Khan/Koller Review

Both Khan Academy and Coursera are websites that offer online learning. They are different in their content and format, and are unique ways to advance your education.  After learning a little bit more about both of these sites, I think that being a student in today's world is truly remarkable.

I could definitely envision myself using Khan academy.  While on the website, I was investigating a video on organic chemistry.  This is not a course that I am familiar with, but in 15 minutes I was able to get a small amount of knowledge on something I had been ignorant about only moments earlier.  I would definitely encourage other students to use it. I know that my son has used Khan academy and really enjoyed that he could do the work online, and it recorded his progress and the amount of time he spent using it.  I think that if people are able to let go of the "credentiality" and not concern themselves so much with the name of the school, than higher education can be more accessible, more affordable and offered to many more students that traditional forms of education.

On Corsera's website, I found some psychology classes that looked very interesting.  I liked how they had a weekly outline for the class, kind of like we do in my online classes at CSCC.  I wasn't able to find anything about CSCC accepting transfer credits, but in the Ted talk video, Daphne mentioned that students use their certificates to show colleges in order to get accepted and earn credits.  I think that online courses can be a challenge to students because the learning is left to you to do, and not always given by an instructor.  Coursera actually has video instructors and gives students the opportunity to ask questions and receive feedback.  I can see this type of schooling being used a lot more in the future because it allows everybody in the entire world an opportunity to receive an education, and that is an amazing thing.

Exploring Standard-Based Lesson Plans

Working with preschool age children allows a lot of room for exploring new ideas.  Presenting different subject matter in a fun and exciting way is one of the best things about teaching!  For the lesson plan I chose, we will be exploring different signs and symbols we see in everyday life.  Symbols are everywhere, and identifying them, understanding them, and looking out for them is something we do without even realizing it.  The concept of this activity is for preschool age children to understand that environmental print/signs and symbols can be "read". For example,  we see Stop signs, Exit signs, the Recycling symbol and Do Not Enter signs in the outside world all the time.  Children can identify their favorite cereal by looking at the box, or reading the logo of their favorite toy or video game.  With this lesson plan, students will get to "read" environmental print that is found everywhere. The standards that will be covered are Language and Literacy as well as Cognitive Development.

In a preschool classroom with children ranging in age 3-5 years old, one of Ohio's Early Learning and Development Standards is Language and Literacy.  Under this category, children at that age are to be able to recognize and "read" familiar words or environmental print. We will also be using the Cognitive Skills standard involving memory and using information for a variety of reasons. The activity will allow children a chance to first discuss what signs and symbols they already know . The teacher will then ask questions about signs and symbols and get them to discuss where they have seen them. Use open ended questions to allow them to think about what the symbols represent.  The second part of the lesson will give the children a chance to identify and "read" everyday symbols using images that are found frequently in everyday life. It can be anything from road signs, to food items, toy logos and restaurant signs. Use this time as an opportunity to ask more questions about the signs and symbols.  Do they know what they mean?  Where might you find these sort of symbols?  These symbols have meaning to the children because they are so easily recognized. Not only will this incorporate Language and Literacy because they are "reading" the images, but their cognitive skills will be working to remember and recall the signs that they already know.  

                                 

http://education.ohio.gov/Topics/Early-Learning/Early-Learning-Content-Standards

The lesson can be used as a group activity during circle time where the symbols are discussed and pictures are shown.  To incorporate environmental print throughout the classroom, different areas will have items set up to extend upon the lesson. The dramatic play area can have menus with familiar restaurant logos, cereal boxes, macaroni and cheese boxes and other familiar food items.  In the block area you could add plastic construction symbols or traffic signs. The science table will be set up with environmental print puzzles, where you cut up a cereal box or snack box and let the children figure out how to put it back together.  You can use symbols to explain class rules and have it posted somewhere where the children can see it. Gross motor activities could be to use an image of a stop sign to play freeze dance.  In the activity I found online it includes a scavenger hunt.  This could easily be an extension activity after the initial lesson to keep the student's interested in "reading" the symbols and signs all around them and explore the outside world. Challenges that may arise during this activity are too many children wanting to participate at a station at one time.  Since the different areas of the classroom will have plenty of opportunities to explore, the teacher can assure them that everyone will get a turn.  The activity can be very fun and a helpful way to encourage children to think about the world around them and to foster a love of reading! 
https://www.education.com/lesson-plan/signs-and-symbols-scavenger-hunt/                                               




                

               

Assistive Technology For Students Who Are Hearing Impaired

Students who are deaf or hard of hearing are confronted with many specific difficulties in a classroom environment.  All students come to a classroom with different learning styles and abilities.  This is also true when it comes to the students level of hearing impairment.  Not all children have equal disabilities when it comes to their hearing loss or impairment. Deciding what options for classroom success are based on their level of impairment that range from "deaf, deafness or hard of hearing". ("Accredited Schools Online" 2017).  Once that is determined, there are many options to use assisted technology (AT) in the classroom.  Assisted technology includes devices and Apps that can help students with alert systems, note taking, communication during group work or presentation, and allowing students to have independence and control of their learning.  

    

In some instances, assisted technology may be something relatively simple, such as closed captioning or the use of a hearing aid. Other assistance comes in the form of devices that the student has with them in the classroom.  Some different types of assisted technology devices include:
 Assistive listening devices (ALDS)- These will help to boost sounds in the classroom that want to be heard when background noise may be an issue.  This device can be especially useful for students who are using hearing aids or have a cochlear implant. ("Caden Assitive Technolgy" 2017)
 http://www.cochlear.com/wps/wcm/connect/au/home/understand/hearing-and-hl/hl-treatments/cochlear-implant
 Augmentative and Alternative communication devices (AAC)- These are used to help students articulate what they want to say.  They may include picture boards or text to speech devices. ("Caden Assistive Technology" 2017)
 Alerting Devices- These are devices that vibrate, make an alarming sound, or light up when there is an event, such as fire alarms or a phone ringing. ("Caden Assistive Technology" 2017)
http://cadanat.com/deaf-students/

                              
Another device used to help hearing impaired students in the classroom is the I-pad. I-pads offer a variety of different uses for deaf or hard of hearing students. Built in apps, face time and instant messaging are just some of the options. Face time allows deaf or hard of hearing students a chance to see another person and to communicate with sign language.  The I-pad can also be used to translate sign language for students. This is not only a great tool for the student but also helps the teacher if they are having difficulty communicating. The I-pad enhances a students ability to communicate and can provide speech to text apps, apps that will help with asking questions, and picture boards for early learners. In, “Educational Microcosms on iPad”, they say, “It is an undeniable fact that computers (including tablets, such as iPads) are nowadays a major instrument for modern school education”. (2012) It shows that the impact technology has in the classroom can be a very life changing and helpful tool to students who have a disability.  A website that can help with information about different apps can be found on the link below.
http://appsineducation.blogspot.com/2012/01/so-whats-on-ipad-for-kid-in-your-class.html

Technology has been shown to strengthen the ability for hard of hearing or deaf students to learn in an inclusive classroom.  Developments and advancements in the tech world are always taking place, offering a future filled with beneficial learning opportunities. "Incorporating technology increases students' motivation to learn and personalizes lessons to a student's individual needs." ("Learn NC" 2017).  The tools that are available for hearing impaired students' continue to assist in learning and education.

                                                                   Websites Used

Supporting Deaf and Hard of Hearing Students. (n.d.). Retrieved February 10, 2017, from http://www.accreditedschoolsonline.org/resources/students-with-hearing-impairments/

Assistive Technology for Deaf Students. (n.d.). Retrieved February 10, 2017, from http://cadanat.com/deaf-students/

Center, G. U. (n.d.). Assistive Technologies for Individuals Who are Deaf or Hard of Hearing. Retrieved February 10, 2017, from https://www.gallaudet.edu/clerc-center/info-to-go/assistive-technology/assistive-technologies.html

Student Disability Services. (n.d.). Retrieved February 10, 2017, from http://sites.allegheny.edu/disabilityservices/students-who-are-deaf-or-hard-of-hearing/

Assistive Technology - Top Apps for Students with Special Needs. (n.d.). Retrieved February 10, 2017, from http://www.specialeducationguide.com/pre-k-12/tools-and-research/7-apps-to-use-as-assistive-technology/

8 great apps for children with hearing loss. (2017, February 10). Retrieved February 10, 2017, from http://www.healthyhearing.com/report/51839-8-great-apps-for-children-with-hearing-loss

So what's on the iPad for the kid in your class with a Hearing Impairment? (n.d.). Retrieved February 10, 2017, from http://appsineducation.blogspot.com/2012/01/so-whats-on-ipad-for-kid-in-your-class.html

Educational microcosms on iPad - IEEE Xplore Document. (n.d.). Retrieved February 10, 2017, from http://ieeexplore.ieee.org/document/6402225/?reload=true

Teaching deaf students in the inclusive classroom: Part 1. (n.d.). Retrieved February 10, 2017, from http://www.learnnc.org/lp/multimedia/15900

How do special education students benefit from technology? (n.d.). Retrieved February 10, 2017, from http://www.learnnc.org/lp/pages/6917?ref=search

Ohio DL Schools

After reviewing the 5 websites for DL schools in Ohio, I narrowed it down to 2 schools that I would feel comfortable enrolling my child in.  Based on looking at the websites, watching videos provided and reading testimonials, I decided on the Ohio Virtual Academy.  I felt like it was very personable in its presentation.  The video was informative and the website was well organized .  I like that they have a chat room and that the teachers work closely with parents to create individualized learning plans for each student.  Again, this is based just on the ability to easily navigate the website and to have access to helpful resources for both students and parents.

The school that I was least interested in choosing for my child, was the Virtual Schoolhouse.  I did not find the website to be very organized and found myself not wanting to read it. The information seems scattered and wordy.  I didn't find it interesting enough to continue looking at it.    Based solely on how they put together the site, I would not pick this DL school.