Reflection

            Throughout this course, my opinion has changed on how students learn.  With all of the learning theories, instructional strategies, and technology tools at my disposal, various theories can be instituted to meet the needs of my students.  By implementing different combinations, each lesson can be learner centered.

            I feel that students learn in different combinations.  Taking different factors into account like multiple intelligences and language disabilities, a teacher must differentiate the lesson in order to deliver effective instruction.  I believe that learning should be put the learner as the focus whenever possible.  Given my classroom setting in the computer lab, certain projects really lend themselves to cooperative learning groups.  By making an effort to provide the students with the opportunity to “work in cooperative groups, they make sense of, or construct meaning for, new knowledge by interacting with others” (Johnson, Johnson, & Stanne, 2000).  Other theories also apply in my room.  For example, by constructing a product, whether it is a spreadsheet, slideshow, Voice Thread, or paragraph, the ownership is on the student. 

            Some changes that I have already made in my instructional goals are using more of the new technologies available.  For instance, the concept mapping tools and Voice Thread have already been used to display and organize information so that students can better understand a concept.  As part of my long term goals I envision my students being able to participate in a wiki collaboration with our New York City campus due to open in two years.  With the anticipated success of that project, hopefully administration will allow the students to participate with other schools over long distances to strengthen their collaboration skills.  In addition I would also like to see the students Skype with the other campus in order to do a school wide project that helps to build wells in South Sudan.  This is all due to the fact that “now students can collaborate through the web and other students in their school, subject experts, and multi-user game players…they can even collaborate across the globe” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 144).

            To conclude, I do not feel that there is one single theory, strategy and technology tools for an entire classroom of children.  It is important to prepare the students for a “fast paced, virtual work place that they will inherit, today’s students need to be able to learn and produce work cooperatively” (Pitler, et al., 2007, p. 138).  It is not only more interesting but also more research driven to incorporate certain strategies at certain times in order to deliver effective instruction. 

Resources:

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Johnson, D.W., Johnson, R.T., & Stanne, M.B. (2000).  Cooperative learning methods: A meta-analysis. Minneapolis, MN: University of Minnesota.  Retrieved May 4, 2006, from http://www.co-operation.org/pages/cl-methods.html

Connectivism and Social Learning Theory

            Everything in learning has a connection.  Whether a skill is built upon or connected to other skills at the same time, it is the “intersection of prior knowledge, experience, perception, reality, comprehension, and flexibility that learning occurs” (Orey, 2007, p. 1). 

            The cooperative learning theory is a “methodology that employs a variety of learning activities to improve students understanding of a subject by using a structured approach which involves a series of steps, requiring students to create, analyze, and apply concepts” (Kagan, 1999). 

            Due to the fact that cooperative learning has similar characteristics to Vygotsky, Piaget, and Kohlberg’s theories building on prior knowledge and real life experiences can help students make the necessary connections thus storing information in their long term memory.  By “combining teamwork and individual accountability, students’ work toward acquiring both knowledge and social skills” (Orey, 2007, p. 3). 

            By using cooperative learning in a classroom it can create an “atmosphere of achievement” (Panitz, 1996), where students can get a “deeper understanding of the material and more potential to retain the material” (Orey, 2007, p. 3).  After all, the whole point of any instruction is for the students to remember the information and if the process of learning was enjoyable they are more likely to remember it.

          For this weeks application, we were asked to create a voice thread.  The link to my voice thread is https://voicethread.com/share/3479471/

Resources:

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Kagan, S. Educational Leadership (Jan. 1990).  Retrieved September 2, 2003, from: http://home.capecod.net/~panitz/tedasrticles/coopdeinition.htm

Panitz, T. (1996).  A definition of collaborative vs. cooperative learning.  Retrieved June 28, 2012, from:  http://www.londonmet.ac.uk/deliberations/collaborative-learning/panitz-paper.cfm

Constructivism in Practice

         While reading about constructivist classrooms in this week’s resources, I began to reflect on the different strategies that were presented.  In order to use technology in a manner that is helpful and provides students with applicable skills many different activities can be done.

          By having students work on generating and testing a hypothesis three things occur.  First, they are “engaging in complex mental processes” (Pitler, Hubbell, Kuhn & Malenoski, 2007, pp. 202).  Secondly, they can “apply content knowledge” (Pitler, et al., 2007, pp. 202).  Lastly, students can “enhance their overall understanding” (Pitler, et al. 2007, pp. 202).  By using the help of technology teachers can achieve the six tasks which are “system analysis, problem solving, historical investigation, invention, experiential inquiry, and decision making” (Pitler, et al., 2007, pp. 203).  The technologies that are out there to support these tasks are spreadsheet software, data collection tools, and various web resources.  By using these programs the goals for the teacher can be achieved in a measureable way.  Using MS Excel for example, can help gather data to help support a hypothesis.  Most importantly, web resources can foster “interactive applets and simulations allow students to use background knowledge, make decisions and see the outcomes in a virtual setting” (Pittler, et al., 2007,  pp. 212).

          Whether you believe that students create their own meaning (constructivist) or that learning takes place when something is produces (constructionist) or a combination of both theories, using technology can help assimilate, accommodate, equilibrate, and increase scheme (understanding) on a topic.  These are all mechanisms for learning or how children acquire and remember new information.  The learner must be able to strike the balance between reality and their own understanding and if they are vastly different then the student must assimilate their own reality to the outside world or make accommodations to their schema to align with the reality.  Technology can seek to change the interpretation of the information for the student.  For example, by using a slideshow presentation, a student can seek to demonstrate how to conserve natural resources after they have researched how these resources are not replaceable and if we do not conserve now, future generations will suffer.  This might change how they view the world in their own reality, but they are constructing something to show that they understand the concept of conservation and how nature functions in a broader sense.

          To summarize, by using technology students can apply their knowledge to make learning more meaningful.  The flexibility that technology affords makes it easier for students to adapt their thinking to the worlds views. 

 

Resources:

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.  

Cognitivism in Practice

         This week’s resources focused on cognitive learning.  Several strategies were introduced to help teachers make the connection between cognitive learning theories and practical uses in the lesson.  By using cues, questioning, advanced organizers, note taking, and summarizing strategies a teacher can focus on providing experiential learning for the students.

          In order to allow students to “set goals, think, plan, experiment, reflect, observe and review” (Orey, 2007, pp. 1) in an experiential learning model, using some cognitive strategies can be helpful.  These strategies “enhance students abilities to retrieve, use and organize information about a topic” (Pitler, Hubbell, Kuhn & Malenoski, 2008, pp. 73 ).  Using cues, questions and advanced organizers helps the teacher to organize information along with the students.  In addition, summarizing and note taking “focuses on enhancing students ability to synthesize information and turn it into a new form” (Pitler, et al., 2008, pp. 74).  For example, taking notes on a historical battle might be hard for the students to extract just the important information, but by using an advanced organizer gives the students the skill to depict the information in a chart form.  It can also include the cause or causes of the war, the resolution, and the events that took place afterwards.  These methods offer a way to reflect on the new information and apply it in a different way.

          To relate these strategies and use them in the computer lab, the integration of technology makes it easier.  By using spreadsheets, web resources, and multi media applications, the teacher and students are better able to visualize and organize the information.  Another nice characteristic of spreadsheets and advanced organizers are that they are easy to change, manipulate and add on to.  Whether the students collaborate in class or online in a wiki, the end result will “summarize, questions, clarify and predict” (Pitler, et al., 2008, pp. 77).  “When students work WITH computer technology, instead of being controlled by it, they enhance the capabilities of the computer, and the computer enhances their thinking and learning” (Jonassen, 1994, pp. 4)

          As a result, by correlating instructional strategies as outline above to cognitive tools they can “motivate and engage learners through realistic contextual learning” (Orey, 2007, pp. 7).  Even though with regards to technology integration “cognitive tools can require troubleshooting and encompass other tech issues” (Orey, 2007, pp. 9) but should not prevent teachers from using them.

 

Resources:

Jonassen, D.H. Technology as Cognitive Tools [IT Forum Paper].  Message posted to http://itech1.coe.uga.edu/itforum/paper1/paper1/html

 

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

 

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Behaviorism in Practice

         What would we do without technology?  By using technology to enhance a lesson, teachers can develop exciting and innovative lessons that seek to manage behaviors in the classroom as well as shape a mind into a learning mind.

            The definition of a reinforcing effort is it “enhances students understanding of the relationship between effort and achievement by addressing the attitudes and beliefs about learning” (Pitler, Hubbell, Kuhn & Malenoski, 2007).  In order to use the reinforcing efforts in the classroom the Mid-Continent Research for Education and Learning (McREL) recommends that teachers “explicitly teach students about the importance of effort and have students keep track of their effort and achievement” (Pitler, et al., 2007).  The way that I incorporate this into my room is by having students chart their progress in Ultra Key (a touch typing program) on a spreadsheet to show them their progress over the weeks.  This is similar to the rubric example that they gave in the textbook.  Another strategy to help incorporate technology is by assigning homework and practice.  Homework “provides review and application of what they learned” (Pitler, et al., 2007) in the classroom.  It also “deepens their understanding of the content and gains proficiency with skills” (Pitler, et al., 2007).  The recommendations that McREL suggested; “establish a homework policy, homework must articulate purpose, and vary feedback approaches” (Pitler, et al., 2007) all make practical sense and are easy to implement.  In my classroom, I do not give homework but I do focus on practice.  I found it fascinating that it takes “24 practice sessions to achieve 80% competency” (Marzano, Pickering & Pollock, 2001).  It just goes to show you that there really cannot be too much practice, however the quality of the practice must be “focused on specific elements of a complex skill or process” (Pitler, et al., 2007).

            There are various technologies that can help provide enrichment that are already in place.  By using internet sites, multi-media and programs such as Word and Excel students are not only exposed to current technology but also can build on their 21st century skills.  These programs also can be used for reinforcing the correct ways to use the computer and also provide rich learning experiences.  The activities should be measuring the “observable behavior rather than the internal thought processes” (Smith, 1999) when constructing activities.

            To summarize, using homework, reinforcing efforts, and practice in the classroom as instructional strategies allows teachers to focus in on positive strategies.  These methods also incorporate the current research like “brain research that can facilitate a shift in focus from teaching to learning” (Laureate Education, Inc., 2011). 

 

Resources:

Laureate Education, Inc. (Producer). (2011). Program two: Brain research and learning [Video webcast]. Bridging learning theory, instruction and technology. Retrieved fromhttp://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

 

Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001).  Classroom instruction that works: Research-based strategies for increasing student achievement.  Alexandria, VA: Association for Supervision and Curriculum Development.

 

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

 

Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm

 

 

Final Reflection

            A characteristic of a high performing teacher is the ability to reflect on ones teaching.  While reflecting on this course, the learning resources, and the hands on applications, I was able to use Web 2.0 tools. 

            This course has forced me to embrace the Web 2.0 technologies that are already being used by educators.  I have seen how beneficial these resources are in order to convey instruction.  Specifically, having access to the technology is not enough.  It is what teachers do with it.  “Technology by itself can not change the nature of instruction unless teachers and educational leaders are able to evaluate and integrate the use of technology into the curriculum” (Geisert & Futrell, 2000; Knapp & Glenn, 1996).  With this new technology I can see why there must be a shift from teacher centered approaches to student centered approaches.  Along with this shift, I also understand why some teachers may be so uncomfortable with this change.  The teaching strategies must “compliment technology use with in the curriculum” (ISTE, 2000), all the while, teachers can be learning at the same time as the students.  In a truly collaborative environment, the outcome is not scripted or predictable so the teachers must be able to let the control go and take the learning experiences as they come. 

            Referring back to a checklist done at the beginning of my class on support practices for 21^st century skills, I noted my strengths and weaknesses.  One of the strengths was the access that I have to technology.  The resources are there, we have Smart Boards, white boards, laptops, desktops, and Epson projectors.  One of the weaknesses I noted was the implementation of the emerging Web 2.0 skills into my lessons to promote the essential skills necessary for my students’ future.  Through this course, being asked to create a blog, participate in a wiki collaboration, and publish a podcast I gained skills necessary to succeed in my future as a teacher.  It was challenging to learn about new technology and to step out of my comfort zone however I can use this as a model for my students.  In addition to the teachable moment, I also feel that I have a greater empathy towards my students and now will assist my hesitant learners in a different way.

            Another characteristic of a high performing teacher is goal setting and the ability to modify the foals in order to meet the needs of my learners.  One long term goal will be to collaborate with other students.  My administration has already agreed to let the students collaborate with in the school and with the satellite campus in the short term however, my hope is that by showing them the possibilities and the level of engagement of the students they will allow the classes to delve into the world of true collaboration and create a wiki with other schools and/or the world.  The second goal would be to create a school blog that would include helpful information and strategies for students from students.  This blog would serve as a safe forum for students to interact.  Convincing administration will be challenging by keeping mind that it will be a building of skills and successful projects that will convince them that is just the beginning of an exciting time in technology education.

            In the end, I feel accomplished and renewed.  I am excited to bring the knowledge gained in this class into my own room to deliver effective instruction that incorporates necessary 21^st century skills.  After all, the “goal of education technology is to integrate technology into the classroom so its us furthers learning goals and helps students focus on the subject, not just the technology” (Keengwe, Onchwari & Wachira, 2008).

References:

Geisert, P., & Futrell, M. (2000).  Teachers, computers, and curriculum: Microcomputers in the classroom. Boston: Allyn and Bacon.

International Society of Technology in Education ([ISTE], 2000).  National educational technology standards (NETS) for teachers. Retrieved July 20, 2006, from http://cnets.iste.org/teachers/

Keengwe, J., Onchwari, G., & Wachira, P. (2008).  The use of computer tools to support meaningful learning.  AACE Journal, 16(1), 77-92.

Knapp, L., & Glenn, A. (1996).  Restructuring schools with technology.  Needham Heights, MA: Simon & Schuster.

A sit down with "digital natives"

While taking a graduate school course on the Impact of Technology in Education, Work and Society, the assignment was to create a podcast and interview students on how they use technology and what type of access they have to it.  Even though the students that I interviewed were not my students during the school year, they were similar demographically to my population and their answers were interesting.  This was my first experience with a podcast, and even though I hate the sound of my recorded voice, I am interested to use the technology and develop lessons to use podcasts in my classroom.  It was very user friendly and simple to do. 

The link to my podcast is:
http://podcastmachine.com/podcasts/13900/episodes/71859

Evaluating 21st Century Skills

          There is a growing need for a serious dialogue about the need for 21st century skills and the future.  Jim Bellanca blogged about this need on the Partnership for 21st Century Skills website.  While reading his blog I found myself intrigued by his passion for the connection and angered by the gap in education and policy.

            The Partnership for 21^st Century Skills website was very user friendly.  I found it easy to read with a prominent and succinct mission statement.  There were links to great resources with many articles with current technology implications for classroom teachers.  In addition to these helpful aspects of the website, they also have listed the state by state initiatives.  It was eye opening to see what other states are doing to incorporate technology into their curriculums.

            The information that I gained from the site was how we have to have the uncomfortable conversation in more states about “project based learning and integrating technology into instruction” (Bellanca, 2012).  Few states have actually taken these factors into account.  These changes must be made at the government or policy makers level however, “politicians are too busy saying no to each other than to think about such a piddling thing as the education of a nation that is more than at risk” (Bellanca, 2012).  It is amazing to me that the politicians are so busy arguing about what to do about change instead of formulating a plan to address changes that must be made to move our future workers forward in the competitive global workforce.

            Jim Bellanca, in his blog, offers ten practical suggestions to drive change in the classroom.  They are; squeak, collaborate, communicate, push the envelope, investigate, stir the pot, think outside the box, connect with social media, emphasize best practices, and innovate.  When first reading through his suggestions, my impression was that they were pretty bold statements and suggestions and implementing them might leave a teacher vulnerable to criticism from administration.  This is due to the dissonance from traditional with traditional curriculum.  However, upon reflecting and re-reading, the take away is that all of these suggestions can be implemented in a more subtle and seamless way.  The conversation must be started by educators and by collaborating with each other I believe positive change can be achieved.  It would be the first of many steps to drive improving upon technology curriculums that incorporate the ever important 21st century skills.

            The implication of incorporating 21st century skills is that undoubtedly it is “more than making minor adjustments to current practice, innovative schools look to develop the talent of tomorrow with a new array of knowledge and skills suitable for their students’ future careers” (Bellanca, 2012).  Is it not our job as teachers to do just that?

            In conclusion, it is a big task to take on, change will not be instant but the dialogue must start and filter down from the policy makers to administration to the teachers.  Even though it is an enormous task, I would like to think that by “thinking together, planning together, and acting together…one step at a time focused on dialogue about the shared action goal” (Bellanca, 2012), we can make a change.

Resources:

Bellanca, J. (2012).  The driving question: How can we expand the dialogue about 21st century skills among those not yet engaged? Retrieved from http://www.p21.org/tools-and-resources/p21blog

           

Why blog?

            Web logs or blogs have many benefits.  Three benefits of blogging in the classroom are, “to promote critical and analytical thinking, combine the best of solitary reflection and social interaction, and they promote creative, intuitive and associational thinking” (Richardson, 2010).  All of these characteristics of blogging can help in the classroom.

            The idea that my classroom can be transformed into a collaborative think tank for sharing ideas and getting feedback is very exciting.  By allowing my students to blog they can “learn to read more critically, think about reading analytically, and write more clearly” (Richardson, 2010). 

            My hope is to set up a class portal in order to keep track of assignments for my class as well as their other teachers.  They can use this space to journal about what we are doing in class as well.  Also, setting up an online filing cabinet so that they kids have access to their work paperlessly and chronologically.  Most importantly in order to collaborate with other teachers and for them to be able to see the students work would be so beneficial.  With the business world going paperless, it is just another way to set our students up for their own future.

            I believe that starting with these two online technology strategies would help to organize my fifth and sixth grade students.  It will also serve to help my students get familiarized with the wonderful world of blogging that is available to them.  Finally it will help them to become more analytical thinkers and adds to their 21st century skill set. 

Resources:

Richardson, W. (2010).  Blogs, wikis, podcasts, and other powerful web toold for classrooms (3rd ed.). Thousand Oaks, CA: Corwin.

Which came first?

Hello!

For the second week of my graduate school class we were asked to share our thoughts on the relationship between pedagogy and technology.  Here are my thoughts:

A teachers role in the technology revolution is pivotal.  Whether we as educators understand, embrace, or even believe in the need for all of it, this is the world in which we live in and we have to prepare our students to use technology and move them forward.  Dr. David Thornburg spoke about the evolution of technology and its effects on good pedagogy.

            The invention of certain technologies has made it somewhat mandatory to embrace technology.  The evolutions from a one computer classroom to individual laptops or tablets on every students desk, there are inherent needs to alter teaching to accommodate these new technologies.  Keyboarding, mouse navigation, and basic knowledge of the programs on that device are just a few of the skills that need to be taught in order to use the equipment efficiently.  Also, the popularity of cell phones and their evolution into smartphones and all of the other fingertip technology offer “true, anytime learning experiences” (Thornburg, 2010).  Additionally, they “shrink the space by facilitating collaboration at a distance” (Thornburg, 2010). 

            To have all this technology really allows more “inquiry based direct instruction” (Thornburg, 2010).  Society and the new technology trends dictate what we need to address in the classroom.  We have begun to “enter the main event,…an era in which technology will truly transform every aspect of business, of government, of society, of life” (Friedman, 2005). 

            To conclude, there are so many opportunities to use technology as a conveyer of information in the classroom.  The interaction of society and technology and the important correlation between the two must be addressed in order to have a cohesive curriculum.  After all, “society seeks out a new technology and they dictate how successful they will be” (Thornburg, 2010). 

Resources:

Friedman, T. (2005).  The world is flat: A brief history of the twenty-first century.  New York: Farrar, Strauss and Giroux.

Hello fellow teachers! I am a middle school technology teacher in a private school. I am new to the blog community but would love to chat about new technology and share tips and strategies that you have found helpful.