That would assume that your student was able to enter the text, edit and do
desktop publishing all on the Alphasmart. Most of my students like the one
you describe use the AlphaSMart as the tool for entering the text - then
they beam or connect to a computer to run spell and grammar checks, and
maybe a talking word processor to assist with the editing and revisions and
then to do the finishing desktop publishing. So I would be much more
concerned with access to the tools to complete the whole writing process.
Paula Walser
pwalser@cesa6.k12.wi.us
spk2wrt@phoenix.edc
.org To:
Sent by: cc:
owner-spk2wrt@phoen Subject: Question
related to Message in Listserv Digest
ix.edc.org
09/03/00 07:17 AM
Please respond to
spk2wrt
I need advice about from members of this listserve.
If a child needs to use an Alphasmart (small keyboard word processor) in
order to complete assignments within each classroom in a grade 7 team
structure, shouldn't there be a printer and hook-up cable in each
classroom? My thinking is that if the purpose of the Alphasmart is to be
the equivalent of a pencil or pen for a writing disabled child, then
printing the assignment right in the classroom, and handing it in (a
minimum requirement for all the other kids in the room), should be the
practice and expectation.
At present, it appears much more prevalent to expect the student to either
leave the class during class time and go to the special ed room, or the
library, to print (which takes about 15 minutes roundtrip); or, to complete
the printing during lunchtime or morning break; or to bring it home
overnight, print it, and hand it in the next day. All of this in schools
that do not have computers/printers in each classroom.
Isn't it more equitable to consider a computer and printer in each room as
a necessary part of the technology needed for equal/equitable access and
use?
Hope this question makes sense to some of you, and that you can help me
with my thinking.
Thanks for your help.
Sincerely,Carol Spencer
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