Extra Credit Quiz

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storybird homework assignment

http://storybird.com/books/a-family-story-33/?token=zhd9vqenm3 After you read the story write a summary of the events that take place. Don't forget the beginning, middle, and end.

How to Summarize a Story

Check out the prezi on how to summarize a story.

Summarize a Story with Rita Booker -

This is a fun story about "how to summarize a story". If you have a extra time take a look.

"My Technology Lesson Plan”

Lorrie Kondas K-3 Language Arts EDUC 2220- Educational Technology Lesson Plan

Common Core Standards: RL.K2.1a Ask and answer who, what, where, when or how questions to demonstrate understanding of text. RL.K2.2a Retell fables, folktales or other stories including the central message and supporting details. RL.2.7a Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. W.K2.5a With guidance and support, revise writing to maintain focus on a topic. W.K2.3a Generate text to communicate a sequence of events that tell a story. RL.K2.7a Use illustrations and text to describe the characters, setting or events from a story.  SL.K2.1a Participate in group discussions about grade-level/age-appropriate topics and text. • Follow agreed upon rules (e.g., gaining attention, listening to others, turn-taking) • Ask questions for clarification. SL.K2.5a Add visuals or audio to enhance a presentation and clarify details presented orally. Lesson Summary: The purpose of this lesson plan: focus on summarizing skills. Students will summarize the text used in class read aloud.     Estimated Duration: This lesson will be broke up into 4 days although the first day will be the pre-assessment and not included in my lesson planning time but I will allow 15 to 20 for the first day for the pre-assessment. The second day I will begin with an introduction of new vocabulary and “the hook”. Students will participate by providing teacher with a summary of her story. The total time for this lesson is 125 to 135 minutes and it will be broke into 3 days. The final day will require extra time so the students can use the computer lab, estimated time 35 to 45 minutes. Commentary:  To create interest in this lesson plan: I will create my own tall-tale. My story will include many details and I will make it very dramatic. Then I will chose students to recall my story. Telling us only the important parts. Remind them to keep it short and sweet. The challenges I anticipate: students will summarize the story with too many details. I will allow extra time for this portion. Instructional Procedures: Day One: Pre-Assessment  15 to 20 minutes Read a book that you have already read and discussed in class. Give a blank story map and have students fill in the blanks. As students as completing the paper walk around and access each student’s knowledge of a story map. Afterward grade together as a class so students can make corrections. Day Two Step one: 20 minutes First: Introduce new vocabulary- tall-tale. Ask the students if they can recall any tall-tales that they have read. Second: Begin the “hook”. Tell the students that you are going to tell them a story about the worst weather they have ever experienced. I will give students many details and make the story very dramatic. Example, how I went on a boat trip and it was a beautiful sunny day. I could see the sun glistening on the water. After we were out to sea a storm popped up… out of nowhere. We lost power on the boat… we were stranded at sea for days without food or water… Step two: 20 minutes Have the students take turns retelling the story. Be sure to record each student. Keep calling on students until someone retells only the important parts. After each student tries remind them to keep it short and sweet. I will continue until someone gives me a short summary. Day 3: After discussion of a summary introduce students to the story map on the board. Explain how this will help guide them……………. Step One: 20 minutes Have the class move their chairs into a semi-circle grouped by two’s. Introduce the text Cloudy with a Chance of Meatballs by Judi Barrett. Begin your read aloud. Remember to stop and talk throughout the read aloud. Be sure to have stop and talks that relate to the story map on the board. Throughout the story have the class I will… Step Two: 30 minutes Have students return to their desks. In groups of four have students discuss and complete the story map that you have provided for them. Tell students be sure to use the example on the board. Teacher will access students by walking around to each group and listening to their ideas. If needed, teacher will guide students in the right direction. Afterwards each student should have completed their story map handout. The story map will help students tomorrow when they create their digital story map. Day 4: Students will create and illustrate a summary book of their very own. Students will share their book with the class. Finally, students will take their books home to share with their families. 35 to 45 minutes Pre-Assessment:   15 to 20 minutes  I will use my day one lesson plan because it is my pre-assessment. Read a book that you have already read and discussed in class. Give a blank story map and have students fill in the blanks. As students as completing the paper walk around and assess each student’s knowledge of a story map. Afterward grade together as a class so students can make corrections. Scoring Guidelines RUBRIC Point Value     Points Earned  Criteria 10                    Summarize text without help  20                    Can complete a Story map and Jigsaw method (10 each) 10                    Understands the 5 W’s- who what when where why (2 points each) 10                    Understand the difference between retelling a story or to summarize a story Post-Assessment: Have students create their own summary video on Go Animate of their favorite book. Scoring Guidelines: I will use a rubric as my Post-assessment. Total project will be worth 50 points. Differentiated Instructional Support Describe how instruction can be differentiated (changed or altered) to meet the needs of gifted or accelerated students:  The text level could be changed depending on the students reading level. This could make the lesson easier or harder. Discuss additional activities you could do to meet the needs of students who might be struggling with the material: Review the story map using an easier text.  Extension This is a great website has printouts for different types of story maps: http://www.education.com/slideshow/printable-story-maps/ This is a great website to learn more about summarizing. http://www.readingrockets.org/strategies/summarizing Homework Options and Home Connections:  Students will share their summary books at home with their family. Interdisciplinary Connections Science: you could discuss deferent types of weather and create weather charts. Art: Have student illustrate a book cover for their favorite book. Materials and Resources: For teachers Paper, Pencils, and markers. Story map on the board. Provide each student with a copy of the story map. Tape recorder. Computer lab. Book: Cloudy with a Chance of Meatballs by Judi Barrett Books in class library. For students Paper, Pencils, and markers. Their own story map. Computer lab time. Assess to tape recorder. Key Vocabulary tall-tale summary story map Additional Notes If students are working at a faster pace have them select their favorite book to create an additional story map.

"Growing Up Online"

“Growing Up Online”

I think most parents have no idea what teens do online. It has become a world that teens can hide from their parents watchful eyes. Teens can say just about anything without worrying about using their true identify. It has become a social network that has a dark side, such as a place where teens can trade sex for drugs, and a place where teens use anonymity to post things about themselves and others.

The first girl posted pictures of herself in her underwear and sent them to her boyfriend and of course most of the time the boyfriends sends them to everyone else.

Another young girl was known as the “goth” girl at school.  She was depressed because she felt like she didn’t fit in anyplace. She began to post pinup pictures of herself online. She instantly became popular until students at school told the principle that she was posting nude photographs of herself. Her parents were called and informed of their daughter’s online activity. They had no idea of their daughter’s secret life. She became depressed and suicidal so her parents agreed that she could keep her website but no nude photos and they could monitor the website.

 Another group of teens snuck into a concert and got drunk. They took pictures of teens vomiting, doing drugs then they posed them on the internet. One of the boy’s parents found out so she decided to call some of the parents. Instead of grateful parents they were upset because this wasn’t any of her business. Even though the ER was full of underage kids with alcohol poising and kids over dosing that night.

I was not surprised or shocked by Frontlines “growing up online”. Since I have worked at a high school for many years now I am not surprised by too many things. It is shocking sometimes because you never know who the internet will suck into its clutches even an honor roll student. Parents beware and never say never.

QUESTIONS:

1.A survey by the Pew Internet & American Life Project found that in 2004, 67 percent of parents said the Internet has been a good thing for their children. However, this number decreased to 59 percent in 2006. In 2012, 69% of parents of online teens said they were concerned about how their child’s online activity might affect their future academic or employment opportunities, with some 44% being “very” concerned. Cite some reasons why parental support for their children’s independent internet use is decreasing. Why do you think the number of parents who reported the Internet being a good thing for their children has decreased?

In 2004, 67 percent of parents said the internet has been a good thing for their children because they saw the internet as a learning tool. The internet is a great way to find research for papers and a vast source of knowledge but there is a dark side. With the use of social media, such as Fackbook, Twiter, and Yik Yak teens use anonymity to post comments without worrying about repercussions. Teens say things they normally wouldn’t say to someone’s face, nothing is private. It has become a common place for bullying, sending explicit photos of themselves or others, and a place that predators prey for new victims. Nothing or no one is safe. That is why the number has decreased to 59 percent in 2006 and 69 percent in 2012. Parents are concerned and they should be.

2. More teachers are using tools to try to detect cheating or deter students’ inclination to cheat. In the program, we see the use of plagiarism-detection tools like Turnitin.com and writing assignments completed during class time to make sure students do their own work and generate their own ideas. How can we as educators stop students from using material they found online as their own work? Should that be considered cheating, in your opinion?

More teachers are using tools like Turninin.com to detect cheating but some teachers do not use the resources they have. Our students are always one step ahead of us when it comes to cheating. I am always amazed how a student that is behind in credits can catch up quickly with online learning. As educators I am not sure if we can detect all plagiarism. We will always have students that want to cheat. I don’t think we can stop that but we can make it harder with resources like Turnitin.com. I hope students remember if they are using ideas from a source they remember to cite the source. In the long run they are only hurting themselves.

3,One student claims he "never reads books" but relies on summaries and annotated notes he finds on Web sites. He confesses that he feels guilty about this, stating, "I feel like I kind of cheated it." In your opinion, should he feel guilty? Why or why not?

I am sure there are more than one student that “never reads books” than there are students that read books. In part it comes from heavy workloads, such as honor and AP classes. Along with extra activities or responsibilities. Their time is limited so they use the resources they have like summaries and annotated notes.

 They should feel like they are cheating but I see their point.  We are in such a hurry to push students to the limits and it’s a race to the top. Who is the best? Who had the highest ACT scores? Why the hurry? Let them have time to be kids. We are creating a new generation of young people that have high levels of anxiety, panic attacks, and suffer from depression.

4.Before the Internet, in order to be seen by the world, you had to be portrayed in some form of mass media, and you had to be famous in some respect -- in the news, in politics or as a celebrity. Now anyone can be seen online by anyone else in the world. Some people have become famous for videos or photos they’ve posted (such as Autumn Edows). In your opinion, should people like Edows, or others who become “famous” through their online presence, be considered “celebrities?” Has the ability to create an online persona, and receive worldwide attention for it, affected our cultural values?

That’s true before the internet you had to be portrayed in some form of media like television or the tabloids and you had to be famous. Today with reality shows you don’t even need to have talent to be seen. You just need some type of drama in your life. People seem to crave that so with the internet you don’t need to be famous. You just need to be willing to tell it all or show it all to have followers.

I don’t feel that people who become famous by their online presence should be considered famous. Let’s look at a family who became “famous” because of a sex tape that went public. Really, why are we fascinated by all of the drama?   This family has their own show and are making millions because we want to see all of the drama in their life. They have no talent. I guess they are smart because they are getting rich and we still tune in every week to watch the drama. I am not  sure why we think it is okay for people on TV not to have any values. It has a trickle down affect because we start to dress like them and behave like them. Have you seen how high school girls dress now a days?

5. Shows like "To Catch a Predator" on Dateline NBC (http://www.nbcnews.com/id/10912603/) contribute to parental anxiety about online media. It is obvious that certain elements of programs like “To Catch a Predator,” and even this documentary, will likely increase parents’ fears.Cite one current event from the past year where a young person has been affected (positively or negatively) by being active online. (find a link to a news story, describe it in your answer to this question, and provide the link as well).

It is our responsibility to inform the public about how some people use the internet for evil, for example; cyber-bullying, predators, sexing, and social networking. Maybe it is the only way to inform parents of what their children are doing behind closed doors when parents assume they are doing homework. So if news shows like "To Catch a Predator" contributes to parental anxiety it should. Parents should be alarmed about cyber-bullying. Some parents have no clue what their child is saying on the internet. Children that are being bullied never get away from the bully. The internet allows for anonymity therefore people say things they would never say in person. Here is a link to an additional six stories like the Rebecca Sedwick story: http://nobullying.com/six-unforgettable-cyber-bullying-cases/. All six end up committing suicide because of cyber-bullying. Unfortunately, there are many more stories like that, they go unreported.

6.Teasing, lying, gossiping, threatening, spreading rumors or harassing online (and offline)can severely affect people’s self-concept and self-esteem and have an impact on their emotional state. In the     program, we see one girl who describes flirting with boys and then revealing she was just kidding. She explains: "You wouldn’t do that to someone’s face, but online is completely different. ... No one can do anything. You’re at your house, they’r e at their house." In her quote, this teen is describing Suler’s disinhibition effects. Which one do you think it is, and why?

Actually, there are a few of Suler’s disinhibition effects that apply to cyber-bullying, such as DISSOCIATION ANONYMITY and INVISIBILITY.  As people chat on the internet you may see a username or address but you don’t see the identity of the user. They can remain anonymous. They can say anything and not be held accountable for what they say, therefore; they become monsters.  Once you think you have things under control a new app is developed and the cycle begins again. Invisibility gives people courage so when they are in chat room they can become someone other than themselves. In emails or text messaging no one can see how you look and you can’t see disapproval. The teenage years are hard enough without cyber-bullying.

7.At the end of the program, Greg decides it’s time for him to "disconnect" by going to the Coast Guard Academy, where he will spend seven weeks without cell phones or the Internet. Have you ever thought about "disconnecting" from it all? Do you think it would be easy or difficult for you personally? What would you enjoy or dislike about disconnecting?

I like how Greg realized that he was struggling with the fact that he had to “disconnect” when he entered the Academy. I think everyone should be able to disconnect. Our brains need a break. Sometimes I forget my phone and I feel guilty that no one can get in touch with me. My family goes nuts and I hear I tried to call you but you forgot your phone. I think I forget my phone intentionally because it gives me freedom not to be connected.  I personally don’t need to be connected 24/7 but I am not a teen. I know life will continue without the internet. Last year we rented a condo on the beach for vacation and we had no internet. Everyone was upset at first but we spent more time together playing board games and just talking and laughing. I enjoyed the peace and quiet plus my brain needed the break. After a week I felt energized; everyone should try it!

Tech Tool Review

"National and State Technology Standards"

"National and State Technology Standards"

As you read the Introduction to the National Education Technology Plan, what did you determine to be the purpose of the National Education Technology Plan? How does it affect teachers and students, people like you and me? (feel free to be critical if you like).

After reading the Introduction to the National Educational Technology Plan, I believe the purpose of the plan is to reinforce the Equal Education Opportunities Act of 1974 by adding a technology plan to the Equal Education Opportunity to all students regardless of race, demographic area, disability, or age.

It affects teachers when schools do not have updated Wi-Fi or technology in their building or classroom. Students already use their smart phones at school so we might as well embrace the technology use. It also affects teachers when their students’ knowledge surpasses their knowledge. School districts must provide additional learning opportunities for their staff as well. School directs usually have a limited funding so money can have a huge impact on the amount of technology a school can provide.

As you read the Introduction to the National Education Technology Plan (NETP), what were the main assumptions under which the plan was developed?  (you may copy and paste the main assumptions, and then answer the question below in your own words). Many of the failings of our education system stem from our failure to engage the hearts and minds of students.

“MAIN ASSUMPTIONS:

·         What students need to learn and what we know about how they learn have changed, and therefore the learning experiences we provide should change.

·         How we assess learning focuses too much on what has been learned after the fact and not enough on improving learning in the moment.

·         We miss a huge opportunity to improve our entire education system when we gather student-learning data in silos and fail to integrate the information and make it broadly available to decision-makers at all levels of our education system—individual educators, schools, districts, states, and the federal government.

·         Learning depends on effective teaching, and we need to focus on extended teams of connected educators with different roles who collaborate within schools and across time and distance and who use technology resources and tools to augment human talent.

·         Effective teaching is an outcome of preparing and continually training teachers and leaders to guide the type of learning we want in our schools.

·         Making engaging learning experiences and resources available to all learners anytime and anywhere requires state-of-the-art infrastructure, which includes technology, people, and processes that ensure continuous access.

·         Education can learn much from such industries as business and entertainment about leveraging technology to continuously improve learning outcomes while increasing the productivity of our education system at all levels.

·         Just as in health, energy, and defense, the federal government has an important role to play in funding and coordinating some of the R&D challenges associated with leveraging technology to ensure the maximum opportunity to learn.”

What are some concerns administrators, educators, or even students might have with these assumptions?

As I mentioned earlier money would be the largest concern. Our economy is still recovering and tax payers are not as willing to give school districts more funding. Some districts have older buildings and the Wi-Fi is not up to date so that would be an additional cost. It is a wonderful idea that every school in America had updated technology in their building but I am afraid that it is not possible without funding.

As you read the Executive Summary, the NETP presents a model of learning powered by technology, with goals and recommendations in five essential areas. ( You may copy and paste the areas directly from the document and then answer the question below in your own words).

“GOALSs and RECOMMENDATIONS: learning, assessment, teaching, infrastructure, and productivity.”

What are the “21st century competencies” - see the section titled “what and how people need to learn”- listed in the summary? How will technology support the growth of these competencies?

“Our schools are directed at teaching the “21^st century competencies” which are:

·         Cognitive skills: critical thinking, problem-solving and knowledge application, creativity 

·         Interpersonal skills: communication and collaboration, leadership, global and cross-cultural awareness

·         Intrapersonal skills: self-direction, motivation, learning how to learn”

Let’s look at how technology can support cognitive skill, collaboration, and motivation: It gives teachers the recourses to share ideas and information, for example, lesson plan, blogs, and You-Tube videos are just a few ways to share the information with other teachers around the country. It also provides another dimension to classroom learning by creating an exciting classroom environment. It grabs student’s attention.

As you read The State of Ohio's Educational Technology Plan's "purpose and mission" (page 6), how do you believe it aligns with the National Education Technology Plan? In which respects are the two plans perhaps not aligned?  Why?

After reading both plans; The State of Ohio’s Educational Technology Plan and The National Education Technology Plan are very similar. They both believe we need to use technology now rather than later. The Ohio plan seems to concentrate on grades PreK-12 whereas the national plan focuses on everyone. Again both plans think that technology should be implemented in the classroom as soon as possible.

As you read Ohio’ s State Educational Technology Plan outlined on page 8, how do you believe this outline aligns with the "model of learning powered by technology, with goals and recommendations in five essential areas" proposed by the National Education Technology Plan?  In which areas are the two plans perhaps not aligned?  Why?

Ohio’s plan wants to educate more people through virtual learning to all Ohio learners, develop curriculum for advanced learners and for foreign languages. Plus provide state of the art professional development for teachers. The national plan focuses on improved learning through advanced technology for everyone, not just the state of Ohio. Both plans would not require any cost to the student.

As you read Ohio’s State Educational Technology Plan's "measurements of success" (page 16), what barriers do you see to fulfilling this plan? Provide four reasons why it may not be possible to reach these "measurements of success" in the state of Ohio.

I believe there are many barriers with both plans; first, it takes time and money to provide every school with the proper Wi-Fi along with the additional money for computer and other things needed. Secondly, the added funds needed to maintain the equipment and training for the staff.  Thirdly, having staff that are qualified to teach dual credit courses could be limited and will take time to train and qualify. I personally am not convinced that online is the future of educating grades PreK-12. Students still need interaction to survive in real life.

“ORC Lesson Plan”

http://www.ohiorc.org/Literacy_K5/K2Bookshelf/Default.aspx?BookID=7

 Lesson Plan - Grade 2
Standard - Writing W.2.5 -Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

 PRIOR LEARNING
 Class read alouds.

                                                                             

     
                                                                         OBJECTIVES                                              This lesson is designed to expand primary students' summarizing skills. In this lesson, students will summarize Arthur Writes a Story by Marc Brown. First, they will work in groups to complete assigned parts of a story map; Characters, Setting, Beginning, Event 1, Event 2, Conclusion. Then, they will summarize the entire story as a class. Finally, they will create their own summary picture books to help them summarize the story.
        

Make a story map together as a class and tape the story map across the front board.

For students who need more help, use this lesson plan using stories that students already know well.

If additional support is needed, use the previous summarizing lesson plans, and use different books. Encourage students to make "summary books" of stories that you read aloud to them throughout the year and have them share their summaries with other classes to encourage other students to read the same wonderful books your students are reading in class.

Remind them that their summaries should always be shorter than the real book because a summary only includes the most important information about a story. (short and Sweet)

For students who are struggling writers, tell them that they can draw whatever they want that reminds them of their section for their story map.

 Instructional Strategies: Detailed descriptions specific teaching strategies that can be used with any level of student and in any subject.

Activities

First, you'll ask them to break into groups and fill in one part of a story map, without too much of your help, about Arthur Writes a Story.

 Second, you'll ask them to help you put the parts of the story map in order.

Third, they will summarize Arthur Writes a Story to you as a class.

Fourth, you are going to give them "book" pages on which they will write and draw about Arthur Writes a Story. They will use their books to summarize the story for their family members. Remind them that their summaries should always be shorter than the real book because a summary only includes the most important information about a story. It should be "short and sweet."

Fifth, Create a decorative story-map title page on a piece of chart paper that includes the title of the story, and the author's and illustrator's names.  

Pinterest: Classroom

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Pinterest:Student Activities

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Pinterest: Content Area

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Pinterest in the classroom

1.What did you learn from the PINTEREST activity? What a wonderful tool to share ideas with other teachers around the world. Collaboration with others.

2.How do you believe you will utilize PINTEREST as a teacher?  What a great way to share resources, information, and ideas. You can find all kinds of classroom projects and share.

3.What are the strengths of PINTEREST? You can create resource boards, organize ideas,find other teachers that have similar interests and share ideas, create lesson plans, and share with students.

4.What are some of the challenges of PINTEREST? Maybe privacy?

5.What comments, questions, thoughts, opinions, and/or feedback do you have about PINTEREST? I love it! It gives you a broad variety of ideas from many different sources.

“Pinterest in the Classroom”

Visit Lorrie's profile on Pinterest.

"Khan/Koller Review"

-When you visited the site, was it something you envisioned using yourself?

Yes, I love the idea. I even went as far as doing some algebra problems. I like how the website gives a student hints if the student wants. Plus it even goes as far as teaching the problem step by step on the video. This gives a student extra time to watch the video if they aren’t sure of an answer or ahead. The student can work at his or her own pace.

 - Is it something you could imagine encouraging your students to use?

I would defiantly encourage students to use this. I think it this would be could be such asset for struggling student so they could move at their own pace or advanced students.

 -After perusing some of the videos on the site, did you think they were easy to follow and learn from?

I think the videos were easy to follow and I would definitely use them. I am not a math person but the videos could make a huge difference for some students that just need the extra time to learn.

 -Do you believe that Salman Khan is right when he says that in the future, we will rely more on "credentialing" through the use of online courses? Do you think this st tudents move at their own paceyle of education makes learning more accessible for more students? If so, why? If not, Why?

I do think Khan is correct when he says that in the future we were rely on “credentialing” through the use of online courses. Yes, the online education makes education learning more accessible for more students. For the best results it should be combined with classroom learning. You must be highly motivated to learn strictly online.

When you explore the coursera course offerings, what course looks most interesting to you?

I looked at the Introduction to Clinical Neurology course. It is an overview of the relevant aspects of the epidemiology, clinical presentation, basic disease mechanisms, diagnostic approaches and treatment options of the most common neurological diseases. The course did state that you should know the basic function of the brain and how each section (lobe) worked.

 -Does Columbus State accept Coursera transfer credits?

 CSCC does not offer credit transfer at this time but you can receive a certificate from using Coursea courses.

 -Do Coursera courses appear to be more challenging or more interesting thank those you've experienced before? If yes, why? If not, why? Either way, could your opinion have something to do with WHO is teaching the Coursera courses?

I don’t believe that Coursera course are more challenging or more interesting because they lack real individuals that may have a different perspective. It seems that your course work would be boring without the interaction of students and a professor. Although it would be great for homework. It would be like you had your own private tutor.

 - Do you think that MOOCs (massive open online courses) are the "wave of the future"? How do you think MOOCs might change the way a student like you would receive their education?

Maybe they will be the “wave of the future” but for now they have a lot of kinks to work out, for example, cheating. I think it would be harmful for students to only receive their education only online. Everyone needs interaction with real people.

“Ohio DL Schools”

The first DL school that I have looked at is ECOT. I have seen more failures than success with this type of online school. Students must be highly motivated in order to be successful. Unfortunately, students that don’t like school will not be successful. Students that suffer from school anxiety or just do not want to attend school because of poor attendance will not be successful. They usually end up transferring to a typical school because they lack the self-discipline and end up credit deficient. It takes a very special student that can survive an online school like ECOT. I am sure there are some that can survive with strictly online course work, but it is a very small percentage, for instance, athletics who qualify for early draft.

 If I had to choose an online school for my child it would be Virtual School Community School of Ohio. Students have a better chance of success in a blended classroom. They have the advantage of face to face with a teacher and their peers vs. strictly online. I personality feel that K-12 is too young to be strictly online because they lack the maturity but of course there is always an exception to every rule.

Assistive Technology for students with hearing loss”

a.       Paragraph 1: Discuss the disability you chose and describe how it limits learning. Explain the types of struggles students with this disability might have. 

Some children are born deaf or with hearing disabilities and some develop them later in life. There are three categories: 1) Hearing-Impaired 2) Hard-of-Hearing 3) Deaf/Deafness.  Hearing-Impaired - the ability to perceive sound, it could be, for example, ringing in your ear or total deafness. Hard-of-Hearing -is hearing that is impaired, for example, as you age you have hearing loss that requires hearing aids to amplify the sound. Finally, Deaf, no sound at all including speech. Most children/people with hearing disabilities do not consider themselves as people with a disability’s. There is a deaf culture/society that share a sense of connection and a shared understanding of what it means to be a deaf person.

Deaf students face many types of struggles, for instance, self-confidence in the classroom with their peers, academically, and speech development.

 b.       Paragraphs 2 & 3: Discuss at least TWO specific types of AT designed to help students with

      The first type of AT assistive technology that I have researched is: FM systems use radio signals        to transmit amplified sounds, the second is Personal amplifiers are hand held devices that                    amplifies sound.

       FM systems are commonly used in the classroom. The teacher wears a microphone which is              connected to the transformer and the student wears the receiver that is tuned into a certain radio          frequency, like a radio transmitter. Students who wear a hearing aid or cochlear implant have a          wire connected to pick up the radio frequency.

       Personal amplifiers are useful wear FM systems are not, for example, being outside, a concert,            watching TV they can reduce background sounds. They use directional speakers and the user              may use earbuds for listening.

       c. Paragraph 4: discuss the future directions of AT for the specific disability you

         chose. You can research what the most current advances are for that particular

        AT, but if you can’t find anything, you can make projections based on what you

        think would be a viable direction for advancement for that AT based on what

        you’; ve learned from your research.

       Technology is changing rapidly so change and improvement is always on the horizon and new             types of devices are invented. Both the above systems: FM systems and personal amplifiers use          wires There is new technology in the making that is wireless. I believe in the next ten years we            will see dramatic changes with new technology that will allow some disabilities become things of        the past.

      

Here are a few links that will give you more detail:

http://www.nidcd.nih.gov/health/hearing/pages/assistive-devices.aspx http://www.webmd.com/healthy-aging/hearing-aids

My masterpiece! PicMoney has many different applications for  the classroom. You use it for photo editing. It allows you to create overlays,effects, textures and adjust colors. I can see a teacher using it to create journals and their is much more that can be done. It was definitely user friendly. If I can do it I am sure any school age student could.  

First day of school by lkondas on GoAnimate



This is the third GoAimate that I made this weekend. Definitively some thing you could use in the classroom.  This GoAnimate takes place on the first day of school. The teacher is greeting everyone outside before school.

My GoAnimate video by lkondas on GoAnimate



This is my second GoAnimate. Another first day of school. I really had fun with the movements!

GoAnimate video by lkondas on GoAnimate

My first GoAnimate video. Fun to work with this app. Every video I did is a little different. They all take place on the first day of school. Two in the classroom  one outside the classroom.

QR Code

     http://goqr.me/

My Prezi

My Prezi is a brief introduction of myself and my goals for teaching intervention. Making my Prezi has been fun. A prezi allows you to be more creative compared to a powerpoint. You have more options, for example movement, everything is not in a picture frame. Now for the negative. It has been difficult for me to embed the prezi to my blog.

“Three Great Teacher Blogs”

As a directionally challenged adult, the Blog gave me a fresh approach on how to teach with maps. With today’s technology maps are becoming a thing of the past. Maps are not only educational tool when learning about longitude and latitude; directionally, as a compass: north, south, east and west. Maps are also considered art no two maps are the same and date back to ancient Greek time.  The first Blog that I found was about maps. 

 http://teachingiselementary.blogspot.com/2014/09/giant-traveling-map.html?showComment=1421374003886#c2116790121462729304

The elementary teacher created an original Blog that used color and shapes to grab the reader’s attention.  She also shared her likes and dislikes along with pictures of herself and family. By sharing her some of her personal information the reader can identify the teacher as person as well as a teacher. 

http://thefabulouslifeofanelementaryteacher.blogspot.com/p/about-me.html?showComment=1421372546856

Ingenious! I love the idea, “word of the year”. As an elementary teacher I do think it is important to teach to the whole child. Literacy is everywhere in our lives this is simple but powerful approach to teaching about words. It teaches their various meanings and how the word can affect us as a person

http://lifeloveliteracy.blogspot.com/2015/01/one-word2015-style.html?showComment=1421374422706#c8021334147391160638  

Welcome to my Blog

Learner    http://gradesecond.blogspot.com/

I did it… my first blog!

WELCOME TO MY BLOG

Hello- My name is Lorrie. I am a wife, mother, daughter, sister, and student. When I am not busy with my family, working, or attending school I love to treasure hunt. I usually, drag a friend or family member along.  You wouldn't believe the treasures I have found at a thrift stores, garage sales, and estate sales. Once I found an antique cherry rocker. Most of the rocker was in a plastic garbage bag but that didn’t stop me from buying it. My husband and I assembled the rocker to its previous glory. What a proud moment; it looked beautiful!! I love turning trash into treasures and giving things a new life.

Currently, I work at OHS as the school clinic aide and attend Ashland University and CSCC. By continuing my education I am fulfilling my dream to become an intervention teacher in grades k-12. I can’t wait to bring my creativity to the classroom. As an intervention teacher my goals are to motivate, inspire students so they can achieve their individual learning goals. I promise to be supportive, empathetic and patient with students. Have a positive attitude; be respectful and trustworthy toward students. Provide a healthy and supervised environment for all students. Finally, listen to their needs and be willing to give them choices.