2.1. A major benefit is the ability to share information, images and video content with large numbers of students together.
2.2. One side effect of the computer projector is that it tends to support a teacher centered, or centralized focus, rather than a collaborative or small group focus. Could easily be used to perpetuate a passive style where one person delivers content to an idle audience.
2.3. When used in conjunction with a dock-ment camera, projectors become powerful tools for shared experiences. This includes not only text or written work, but also small objects that could otherwise only be observed by people in immediate proximity to the object. The dock-ment camera/projector combo opens up many possibilities for observation.
3. Voice Amplification System
3.1. A major benefit to a wireless voice amplification system is the ability for all students to hear instruction with use of a gentle (no shouting) tone
3.2. In similar fashion to the projector, voice amplification systems that draw attention to only a single classroom source may encourage a teacher centered environment, rather than collaborative groupings.
3.3. In a situation where hearing impairment would otherwise necessitate placement of effected students in close proximity at all times, voice amplification systems allow more creative and varied placement of the same student, allowing far greater classroom management variations when sound level and voice projection is controlled in this way.
4. Wireless Slate
4.1. Through use of a pen, the spacial relationship between the input device and output on the screen more closely resembles that of a conventional pencil, pen or crayon. This helps the student (and teacher!) have far more natural drawing and writing transfer that mimics normal paper writing.
4.2. One challenge is that this may create a dual input confusion, since mouse clicks can also be performed inadvertently by the pen. Fine motor issues may arise since pen buttons are often located very close to where a nonstandard grip could easily trigger these buttons.
4.3. Students who struggle to manipulate a mouse for detailed movements on a screen often find a pen is more comfortable. Digital writing can be practiced in a way that reinforces penmanship and fine motor skills that can be used for all forms of writing, whether using paper, or digital means of recording.
5. Microphone
5.1. Creates the ability to record reading tone, inflection or pace so that students can listen to their own reading and become self
5.2. A challenge may arise due to difficulty in isolating sound sources in a busy classroom. Recording one voice at a time may mean large numbers of student find it difficult to participate.
5.3. Voice recording and review is a powerful tool for students learning to self-regulate or self-monitor reading skill. Students who listen to themselves read often notice things they need to work on that they simply miss while actively reading the text. The ability to hear themselves read while not having to decode the words is a great motivator to read again...because of the natural desire to create a better recording.
