Sunday, November 25, 2012

Digital transitions: The elderly and technology

My dad's portable computer

When I consider the elderly and technology, I think of my own father. Dad was involved with computers when computers did very little. He put some of his own together. He once used a large wooden folding table and converted it into a "computer desk" where the "guts" of the system were all configured inside the desk. I can still remember dragging the piece down from the attic a number of years ago when my mom finally put her foot down and made my father trash the old technology he was not using anymore.

Dad had one of the first Apple Macintosh computers in the area. When portable computers were still more of a dream than a reality, dad was placing his smaller Apple computer in a carrying case with a dot matrix printer so he could travel with it to Toronto to do consulting work.

For years he did programming, creating software for local businesses and companies that needed custom-based databases for tracking different things. He worked with trucking companies, convenience stores, and pulp and paper mills. Back in the 90s I remember going on a conference with him when Microsoft was unveiling some new software. I went in my capacity as a sales rep since, at the time, I worked for a local computer retailer. Dad went as a programmer. I remember looking around during the conference and noting that a lot of the people there were younger than me, and dad was the only grey hair head in the room.

Up until July 2011 dad was still doing consulting and programming for local businesses. He was 77 years old. In July of that year he suffered a serious stroke. Thankfully, his recovery went well. However, the next year my family lost our mom and my father lost his life-long companion of over fifty years. We worried about dad's recovery, and what he would do to fill his time since we knew he would probably never use computers again.

Dad's stroke left him partially blind and his short term memory is hit and miss. While he still likes to talk about his days using computers, his desire to even attempt using one is gone. However, he has a trusty CD player companion, compliments of CNIB, that he uses to listen to documentaries, lectures, news and audio books. Dad has used an iPad for FaceTime, and my sisters and I discussed setting one up for him. We soon realized, however, that while we would see the benefit of it, dad finds it much easier to have his CDs provided to him where he can play them in a unit that has basic buttons he can remember how to use.

So my father transitioned from firing up at least one computer everyday to having very little desire to even turning one on again. He certainly appreciates thing like Facetime, but his capacity for remembering how to use it is not there, and he knows that and accepts it. I only hope when (and if) I am his age, I can be as accepting of whatever life throws at me.

Nursing home residents use FaceTime to stay in touch with family
On another note related to the elderly, my friend was telling me about a student he knows who is working at a local nursing home on a school co-op. She realized a lot of the residents had family who lived away. So she contacted some of the families and arranged Facetime sessions on her iPhone between the residents and their families. It has been a big hit and residents look forward to chatting on Facetime with their families.

Call me maybe?
And, finally, some of you might have seen or heard of the resident home in Ontario where, with the help of the recreation coordinator, the residents did their own rendition of "Call Me Maybe." I provided a link here if you want to check it out. Or check out the embedded video below:


Thursday, November 15, 2012

Brain strain?

Are products like Fast ForWord an essential piece of the
puzzle in improving student reading and language skills? 
The students walk into the classroom and sit down at their computers. They fit headphones on and wait for the systems to start up. They then can begin a forty or fifty minute protocol in different "games" that are supposed to help rewire the brain.

If someone walked into this classroom he/she might see students bent over with their heads on the computer desks as if they were asleep. Yet, they are in a challenging phase of an exercise where they need to recognize low and high sounds.

The sounds are played so quickly that some students find it easier to concentrate by shutting out any visual distractions, and the only movement comes from their fingers as they swiftly enter choices on the keyboard.

Welcome to a classroom in the 21st century where students are experiencing the Literacy products by Scientific Learning. According to the company, the software is designed to "rewire the brain for academic gain." Their website says that the software is so effective that "on average, students can achieve a one to two grade level reading gain in 8 to 12 weeks."

The major principle behind the development of the software centres around the research of brain plasticity that "demonstrates that completing learning tasks in a frequent, intense timeframe accelerates learning."

The acronym MAPS is used to summarize the four key cognitive skill sets that are developed when using the Fast ForWord products. MAPS stands for memory, attention, processing rate and sequencing.

There is no doubt that science has made dramatic strides in how the brain works, and these discoveries have helped form the basis of new teaching approaches in schools across the globe. But can computer software programs really give the brain "a workout" that will help improve students' cognitive skills and reading fluency?

Unsurprisingly, according to Scientific Learning, they can. The Reading Progress Indicator (RPI) was designed by an independent assessment provider company, Bookette Software, to measure students' reading and language skills as they progress through the Fast ForWord products.

This assessment, combined with the experience of many schools, makes for an impressive number of testimonials that praise the effectiveness of Scientific Learning's line of computer products.

Additionally, the RPI assessment allows the software to automatically set a student in the program and at the level it determines will be best for that student. Although the educator can disable this feature and assign the student to another product if he/she feels the RPI assessment placement is misdirected.

The newest versions of products from Scientific Learning
are online, so students can "exercise their brain" anywhere
 there is a high speed Internet connection, whether it is a
computer lab, classroom or even at home.  
So is Fast ForWord a new revolutionary way to help students develop reading and language skills through computer generated brain exercises? Those who have invested in the software say yes, but there are some doubts.

According to the website teacheffectively.com, at least two independent studies of the program question how effective Fast ForWord is, particularly if compliance with the program is inconsistent.

Dr. Steve Miller, a co-founder of Scientific Learning, responded to the site in the comment section. Dr. Miller said that the Fast ForWord products now have 30-50 minute protocols per day as opposed to the older 90-100 minute protocols that were used when the research was done. Dr. Miller then provides the titles of three published studies that found Fast ForWord to be effective in raising literacy outcomes.

Despite doubts and conflicting evidence, it looks like Fast ForWord will not disappear any time soon. In fact, other companies are now on the scene, like Lumosity, that also provides brain computerized games for any ages. The company claims their software has helped people recover from diseases and accident-related brain injuries. Similar to Scientific Learning, Lumosity is "advised by leading experts in neuroscience and cognitive psychology."

It is doubtful educators would see computer brain games as the ultimate solution for improving reading and language skills. However, for schools and districts that can afford the products and can devote the time, they may be an excellent supplement, particularly for struggling, special needs and at-risk students.

Related sites:

  • The Reading Brain and the Fast ForWord Program: Click here
  • Exploring the re-wiring of the brain: Click here
  • New Clues on Rewiring the Brain: Click here
  • Brian Flexibility, Basis for Software Development to Treat Learning Disabilities: Click here
  • Rewiring the brain to learn: Click here