Learning? 

We can define blended learning as learning delivered with digital or online media or a mix of remote and face to face teaching. This model is learner-directed in terms of time, path, pace, and place. This provides a learning experience that is appealing and delivers successful learning outcomes. 

As per the Clayton Christensen Institute explanation, most blended learning works on any of these four models: 

• Rotational: Learners rotate through various modes of learning. One of them is online or digital.
• Flex: Learners do learning exclusively online. It is done at the school under educator supervision, however.
• A La Carte: Learners do their learning entirely online with an online instructor. 
• Enriched Virtual: Learners receive one-on-one sessions with their teacher. They are then free to finish the rest of the classwork online. 

Blended learning strategies are a good way to mix it up in the classroom. With a  mix of instruction and technology, it can be a great way to boost learning outcomes. In this article, we will list a few tips to incorporate blended learning in your classrooms or lessons.

How can you incorporate blended learning into your classroom or lesson? 

1. Rather than randomly reaching into the mixed bag of web-based and computer-based tools, think about what issues you are currently facing and then look for technology-based solutions that specifically address the problem. 

For instance, find a handful of solutions ask learners to participate in classroom discussions. This will also give learners who are shy or too “cool” could find their voice in an online forum. You can also create and moderate many online collaboration spaces where learners can spend focused time together online, nurturing debate and discovery.

2. Get a clear picture of your class. When it is about blended learning, it does not mean that it is for learners only. Learners and instructors can grow together, as it should be, and this is a big part of making any blended learning strategies successful. However, there is a big misconception about blended learning because it is synonymous with “distance” and “detachment,” a probable reason educators initially shy away from it. However, the fact is that the blend is in harmony with both digital learning and traditional instruction. Moreover, the educator plays a modified role from the old “stand and deliver” one; it is meant to be the best of both worlds combined.

In blended learning, educators should help lead lively class discussions to supplement the digital interaction. Here, learners know that educator plays a role that’s just as valued and appreciated as the technology. It is a more rewarding form of interaction. In a blended learning environment, students circulate, collaborate, and mediate, and in the process, they learn a lot about themselves and others. 

3. Use a variety of tools but do not rely too much on technology. Undoubtedly, it is very important to incorporate technology into your lessons. However, relying on tech tools can become boring or predictable over time. So, it is better not to rely too much on technology, and to keep things fresh and exciting and use different tools and games. For instance, use PowerPoints often and show videos on the lesson’s topic to your learners. You can also use VR, if available, as it is a great way to immerse the learners in novel realities. 

4. Make learning accessible for learners. It is known to all; digital learning allows learners to have the opportunity to access the curriculum even after the lesson is finished. However, as an educator, you need to store the curriculum on a platform that can be accessed by the learners. For example, if you show your learners a video or a PowerPoint, you could save the material on the cloud to help learners get access to it whenever they want.

5. Personalize learning pathways for each learner because not every learner can learn at the same pace and have the same understanding level. So before starting a class, ensure that you use resources that have varying degrees of difficulty. This will provide a challenge for the more academically-gifted learners, and you will be there to assist the weaker learners.

6. Choose a blended learning model that caters to your needs.  There are a variety of blended learning models. So, before implementing any style of teaching into your classroom, find a model that you prefer. For example, the station rotation model involves learners rotating to different technology stations around their classroom. ​​​ 

7. Experiment with the flipped classroom model. As flipped classroom model ‘flips’ the traditional model of learning upside down. So, the learner can use independent study time to watch lecture content and introduce new concepts. Then use class time to discuss this information, do exercises with the support of their educator, and engage in group work and discussion. This favorite model of educators and learners allows class educators to maximize the social value of classroom time while ensuring that learners do not miss out on learning new information.

8. Try something outside of the box. It is very important to try new things because doing the same things repeatedly can cause learners to disengage. So it is advisable to try to liven your blended learning approach with something outside of the box.

The post A Guide to Implementing Blended Learning appeared first on The Tech Edvocate.

Previously, the American Academy of Pediatrics (AAP) had set a general screen time limit: two hours in front of any screen for kids over age 2. Today, defining screen time has become difficult. However, AAP recommends that consistent limits on the use of any media should be levied on kids and teens 5 to 18 years. Since all screen time cannot be equal, parents need to decide how their teens use screens. For example, time spent on educational activities is not equal to time playing games. For teens and kids of all ages, screen time should not be replaced with the time needed for sleeping, eating, being active, studying, and interacting with family and friends.

To help families curb kids use, groups such as the American Academy of Pediatrics (AAP) and the World Health Organization have disseminated a new screen limit guidelines. The AAP guidelines focus on setting healthy guidelines to prevent kids from using their devices in an unhealthy manner.

Guidelines By AAP:

​​The American Academy of Pediatrics (AAP) asks and encourages parents to help their children develop healthy media use habits early on. 

For children below 18 months, the use of screen media other than video-chatting should be discouraged.

Parents of children 18 to 24 months of age should use apps that have been vetted by experts and use them together with children.

For children older than two years, keep the screen use to no more than 1 hour or less per day of high-quality programming. Co-play and find other activities to do together is healthy for the body and mind.

All children and teens need to sleep 8-12 hours, depending on age. Designate media-free time together (e.g., family dinner) and media-free zones (e.g., bedrooms). Children should never sleep with devices in their bedrooms, including TVs, computers, and smartphones.

AAP encourages parents to create personalized media use plans for their children. These plans should take into account each child’s age, health, personality, and developmental stage. Create a Family Media Use Plan and remember to communicate the plan to other caregivers so that media rules are followed consistently.

Guidelines By WHO:

​The World Health Organization has released guidance for how much screen time children under five should get, i.e., not very much.

The children under one should not have any screen time while those under five should not spend more than one-hour watching screens every day — and that less is better.

Tips for limiting your kid’s screen time:

• Research videos and computer games before letting your kids get them. Check the ratings, which can run from EC (early childhood) to AO (adults only.) Teens should be limited to games rated T (for “teens”) or younger. 
• Preview games or play them with your teen to see what they’re like. 
• Ensure that kids have free-time activities that do not include tech, like spending time with friends and playing sports.
• Turn off all screens during family mealtime and at bedtime. Also, keep devices with screens out of your teen’s bedroom after bedtime, and don’t allow a TV in your teen’s bedroom. 
• Treat screen time as a privilege that has to be earned. It is only allowed after chores, and homework is done.
• Spend screen time with your kids to make sure what they are watching is appropriate.
• Use parental control on the TV and computer devices to block your teen’s access to inappropriate material.
• Teach them about internet safety and social media smarts, and make sure they know the dangers of sharing private information online.  
• Place computer devices in a common area where you can monitor their use.

The post Know When to Say When With Screen Time for Kids appeared first on The Tech Edvocate.

Website: https://www.reportbullying.com/

What Users Love About the App

“It’s great in theory in that it helps with the reporting process and streamlines communication.”

“It helps monitor the ongoing problem of cyber bullying.”

What Users Dislike About the App

“There’s no way to censor the “kids just being kids” and abusing the system.”

The post Product Review of Student Tracking System appeared first on The Tech Edvocate.

Website: https://www.submittable.com/

What Users Love About the App

“Submittable is an excellent tool for accepting submissions for any project. Each submission portal is highly customizable, allowing you to change everything from the title to the submission cap to detailed submission guidelines.”

“The Submittable support team is always incredibly responsive. I use the Live Chat option any time I need help troubleshooting, and I have always been able to quickly resolve issues or questions.”

“The interface is clean and intuitive to use, both as the creator and for users. The drag-and-drop features make building forms incredibly easy and the finished product leaves lots of white space and a great look for applicants.”

“My nonprofit used Submittable for running a small grants program and we’re very pleased with the results. It was intuitive to use both for us and our grant applicants. I liked that we were able to create a simple landing page for our program within Submittable which made it easy to share with others.”

“Submittable has great collaboration tools, is very easy to use, and helps keep everything organized. As a publisher accepting submissions, it was the perfect tool for all our needs.”

What Users Dislike About the App

“This program can be very expensive. They also recently made changes to how their site and their plans work, so the support pages are frequently outdated.”

“I’ve had reviewers have trouble logging onto Submittable from Google Chrome. This is actually a pretty large issue, and I hope Submittable will work to make the platform accessible on Google Chrome in the future.”

“Our current package allows only 5 of our team members to have access to submissions. I could wish for more relaxed limits in that regard.”

“Limited functionality. I can’t really use it for anything personal. Only when I’m submitting work and the publisher/competition prefers this method. It would be cool if I could save workable, InDesign or Word copies for my own use.”

“I don’t like that some services are offered to certain levels of subscriptions and not to others. I’d rather have a good, fair price for the use of Submittable’s full functions.”

The post Product Review of Submittable appeared first on The Tech Edvocate.

Website: https://www.submittable.com/

What Users Love About the App

“Submittable is an excellent tool for accepting submissions for any project. Each submission portal is highly customizable, allowing you to change everything from the title to the submission cap to detailed submission guidelines.”

“The Submittable support team is always incredibly responsive. I use the Live Chat option any time I need help troubleshooting, and I have always been able to quickly resolve issues or questions.”

“The interface is clean and intuitive to use, both as the creator and for users. The drag-and-drop features make building forms incredibly easy and the finished product leaves lots of white space and a great look for applicants.”

“My nonprofit used Submittable for running a small grants program and we’re very pleased with the results. It was intuitive to use both for us and our grant applicants. I liked that we were able to create a simple landing page for our program within Submittable which made it easy to share with others.”

“Submittable has great collaboration tools, is very easy to use, and helps keep everything organized. As a publisher accepting submissions, it was the perfect tool for all our needs.”

What Users Dislike About the App

“This program can be very expensive. They also recently made changes to how their site and their plans work, so the support pages are frequently outdated.”

“I’ve had reviewers have trouble logging onto Submittable from Google Chrome. This is actually a pretty large issue, and I hope Submittable will work to make the platform accessible on Google Chrome in the future.”

“Our current package allows only 5 of our team members to have access to submissions. I could wish for more relaxed limits in that regard.”

“Limited functionality. I can’t really use it for anything personal. Only when I’m submitting work and the publisher/competition prefers this method. It would be cool if I could save workable, InDesign or Word copies for my own use.”

“I don’t like that some services are offered to certain levels of subscriptions and not to others. I’d rather have a good, fair price for the use of Submittable’s full functions.”

The post Product Review of Submittable appeared first on The Tech Edvocate.

However, with the increase of online learning classes, various myths and misconceptions have cropped up from all angles giving a false impression about remote learning. Many are under the impression that online classes are not as good as regular or face-to-face classes; they do not offer decent degree programs; their classes have zero value on the job market and whatnot.

Whether you are a learner or parent, or someone looking for a remote learning class but are confused because of the several myths they have heard, this post will enlighten you and help dispel some of the commonly held misconceptions concerning remote learning. Take a look.

1. Remote learning platform does not end in a degree

Many people believe that online education providers do not offer full-time degree programs. However, this is not true. You can earn a legitimate degree ranging from an associate’s degree to a doctorate. Yes, online class platforms offer educational opportunities without a degree attached, but they focus on skilling or upskilling them. Many online learners are solely focused on learning a new skill or improving a skill they already have.

2. Low-quality teaching standards

Many people think online classes’ quality is lower, and are afraid that they will not get the same quality as traditional classes. It is easy to assume that online learning could never match the on-campus learning experience. Many people believe that online classes are designed poorly, content is delivered haphazardly and organized terribly, but the same can also be true for traditional classes.

Many online classes go through a design process that ensures that the class is well organized, but that the content is delivered to conform to best practices for online learning and learning in general. Many online classes are offered with higher quality than many traditional ones.

3. The classes are self-paced

Well, this is not true. Just because you are not physically in front of your instructors does not mean they are not there or will not guide the learning process. While there are lots of self-paced online education options, many programs are structured like an on-site school. Assignments, grading, and whatever is being done in the physical classroom are also done in online learning.

Just as they would in a face-to-face class, online class instructors are responsible for engaging their learners and teaching them the subject matter. However, if you are looking for self-paced online classes, there are plenty of options available.

4. Very little interaction between students

Many assume that since online classes are not conducted face to face, they provide less or no interaction with their classmates or other learners. However, this is not true. Peer-to-peer learning is central to many online class providers. They allow learners ample opportunities to interact, work together, and learn from each other during the class. Many online classes require regular peer interactions multiple times for certain group projects. Learners can interact with other classmates/learners using online collaborative tools such as Pedagogue.

5. Remote learning instructors are not real educators

While certain tech companies are working to transform teaching jobs by replacing the human educator with machines, we have not yet reached that point. So far, all online lessons are taught by a human educator. Universities and edtech companies that offer online remote learning programs do not pick just anyone to teach their learners; renowned professors or educators teach many of the lectures and lessons in their field.

6. Remote learning classes are easier than face-to-face classes

It is widely assumed that remote learning programs and online classes are easier than face-to-face classes, and anyone can succeed without difficulty. People also believe that such classes are specifically designed to be impossibly difficult to make them appear to have the same competitive vigor as the traditional classes. However, this not true. Remote learning class classes are just as demanding and, in some ways, more demanding than many face-to-face classes.

Remote learning classes require the same amount of work and effort as traditional classes. Instructors carry out all tasks and assign the same amount of work as they would in regular classes. Learners do not lose out on any content and enjoy just as many opportunities to learn, sometimes in more interesting ways, as they would in face-to-face classes.

7. Remote learning classes do not help learners achieve their career goals

This is simply not true. Online or remote learning classes are perhaps the most convenient and effective way to learn new job skills and enhance career goals. Most online class providers offer their programs with so much flexibility, offering a perfect match for anyone with a busy schedule. Seeing that the traditional educational system no longer works for learners to fit in the 21^st-century job market, most remote learning class providers focus on job-oriented classes, helping them build the skill as per industry needs.

It does not matter which industry you work for or want to work in; you can always find an online class that would benefit or enhance your day-to-day work performance. If you are too busy, there are plenty of online learning platforms that offer completely self-paced experiences.

8. Have to be a tech expert to take Remote Learning Classes

While it is true that one needs some basic technical know-how, such as how to connect the Internet or navigate a browser, you do not have to be tech-savvy to take online classes. Most online learning platforms require very little computer knowledge, as many tools and programs you will be working with our simple and have familiar user interfaces. Many platforms offer various tutorials and links to help those who have any questions or run into any problems.

9. You cannot build a network

Many think that remote learning limits building relationships with friends and other people. While it is true that many people rely on college networks to land jobs and learn about opportunities, the belief that online learning cannot help build a network is not true. Although building a network might seem hard at first in an online space, it is not an impossible thing to do.

10. Remote learning classes cannot help you land a job

One of the misconceptions about remote learning is that employers do not value online degrees or online classes have zero value in the job market. This is simply not true. While it is true that non-accredited online degree programs are not positively regarded on the job market, these are the exceptions to the rule. Contrary to the myth, remote learning programs and associated skills are highly valued in the job market. They have given learners highly-skilled training in the career of their choice.

Concluding thoughts

For many, when they think about education, they still only see the traditional classroom setting – complete with a blackboard, benches, desks, chair, table, pen, textbooks, notebooks, and a host of learners. While that is how learning has been for decades, things have changed. Now, taking classes and learning online can be just as rewarding and educational as traditional and face-to-face classes, with the added benefit of taking them on your schedule.

The post Dispelling Myths About Remote Learning appeared first on The Tech Edvocate.

Educators, too, have always been curators— bringing together the most valuable materials to help their learners learn. However, in the past, this might have been limited to books, posters, concrete materials, guest speakers, etc. However, as of now, we are in a world of information overload.

So, to help you hone your digital content curation skills, we decided to list some tips.

Specify 

When you begin a journey, it is essential to specify the desired destination. So, is the case when looking for information. Learners should at first find answers to these key questions:  

• What kinds of questions am I trying to answer? 
• What rubric should I use to define a successful curation? 

To answer these, they should first draft specific research questions related to their investigation topics or generate hypotheses central to their area of investigation.  Answering these will guide their further research.

Survey 

In the next phase, the survey focuses on choosing the tools that should be used to explore the Internet.

Various tools can be used to seek the information and answers required at any given moment. If the searches are related to common, everyday topics, then “Googling it” would serve our purpose. However, if searches are related to research topics, those with greater levels of nuance, then learners should be equipped to take advantage of specialized search tools, for example – EBSCOhost, PsycINFO, PubMed/Medicine).  

At the same time, they should answer the following key questions: 

• What type of information is being sought? 
• Which subscriptions to academic databases available?

Besides these, learner-scholars need to be fully aware of the search tools available in their academic disciplines. To facilitate this, educators could, for example, ask learners to submit initial listings of those resources collected from a variety of search databases (e.g., Google Scholar, WorldWideScience, ResearchGate).  This beginning step would illustrate similarities and inconsistencies between the selection and rankings represented by search tools in response to common query terms.

Search

Another critical step is to search for sources. While everyone knows how to ‘Google’ for information, many are unaware of the right way to craft their search terms and queries. So, to get their hands-on on the appropriate sources need to use general terms (at times) or use very specific terms to eliminate poor sources. 

The key questions to answer at the search phase include:  

• What kinds of search terms will produce the best results? 
• What are we expecting from this search process 

At this stage, educators can help learners become better and efficient searchers by demonstrating how different search terms yield different resources. They should include terms that give results for websites with misleading content to show the need to be mindful when searching for information. While in online classes, educators can shoot a narrated screencast video of different searches to teach learners how to craft searches in their field. 

Select

After the search, the next phase is to select, where the challenge is to select relevant and accurate content. Engagement in this process requires a systematic examination of the available information to find themes and new pathways for further searching to strengthen the outcome. The key questions that inform activity at this level are as follows:

• What kinds of strategies would be appropriate to assess and verify the quality of the collected information? 
• Is there openness to the possibility that conclusions might be contrary to or change the initial hypotheses?

It may be advantageous to write a plan that includes topics to be discussed. This could be a Word document or a graphically oriented “Mind Map.” To create a graphical representation of their projects, learners can use a tool like Coggle.

Allowing learners to take such steps can encourage them to create a plan of attack and easily identify their chosen resources.

Synthesize

Any assignment or research should have a properly summarized and synthesized report that clarifies the work performed. Moreover, educators often ask learners to craft their research results into a report, but do not require learners to summarize individual sources. However, the ability to summarize an author’s position is critical to validate its integrity, as it often asks learners to identify gaps in the author’s reasoning. When a learner cannot piece together an author’s argument, it might be that the author’s work does not have any coherent argument. Therefore, resource assignments should include a requirement to summarize the arguments of the works used.

Share

After synthesizing the process results, the major task becomes to determine the most effective and appropriate distribution format for external audiences.  Traditionally in higher education, the gold standard for sharing has, by far, been the research paper. Even though this is likely to continue, researchers can now consider alternate ways to share their work in digital contexts, e.g., through a website, blog, wiki, podcast, video, audio, social media, electronic journals, academic, and social networking sites. 

Educators are vitally interested in having learners master the content in their academic disciplines and achieve the identified learning outcomes.  Once all of it is done, consider the possibility of a value-add:  Learners demonstrate what they have learned by creating an authentic digital product. The Internet offers a large collection of resources and tools in each area, along with tutorials and step-by-step directions.

Curator

Generally, learners forget about the research sources they used once the class is done. However, learners should be encouraged to become “intellectual hoarders” by preserving the sources stacked in a format that can be utilized at a later date. As digital curators and consumers, there will be an ongoing struggle to determine which content should be saved or discarded immediately after use.  These decisions are subject to considerations about the access and the capacity of storage options.

Stewarding information is more than storing them as files on the computer device or the cloud. It could be a Microsoft Word document set up as an annotated bibliography of sources the learner has used. This allows the learner to survey those sources later to see what could benefit them in research. 

Concluding thoughts

If you want your learners to master digital content curation skills, then consider guiding your learners through the process of digital content curation as a way of helping them learn and practice these disciplines. Knowing how to accomplish a task will serve them well throughout their personal and professional lives, at present and in the future.

The post Teaching Learners Digital Content Creation Skills appeared first on The Tech Edvocate.

Most of these devices have been around for a long time now, while others are still new. Regardless, they’ve been tested and proven to be very effective in the teaching and learning process. Take a look at some of these incredibly useful tech devices below.

1. Projector

Projectors became popular decades ago. Today, it is considered a  basic piece of equipment that can be found in almost every classroom. It helps students and teachers by projecting lecture notes and educational videos that are essential in learning.

The projector has slowly evolved from a piece of bulky and heavy equipment to a portable and convenient box. It can display vivid multimedia presentations on almost any flat surface and can be accessed by a wide range of devices.

2. Audio equipment

Traditionally, audio enhancements are only present in auditoriums and conference halls, but eventually, they became more prominent and find themselves inside classroom walls. Audio equipment includes connected microphones and speakers of different sizes and loudness that transmit the teachers’ voice in every corner of the room.

They helped teachers ensure that everyone inside the classroom can hear lectures and other audio-visual presentations. It saves teachers the trouble of constantly modulating their voices to be heard. Also, it increases student retention, as they become more attentive if they can hear properly.

3. Personal Computer

Did you know that classrooms a few years ago only had one computer?  Today, almost all teachers and students have access to a computer device and have an internet connection. 

Also, laptops and desktops erase the need to carry heavy books like encyclopedias and dictionaries. Students can download PDF versions of these educational references or use the internet to gather data instantly. Computers allow them access to infinite information.

Meanwhile, teachers can use monitoring software to track their students’ development and understanding. They can conduct virtual quizzes, form a group on a social media platform, or put up their own YouTube channel.

4. Cameras

Cameras aren’t just for taking beautiful pictures or videos but also for documenting classroom activities. They are very useful, especially when students are doing experiments or performing a play. They preserve memories, but at the same time, they can be used to assess student performance.

5. Digital textbooks

Textbooks have now evolved to paperless digital tablet-like books. Generally, a digital textbook is only a digital form of the actual textbook, only that developers have added other options that make them more interesting and convenient. This innovation reduced the need to publish expensive and bulky books and convert them into e-books or PDFs instead.

Teachers should utilize these five tech devices for their effectiveness, convenience, and accessibility. These tech devices can give life to their everyday lessons.

The post 5 Tech Devices That Should Be Part of All Classrooms appeared first on The Tech Edvocate.

Naming Therapy– This app helps people with aphasia and children with special needs to practice important naming and description skills. It was designed for both personal and professional uses by speech-language pathologists. The app contains beautiful images, real voice, and full personalization features with more than 700 words. You can also practice naming with over 400 photographs accompanied by clues. You can customize the tests by adding your photos and hints and assigning appropriate scores. The app keeps a record of which clue led you to choose the correct answer; reports are generated and sent to you via email.

The post Dysnomia Apps, Tools, and Resources That We Love appeared first on The Tech Edvocate.