EDU6215- Multimedia in the Classroom

Teaching High School Physiology Using a Popular TV Medical Drama. Alvarado, Marissa, April Cordero Maskiewicz. The American Biology Teacher. Vol. 73, No. 6 .August 2011. 322-328


This article focused on can students' knowledge be improved through multimedia in the classroom. For this study, they viewed a biology class in high school in a low-socioeconomic area. Since this is a biology class, the multimedia they used was the TV show House. By integrating this show, the hope is that students would understand the physiology of the human body.

Such a high percentage of people watch TV that this is the way people get the most information about health issues. The CDC partnered with Hollywood to help ensure that accurate facts about medical conditions are being used in the media. Using TV and movies in classrooms is not anything this is new. However, not many studies have been done focusing on science classes.

When it comes to using integrated media in learning physiology, there should be a plan to schedule interruptions where the teacher and students can interact. The reason the show House was chosen is because it provides relatively accurate scientific scenarios, frequent animations of what is happening inside the body, and students are familiar with it already.

The study was done over a school year with students ages 15-19. A unit began with a pretest and then the unit was taught as usual. Two classes used House as supplements while one class did not. Then all classes were given a posttest. Students who viewed House during their class showed a higher learning rate from pretest to posttest than students who did not view House.

The article says that using multimedia like this in the classroom is something that will continue to peak student interest. It says that teachers should continue to find ways to incorporate it into their lessons as much as possible.

Personally I think this is a great idea. I have watched every episode of House so I was really able to think about what the show is like and how it would relate to a high school biology class. I agreed with the points of using this particular show and the strong reasoning for it. There are so many films for all classes that can be used as a supplement to material. It is equally as important to have strong questioning techniques along with the film. If there is no discussion or questioning about the video then it does not do any good to use multimedia in this way.

EDU6215- Student Engagement with Media

Using Social Media to Reinforce Environmental Learning And Action-Taking for School Students

Warner, Alan. Eames, Chris. Irving, Robyn. 2014. "Using Social Media to Reinforce Environmental Learning And Action-Taking for School Students." International Electronic Journal of Environmental Education. Vol. 4, Issue 2: 83-96.


This article focuses on using experiences outside of the classroom, particularly field trips, and using social media to reinforce the experiences through blogs.

To start off, the article talks about how experiences outside in the classroom and in their own community can provide a better connection to learning. Even though these experiences are very helpful for learning, it will not be effective unless the teacher will do follow-up activities. In the same way, if students are to participate in activities that help the environment, it does not automatically mean that they will have a strong urge to further help the environment. "The aim is for students to take action as a means to develop action competence, not simply to take action for action’s sake" (84). It was found that students would take further actions if the teacher provided a high level of follow-up.

One of the ways this could happen is using blogs. Most students are familiar with social media like Facebook and Twitter. Sites like this can spark interest for social issues for students. Blogs are another way to share out with classmates, teachers, and the community. This is of course only if the teacher is comfortable with technology. blogs, etc.

A study was done with these kinds of experiences with primary grades in New Zealand and blogs were used as social media. The purpose was to find factors in the trips influenced learning and to what extent can social media be used for transfer of learning. This was done through observation, teacher interviews, student groups, and student work.

One class was a group of 15 five year olds. They used a blog in for their experiences, which they have already been using in the classroom. The students loved the blog even if they could not always articulate details. The next class was seven and eight year olds. They did many activities prior to their experiences, like videos. The teacher also had blogs throughout the year as well. The kids loved it and said they felt like scientists.

Overall if teachers have social media and technology integrated into their classrooms, they can be strong tools to help with learning experiences in the community.

EDU6250 Article 3

Preschool Teachers' Beliefs, Knowledge, and Practices Related to Classroom Management

Purpose: This study examined preschool teachers’ beliefs, knowledge, and practices related to classroom management.

Participants: Six teachers at a private preschool in a suburban Mid-Atlantic state called Hawthorne Academy. Teachers taught ages 3-5 and have taught a minimum of 2 years.

Methodology: Data for the study included interviews (5 interviews over 10 weeks lasting 45 minutes), observations (8:00-12:00 once a week over 10 weeks), and document review (school website and written items by participants.) Data is then broken down into the participant and their respective classroom. The framework is a multiple case study design which is used to examine multiple cases around common research. Here are the questions used:

1. What are the components of classroom management in preschool?

2. What is the role of the preschool teacher in classroom management?

3. What are the sources of preschool teachers’ knowledge about classroom management?

4. How have preschool teachers evolved or developed as classroom managers over the course of their careers?

5. How are preschool teachers’ beliefs and knowledge about classroom management manifested in their classroom practices?

6. Do preschool teachers engage in classroom management practices that support or contradict their stated beliefs?

Findings: The findings revolve around the six questions mentioned above. Participants saw teaching students social and behavioral as the main goal of classroom management. This was done mainly by modeling appropriate behavior as the teacher. Another big one is getting students as much independence as possible, such as classroom and self-care routines. Being able to give emotional support was something all teachers did. This was to let students know they can trust the teacher while also nurturing their needs. Going along with that are the teachers consciously making efforts to respect the students’ feelings. All participants said their greatest influence with classroom management is their experience. Language was the way participants had the most successful managed students. When this did not work, physical prompts or sign language was used. Participants’ classroom management styles were very consistent with what they stated they believed.

My Personal Reflection: I think that was a great study and found things I could easily relate with. Drang’s background is an early childhood special education teacher who had students with moderate to severe disabilities. This is basically what I do just at the high school level. More than anything it reminded me of where my students start off at versus where they are when they come to my classroom. In Valley View our students like this in early childhood do not do ANY academics. Everything is social and behavior management the entire school day. When they get to me, most (if cognitively capable) are expected to have some academic skills. I know for the kindergarten teachers they have a very hard time because now these students are expected to be able to do academics and be tested on it. For this population the ultimate goals in mind should be independent living skills, job skills, and appropriate behavior. Even though this study was focused on 6 teachers and their personal beliefs and styles, I was more focused on what I am doing in my classroom and how I can better my own practices. Although this does not specifically focus on a tool, I think the correlation between the study and ClassDojo is very strong. The ideas and practices of the teachers are things that the program does for teachers in the classroom.

Drang, Debra. 2001. “Preschool Teachers' Beliefs, Knowledge, and Practices Related to Classroom Management.” PhD dissertation, Department of Philosophy, University of Maryland, College Park.

EDU6250 Tool Project

 Tool Project

What is ClassDojo:

-A FREE online behavior management tool
-Provides instant feedback for students and parents
-Creates reports and an additional messaging system
-Individualized profiles for each student with an avatar character
-Assigns points (positive or negative) based on behaviors
-Can be used from Early Childhood to STEP
-All you need is a computer, laptop, smartphone, or tablet with internet access

Used For:

-Communicating to parents about behaviors
-If used on SMARTBoard, instant visual and audio stimulus for students
-Data for updating Behavior Intervention Plans (BIPs) or Annual Reviews
-Data for Meredith before she comes to your classroom to observe

Benefits in the Classroom/School

-Immediate feedback (can be used as a daily reward system)
-Clear expectations for parapros who may not know how to take data
-Can be shared with Adaptive PE teachers during planning period

Benefits in the Community

-ClassDojo is an app free on Android and Apple Devices
-Consistent data can be taken easily on CBI trips
-Parapros can have download the app, get access to the class, and take data
-No need for clipboards and pencils when trying to keep up with students!

Obstacles in Implementing

-Not appropriate to display as whole class in high school and STEP
-Parents not signing up to view data
-Resistance from parapros to use in the school building and community
-Students who are “mother hens” focusing on the negative behaviors of others
-A staff member who does not have a smartphone or Windows phone
-Not as detailed in antecedent and conclusion of the behavior

References to Support

-“These [best] practices include developing relationships with students, creating a respectful classroom community amongst the students, organizing interesting lessons around a meaningful curriculum, and teaching moral development” (2011, p.1).

-“Longitudinal research has revealed that teachers who utilize a more proactive classroom management style, rather than attempting to control negative behaviors through coercive means such as punishment, have students who are more committed to school, more academically engaged, and have better achievement” (2011, p.2)

Florin, Laren D. 2011. “Kindergarten Teachers' Classroom Management Beliefs and Practices       and their Implications on Students' Social and Academic Outcomes.” PhD dissertation,        Department of Philosophy, Old Dominican University.

-“The role of feedback on task completion cannot be overstated. It provides immediate and regular feedback on the given task, and not only tells students how they are doing, but points them in the right direction” (2011, p. 6).

-“Engagement not only increases academic performance, but it also lessens misbehaviors” (2011, p. 4).

Burson, Tyrone. 2011. “The Effects of Backward-Designed Curriculum and Instruction on           Classroom Management.” PhD dissertation, Department of Education, Lindenwood   University.

EDU 6250: Obstacles Project

Obstacles Project

1. Insufficient access to technology

-Not enough devices for a school

-Not enough internet access to support devices

-Not enough money to give needed supports

-Even with labs fighting for sign-up time, allowing for computer sign in and sign out, losing too much time

2. Attitudes/beliefs

-“Old school” teachers not wanting to change

-Some teachers may not realize the impact technology will have in life outside of school
-More shaped by teacher’s attitude rather than the students

-Seen as busy work rather than creative learning

3. School culture

-Low-income schools: little money or resources at home

-Administrators that are not supportive of teachers or their ideas

-Example: people liking books or printed texts versus an electronic copy

-People in power having lack of knowledge how to implement technology. Tools become used for testing or basic research

4. Overload of assessment

-Recently technology is being used for testing like PARCC

-Leaves little time for other uses of technology

-Focus on testing rather than creative learning with technology

-Test skills versus 21^st century skills

5. Administration/school leaders

-People who make tech decisions have not been in the classroom in a long time

-Do they actually research tech or are they getting the next big thing?

-In terms of social media: will they support you in your decisions? What happens if they don’t?

-Lack of teacher input for platforms, devices, and software

6. Lack of skills

-Teachers not being familiar with ALL devices and apps

-Students not having any access to tech before coming to school, especially in low income areas

-No on-going support in the classroom or even no initial training

-Just getting students to touch devices

Conley, Laurie. 2010. “Barriers to Integrating Technology.” Retrieved from: https://sites.google.com/site/thedigitallibrarian/barriers-to-integrating-technology

Greaves, T.; Hayes, J.; Wilson, L.; Gielniak, M.; & Peterson, R. 2010. The Technology Factor: Nine Keys to Student Achievement and Cost-Effectiveness. 169.

Innovative Teaching and Learning 2011 Findings and Implications. (2011). 40.

EDU 6250: Article 2

Kindergarten Teachers' Classroom Management Beliefs and Practices and their Implications on Students' Social and Academic Outcomes

Florin, Laren D. 2011. “Kindergarten Teachers' Classroom Management Beliefs and Practices and their Implications on Students' Social and Academic Outcomes.” PhD dissertation, Department of Philosophy, Old Dominican University.

Purpose: The purpose of this study is to understand the proportion of classroom management styles of Virginia Association of Early Childhood and to also see if kindergarten teachers understand Baumrind's framework and if their style is similar.
Baumrind talks about parenting styles. Some examples are authoritative, authoritarian, indulgent, and neglectful.

Participants: Participants are members of the Virginia Association of Early Childhood Educators. More specifically this was nine urban public school kindergarten teachers. Seven of the nine have a master's degree. Participants were not anonymous.

Methodology: This study was broken into two parts. One is sending the teachers questionnaires in emails to be able to assess their classroom management. The other part is a case study with nine kindergarten teachers in urban settings. Florin had to contact the school principal to get permission and then from there contact individual teachers to get permission from them. Florin notes that student data was also collected on five random students in the classroom to understand their social skills.

Findings: All teachers found themselves to be authoritative type, which means they are more likely to be child-centered and have high expectations with positive interactions. The authoritative type are generally not as controlling, consistent, fair, more forgiving, and set clear standards. Interviews with teachers showed most are aware of their own classroom management practices they use to create their own style. The teachers only looked at classroom management from a control point and nurture comes second. This shows that nurture may not be connected to classroom management. Most teachers also talked about the importance of being consistent, routines, and procedures. The majority said that their teaching experience was the greatest factor to their classroom management success. Even though learning about theory in the classroom is beneficial, putting it into practice was their best success. Two teachers specifically talked about other factors, such as home life, prior job experience, and their own experience as a student. Eight of the nine teachers are also seen as having high communication with their students. Even though all nine teachers identified themselves as authoritative, only seven were seen as such through observations.

My Personal Reflection: Florin says that most problems with student behavior comes from poor classroom management. She says, "Classroom management is not simply managing the behavior of students with rewards and punishments, but rather it encompasses a variety of practices that are essential to teaching" (p.1). I had never hard of Baumrind's framework and found it very enlightening to read about the different types and styles. I thought it was interesting all nine teachers thought they were the "best" style .aka authoritative, but only seven were seen as such. I think this goes into the human nature of where people think they have a perception of themselves but it differs from what other people see. I found myself doing additional research into Baumrind and more into the different styles. I would like to take different positive characteristics I may not be using as much to bring into my classroom.

EDU6250 Article 1:

Use of Social Media in Graduate Education: An Exploratory Review for Breaking New Ground

Johnson, Jay and Jim Maddox. 2012. “Use of Social Media in Graduate Education: An Exploratory Review for Breaking New Ground.” Journal of Higher Education Theory and Practice 12:87-93.

This article focuses on how social media can be used for graduate students. It starts off giving background information on the popularity of online dating, which then evolved into the idea social media websites like Myspace for people to network. It then goes into talking about how social media is currently being used. It says that the most visited pages are used about equally in balancing personal versus business. This means finding a product or service you need but also being able to connect with new and old friends. Facebook pages can be for a business, school, or university.

The article shifts to literature on the subject. Johnson says that little research in credible sources have been published. Several examples are provided: use in library staff, the Air Force, language teachers seeing them as a threat, and wikis. Businesses utilize social media at 95% and 76% of individuals use social media.

Different social media websites are then listed and described. The listed sites are Facebook, Myspace, Twitter, LinkedIn, YouTube, and  FOAF, Friend of a Friend. All can be used for personal and business purposes. FOAF is intended to link all social media together to put them in a single spot, although this has not been seen much currently. Ways they can be used for graduate school are then talked about. These ways can include giving access to the curriculum, posting assignments, student networking, mentoring, and marketing.

One of the main challenges with this idea in graduate school is who is the person in charge of these pages? One idea is the professor since they have the most interactions with those students. However this puts more responsibility on them and could take away from the class itself. There is no set answer and Johnson says this is something that will vary by university. Another challenge is deciding which social media website a university uses. Some of the newer ones, although "cool," may not last long. This is when the idea of a single stream, like FOAF, would come in handy.

Although I like the idea of using social media in graduate school, I'm not sure how successful most institutions have with it. For example, my district has a Facebook page that I follow. They also have an app specifically just for Valley View. These forms of social media are fast to get information out, like school closing, and changes in administration positions within the district. However it is not used for specific classes to get information. The idea of having this information on a single page seems convenient for students but seems like a lot of work for whoever is supposed to be in charge of it. 

EDU6250 Trends

 Trends Project

1. One-to-one technology

-Not on the focus of the student using the device but rather how the teacher uses it

-This study examined instructional practices, district/tech support, and professional development (6 teachers in a district by interview, observation, and student work)

-Teachers were provided ongoing support and collaborated either with grade level or    content area

-Conclusions were that with this implementation it was successful because of the district vision

Chandrasekhar, Vanitha S. 2009. “Promoting 21st Century Learning: A case Study of the Changing Role of Teachers in One-to-one Laptop Classrooms.” PhD dissertation, Department of Education, University of California, Irvine.

2. iDevices in special education

-Lower cost to parents and schools

-Easier to use and transport

-Urges parents to become educated about apps and device before buying

-Look at what is appropriate for each individual student

Newton, Deborah A., & Amy G. Dell. 2011. “Mobile Devices and Students with Disabilities: What do Best Practices Tell Us?” Journal of Special Education Technology 26: 47-49.

3. Flipped learning

 -Watching/reading things outside of class and doing homework/projects in class

-Pharmacy students watched video lectures then students would apply that in class

-Students’ scores were significantly higher than previous year that did not have flipped classroom

Pierce, Richard and Jeremy Fox. 2012. “Vodcasts and Active-Learning Exercises in a ‘Flipped Classroom’ Model of a Renal Pharmacotherapy Module.” American Journal of Pharmaceutical Education 76:196.

4. BYOD (Bring your own device)

-Cheaper for school districts

-Students are familiar with devices from home

-Teachers may have a hard time being able to problem solve ALL devices

-Being able to control students but keeping in mind teachers too

Hellquist, Adam. 2014. “Bringing Balance to Bring Your Own Device Programs in Higher Education.” PhD dissertation, Department of CIS, College of St. Scholastica.

5. Social media in the classroom

-Exploring the use in graduate school

-Facebook, Twitter, LinkedIn, YouTube

-Free and “free flowing”

-Uses in grad school: Classroom tool, networking, mentoring

-Challenge: who is responsible for a page?

Johnson, Jay and Jim Maddox. 2012. “Use of Social Media in Graduate Education: An Exploratory Review for Breaking New Ground.” Journal of Higher Education Theory and Practice 12:87-93.

EDU6210 Article 3: Interactive Whiteboards

The Impact of Interactive Whiteboards on Teaching and Classroom Dynamics

Khambari, Mas N. 2014. “The Impact of Interactive Whiteboards on Teaching and Classroom      Dynamics.” PhD dissertation, Department of Philosophy, University of Wisconsin, Madison

Although this was a great article, it was very lengthy because it is a dissertation. Because it is a dissertation there is a ton of great information about the subject. The focus of it is different kinds of interactive whiteboards, how they can be used in the classroom. and what students think of them. Khambri says that these tools teachers are more often calling up individuals to show the rest of the class how to get an answer. When students are able to show what they know to others, the students show more pride in themselves. With students who do not speak the native language, they are still able to participate in lessons. This would be especially relevant in math where a student can rely on not only language but numbers. Teachers are also seeing that when a student at the interactive whiteboard or SMARTBoard does not know the answer or what to do, the other students are volunteering to help them. Learning then becomes more of a team approach where everyone wants to see each other succeed. 

The article goes into many different ways teachers are utilizing these boards. Some examples include making videos, using pictures and labeling them, formative quizzes, and core academic work that are seen as games more than learning. It also talks about what exists out there for teachers already and how to share this info with one another and professional development. Again because this is a dissertation there is a study where the methodology and results are discussed very in depth. The article strongly urges teachers to use these devices as it encourages students to participate and feel like they are part of the lesson.

Personally I love using interactive whiteboards. I have one in my classroom and use it every day at least 2 class periods a day. Just a few other ways they can be used daily in the classroom include classroom calendars, Jeopardy style reviews, and sight words. With students who have cognitive disabilities and focus on functional skills there are programs that teach how to do laundry, dressing appropriately for the weather, how to dress and act at a job site, and how to use a debit card. Websites like SMART exchange are a great resource because they are fully functioning programs for free. To make it even better they are split up by grade level and subject. Once you have a program it is incredibly easy to modify and change it to what you need for your classroom. With such a huge amount of programs that already exist and easily being manipulated, these boards can be greatly beneficial for daily use in the classroom.

EDU6210 Article 2: SMARTBoards and iDevices

iPods, iPads, and the SMARTBoard: Transforming literacy instruction and student learning

Saine, Paula. 2012. “iPods, iPads, and the SMARTBoard: Transforming Literacy Instruction and   Student Learning.” New England Reading Association Journal 47: 74-81.

This article focuses on the daily use of iDevices and SMARTBoards in an American elementary, middle, and high school as well as an elementary school in Nigeria. 

The first teacher is a 1st grade teacher in Nigeria. In this school, they used iTouches since they were much cheaper than laptops. The teacher had the class work on a research project about another country. Initially the teacher had them use online tools to help with writing strategies. Students would then research their country and make it into a written paper. The teacher then had students take their information, create poetry from it, and turn it into a podcast that went on the classroom website. What the teacher saw was students were more excited about this project. This had them practice both their written and oral skills.

The next teacher is a 1st grade Spanish teacher. She uses an interactive white board with her students. Her goal is to have functional and useful language skills to be able to talk about things they see. One way she did this was using the interactive white board with Google Earth. Students would look up places and observe what they saw in small groups. Students would write down what they saw in small groups and talk about it. She said that students were excited to see their own personal growth with their oral skills and it showed them the importance of being able to describe and talk about things they saw.

This teacher has students in 4th-6th grade. She uses iPads with her students which includes apps like Toontastic and BrainPOP. When she uses Toontastic, she has already taught students how to use this app. She then takes their knowledge and has them create a short story with animation and narration that pertains to character traits and story elements. In the next lesson she had student use the BrainPOP app to watch a video, fill out a graphic organizer, and then use that info to create paragraphs with well structured sentences. In the last lesson she uses an iPad to take pictures of geometric shapes in the school. Students then used an app to create picture strips with text bubbles that explained what the shape is and what is it's function.

The last teacher is a high school literacy teacher. She uses a SMARTBoard to talk about literary terms in poems. She would take different poems and have the terms listed on the side of the poem. She would have students come up and use the SMARTBoard to mark and show examples of these terms in the poem. Each day the activity became more student driven. The summative assessment required students to write their own poems using these literary terms. In some cases from the pre-test to post-test, there was a 10% gain.

I think when used effectively and appropriately, iDevices and SMARTBoards can be great in the classroom. However without the teacher having any training of the device, the apps, and how it can be utilized, those pieces of technology will not be of use. These teachers in the article seemed well-educated in what their pieces of technology were capable of doing. I am fortunate enough to have a SMARTBoard in my classroom which I use every day. We have an interactive classroom calendar, math games, how to make an inference, life skills, and vocational skills games. All students are able to participate in these lessons despite their ability level. However I do not use iPads/tablets as much as I would like. The district provides my classroom with an iPad but has extremely rigid requirements to get apps added to the devices. Any app I wanted for my students was not approved. In the classroom it was only useful for the browser and in the community it became a glorified camera. Even though my students are in high school, they function at an elementary or preschool level. I therefore needed apps that focused on telling time, working with money, functional reading, and life skills. I had so much opposition with them that I gave up and bought my own to use with them. I love it for individuals or small groups because it gives instant feedback and also collects data. However since I only have one tablet, not every student can use it every day for every subject, which I hate.

EDU6210 Article 1: Mobile Devices

Mobile Devices and Students with Disabilities: What Do Best Practices Tell Us?

Newton, Deborah A., & Amy G. Dell. 2011. “Mobile Devices and Students with Disabilities:           What do Best Practices Tell Us?” Journal of Special Education Technology 26: 47-49.

This article talks about using iPads, iTouches, and other mobile devices for students who receive special education services.Right now these devices are being seen as exciting and a cool thing for students. Many more parents are requesting their child be given these devices and put into their IEP so they will be guaranteed access to them. Some of the reasons they are becoming increasingly popular include the lower cost of the devices, the ease of students carrying them around, students looking "normal", and more teachers being able to navigate them. Examples of some ways they can be used with these students are educational games and communication apps for students who are non-verbal or cannot be understood. The article mentions that although not all teachers will be familiar with being able to use and program assistive tech devices, at least most teachers are familiar with the mobile devices.

The article urges parents, teachers, and districts to be educated about not just buying a huge amount of these devices and expecting great things to happen. Most people have heard that these devices are great for students with autism. However, not all students who have autism are the same. What is recommended is to look at the student first: what is their capability level, what are their needs, what is the desired result? Although the idea of having an iPad sounds great, it may not be appropriate for all students. They also say that if a student does have a device, choosing what apps are appropriate and effective are just as important. People are always looking for the next big thing which is usually flashy and "cool". But in reality these apps may not have much substance to them and are not good choices. They recommend taking advantage of free trials to test out something before actually purchasing them.

This article focuses on something that is extremely relevant to my classroom. This past school year three of my eight students used assistive technology to be able to complete their work or for communication. One of my students is unintelligible to unfamiliar listeners, even though she prefers to use spoken language as her preferred communication. She was given a huge, bulky Dynavox as her communication device. This device is so archaic and cumbersome that she never wants to use it in the classroom, let alone the community, even though it would benefit her. It is not something that she can practically take with her in her daily life. However, something like an iPad with a communication device would be similar in the way it is used, easier to carry, and used practically as long as the student is shown how to effectively and correctly use the device/app. This is an example of where I could see the potential of these mobile devices come into play.

On the other hand, there are times that these devices are not practical or beneficial to use with all students in special education. I have a student who functions at a one year old level with no verbal communication skills. She has a genetic condition where she has seizures and becomes so easily excited that she loses self-control (constantly laughing, hitting, etc.) Although her primary goals are about communication and expression, I do not believe giving her a device like an iPad would benefit her. With her behaviors, she is not able to show the wait time needed to navigate a device for education or communication. Instead we use picture choices with her where a staff member can easily facilitate the activity and have control when needed. We then put her picture choices on switches that are programmed to say a response, and in a sense give her a voice.