Touchscreens in Special Ed.



In my classroom I use a 42″ touchscreen instead of an Interactive Whiteboard and I often get asked why I don’t just use an Interactive Whiteboard instead. I had many reasons for choosing this particular touchscreen for my school: Continue reading

Dog-Eared Schedules are Best!


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In my preschool classroom I use visuals throughout the day. One of our most used visual is the visual timetable. Each child has their own personal visual timetable. The last thing I do in June is to make up visual timetables for my new pupils arriving in September. I use a different colour for each child. I then use this colour for all the child’s classroom labels, place mats, name tags etc Continue reading

Why Symbaloo?



When I began coordinating ICT in my present school there were six classes in the school and six classroom computers. Coordinating ICT was easy. I became aware of a new suitable programme which would benefit the pupils and I would discuss it with the class teachers, put it on all the computers and the teachers would use it. Continue reading

Digital Portfolios: Making Learning Visible

When my eldest child started preschool it was a bit of a shock to me I have to admit.  For the very first time I entrusted my precious baby to people I hardly knew.  So there he was…three hours of the day on his own with people he didn’t really know and who didn’t know him. Continue reading

Apps I Use: Alien Buddies


Alien Buddies by Artgig Studio: I love this app and use it a lot in my classroom. It has four games; matching, puzzles, dot to dots and stickers. The games address a variety of skills such as number, colour, letter and shape recognition, finger isolation and matching. Continue reading

Visuals in the Classroom: Tools for Inclusion


Photo: CC BY Steve Corey (Flickr)

Photo: CC BY Steve Corey (Flickr)

If I were to chose a tool to make our classrooms more inclusive, then using visuals would be high up on the list. Visuals are a great tool to aid understanding as they allow children the time they need to process what they are being asked to do. They don’t have to hold the information in their heads. Continue reading