Apps for Autism (originally broadcast in October 2011 on CBS’s 60 Minutes) explored how tablet computers and special applications allow those challenged by ASD to communicate more efficiently and effectively.
Picture AAC app (from Hearty SPIN) is an iPad/iPhone/iPod Touch app that helps nonverbal individuals with autism and other special needs to communicate effectively using pictures.
If you run into cloudy conditions, you might not be able to see the meteors but you can still listen to the Quadrantids. How? Tune into SpaceWeather Radio. It’s a live audio stream from the Air Force Space Surveillance Radar. According to the SpaceWeather site, “When a Quadrantid passes over the facility, you will hear a ping caused by the radar’s powerful transmitter echoing from the meteor’s ion trail.”
After the show is over, catch a quick snooze, wake up and explore the rest of the universe with Celestia. It’s a free space simulation that lets you explore our universe in three dimensions!
Though sad, this historical event presents an engrossing opportunity for students and teachers to collaborate and engage in interdisciplinary research. It’s a perfect storm of learning. Delving into what lead up to the tragedy allows pupils to explore elements of:
Diving into this and other historical events, using them as case-study investigations into why and how things happen, makes learning more rewarding and allows students to integrate technology resources in a more meaningful manner.
We can do better. We must do better. We need new scientists and it’s up to us to find them.
How would you describe a potential scientist? Could you spot one in your classroom? Are you doing all you can to nurture these rare individuals? Why are they so rare to begin? Can anyone be a scientist? If educators are going attempt to answer these questions and help budding researchers bloom, they’d be wise to follow the work of Sloan-Kettering Institute Chairman Emeritus, Richard Rifkind.
Two out of three people often continue to hold an unscientific belief even after it is disproven. When conflicts between faith and science arise in your classroom, school, district and community, how are they resolved? Do your students feel safe in asking such questions? Do they have sufficient intellectual freedom to explore potentially unsettling ideas? Are some questions considered “off-limits” to further inquiry?