Link to my Voice Thread: http://voicethread.com/share/2150883/
Sunday, July 24, 2011
Voice Thread Assignment
This week I learned about social learning and tools that support this theory (see previous blog post for more information). One technological tool is a Voice Thread. I created a Voice Thread about the explorer Hernando Cortes. After my students learn about how he conquered the Aztec Empire, they will work in partners to create a new ending to Cortes' story. They will show a peaceful way that Cortes could have gotten the Aztec gold and land without violence. After creating a solution, they will create a Voice Thread recording their story and using images they either find or make. Let me know what you think! In the past I have always had students write a new ending yet I think they will enjoy this much more!
Link to my Voice Thread: http://voicethread.com/share/2150883/
Link to my Voice Thread: http://voicethread.com/share/2150883/
Social Learning Theories
This week I learned about social constructivism which is simply a theory of how students engage in a construction of knowledge that they create through interactions with others and their environment (Kim, 2001). The information I read focused specifically on cooperative learning as an important instructional strategy of social learning. In addition, I learned about the theory of connectivism which shifts the idea of how students learn socially due to technology-enhanced environments.
The central idea of cooperative learning (CL) is students working together in a way that enhances their learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I always thought that as long I had students placed into groups I was implementing CL, but I was far off. Palmer, Peters, & Streetman (2003) explained that in CL students are working collaboratively to achieve a goal that they could not attain by themselves, and that although the group is assessed, individual students are also held accountable for their work. My favorite form of CL is the jigsaw method. This requires each student to learn the material and then teach it to a small group. Dr. Michael Orey mentions how teaching others gives the learner a deeper understanding of the material and how the jigsaw method focuses on individual responsibility even though students are in groups (Laureate Education, Inc., 2009b).
In the book, Using Technology with Classroom Instruction that Works, it discusses a few tools teachers can use to support cooperative learning in the classroom through technology. I enjoyed learning about the website www.epals.com. This tool encourages students to collaborate with students from around the world via e-mail. I could see myself using this in the classroom to have my students learn about other cultures and to work on their communication skills. I am curious how this will work with third graders who do not currently have their own e-mail accounts. I am hoping that the program provides them with one.
Another tool the book mentioned was WebQuests. I have always thought of WebQuests as an individual activity supporting the constructionist theory; however, Pitler et al. (2007) mentions that students in the classroom or from far away can work together on the tasks. I spent time viewing www.webquest.org and found some already created WebQuests that I can begin using immediately in my classroom. This tool still requires that each student contribute, but it promotes social interaction and makes students active participants in learning the material (Palmer et al., 2003).
A third tool I want to mention that I feel supports cooperative learning is a VoiceThread (see www.voicethread.com for more information). There are many ways to employ this tool into the classroom, but I liked the idea that Kevin Jarrett suggested on letting students record a story with uploaded images instead of writing one (Laureate Education, Inc., 2009c). Students will be more involved and other students will be more interested in viewing and hearing the story than if it was just read aloud. After viewing the VoiceThread, students can post comments about the story. What a great way to collaborate!
George Siemens has coined the term connectivism as a new type of social learning theory. He explains that because of technology-rich environments and the abundant of information available learning has changed (Laureate Education, Inc., 2009a). Siemens explains that students can now network online and through these connections they can gather information and share ideas while at the same time choosing what information available is important to learn (Davis, Edmunds, & Kelly-Bateman, 2008). I have not seen this much with my students as they are too young to be involved in social networking sites. However, I do observe how easily they get involved in virtual games where they can chat with others, how they enjoyed participating in our class wiki last year, and how we can find anything they ask about within seconds online. I feel connectivism is still in its infancy, but I do understand Siemens’ thoughts about how the learners’ environment has changed so that perhaps the way we teach should as well.
I support social learning in the classroom. I definitely plan to integrate, correctly, cooperative learning into to my classroom. I also look forward to trying Voice Threads with my students and using WebQuests a bit more. I will attempt at setting up virtual penpals through www.epals.com or a similar site, but I am not sure how well that will work with my students. Yet no matter what specifically works for me or doesn’t, I believe all teachers should do better about incorporating social learning into their classroom.
I support social learning in the classroom. I definitely plan to integrate, correctly, cooperative learning into to my classroom. I also look forward to trying Voice Threads with my students and using WebQuests a bit more. I will attempt at setting up virtual penpals through www.epals.com or a similar site, but I am not sure how well that will work with my students. Yet no matter what specifically works for me or doesn’t, I believe all teachers should do better about incorporating social learning into their classroom.
References
Davis, C, Edmunds, E, & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from
Kim, B. (2001). Social Constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Laureate Education, Inc. (Producer). (2009). Program number 9: Connectivism as a learning theory [DVD]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.
Laureate Education, Inc. (Producer). (2009). Program number 8: Social learning theories [DVD]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.
Laureate Education, Inc. (Producer). (2009). Program number 10: Spotlight on technology: VoiceThread [DVD]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.
Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Monday, July 18, 2011
Constructionism in the Classroom
Constructivism is a theory of knowledge while constructionism is a theory of learning based upon the idea that the best learning takes place when students construct their own knowledge (Laureate Education, Inc., 2009). This week I read about the instructional strategy Generating and Testing Hypotheses in the book Using Technology with Classroom Instruction That Works. This strategy correlates with the constructionist learning theory and should be used in the classroom. In addition, I read about project-based and problem-based learning tools and learned how these connect to constructionism.
Generating and testing hypotheses allow students to make predictions, apply their knowledge, and develop a strong understanding of the material as they modify their thinking based upon experiments (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Technology aids students in generating and testing hypotheses as it shifts the time from collecting data into interpreting it (Pitler et al., 2007). For example, the formulas in Excel spreadsheets allow students to spend more time analyzing data then figuring it out. I wish teachers used this when I was younger. This technology provides the learner with more time to look at data in different ways and in various graphs and charts so they can make better conclusions. I believe this helps students stay more engaged and active in their construction of new knowledge (Laureate Education, Inc., 2009).
Problem-based learning tools support the theory of constructionism. Problem-based learning challenges students to problem solve in authentic settings using higher-order thinking skills and it requires teachers to give students control over what they learn and just provide support (Glazer, 2001). WebQuests are an element of problem-based learning I have used in the past and I find my students enjoy. Scholastic’s Thanksgiving WebQuest tends to be their favorite (http://www.scholastic.com/scholastic_thanksgiving/feast/webquest.htm) even though this one is not set-up in a traditional format. This inquiry-based tool encourages students, while online, to learn information about a topic to make a decision or respond to an issue (Glazer, 2001). WebQuests tend to follow similar formats and it is easy for my students to navigate. My students construct their own knowledge about a topic to arrive to a conclusion by the end of the WebQuest.
Project-based learning tools support the theory of constructionism as well. Project-based learning is an approach that requires learners to engage in a long-term project while collaborating with others in complex activities (Han & Bhattacharya, 2001). I will admit I do not use this type of learning very often in my classroom. I find it difficult with third graders to work on projects without a lot of direction from me. However, teachers who support the constructionist theory will want to include PBL in the classroom. PBL is a very learner-centered activity that requires students to participate in inquiry, communicate their ideas, and reflect on their own learning (Han & Bhattacharya, 2001). PBL has been shown to increase problem-solving abilities and motivation for learning (Han & Bhattacharya, 2001). Isn’t this what every teacher wants to have in their classroom?
As seen from the information provided above, all these instructional strategies support the constructionist view of learning. Generating and testing hypotheses, project-based learning, and problem-based learning are relevant to today’s students. They should be used in the classroom to give students opportunities to be actively engaged in creating artifacts, making predictions, and solving problems. All of these activities let students take charge of their own learning and build up their knowledge both components of constructionism.
References
Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Laureate Education, Inc. (Producer). (2009). Program number 7: Constructionist and constructivist learning theories [DVD]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Monday, July 11, 2011
Cognitive Learning in the Classroom
This week I read about two instructional strategies in the book Using Technology with Classroom Instruction That Works. One strategy related to Summarizing and Note Taking and the other was about Cues, Questions, and Advance Organizers. Both of these strategies correlate with the cognitive learning theory and should be used in the classroom. In addition, I learned about Virtual Field Trips and how beneficial these can be for students.
The first strategy discussed in this book was Summarizing and Note Taking. Cognitivists support the idea that information enters the brain, enters working memory, and if properly stored can be used later on (Lever-Duffy & McDonald, 2008). Students should take notes in an organized manner, focusing on just the main ideas helping them to better process information to create a summary (Pitler, Hubbell, Kuhn, & Malenoski, 2007). One way to summarize is through the use of a cognitive tool known as concept mapping. Pitler, et al. (2007) tells us that graphic representation for note taking has shown to increase student achievement. Concept mapping aligns with cognitive learning as it replicates our network model of memory and it supports dual-coding where information is stored as text and images (Laureate Education, Inc., 2009a). In addition, concept mapping embeds technology as students can use programs such as the software IHMC CampTools or online sites like www.spiderscribe.net to create their concept maps. These maps require the learner to show they understand the relationship between topics in the map, how these topics connect to the focus question, and it helps identify the knowledge a learner has gained after instruction (Novak & Cañas, 2008). The book discussed additional cognitive tools students could use to take notes and summarize, but teachers have to use resources available to them and remember that “the tools should help manage the work, not increase it” (Robertson, Elliot, & Robertson, 2008, p. 9).
The other instructional strategy discussed in Using Technology with Classroom Instruction That Works was Cues, Questions, and Advance Organizers. Cues are a reminder about what students are about to learn and questioning helps activate a student’s prior knowledge (Pitler et al., 2007). Both of these devices are trying to help students make connections between what they already know and see how this new knowledge will fit in. This is where advance organizers become an effective cognitive tool in the classroom. Advance organizers assist students in classifying this new information with the old and to focus their learning on what is important (Pitler et al., 2007). This tool is only beneficial if teachers plan their instruction around what students already know, so they can help students see the relationship between old concepts and begin linking them together with new ones (Smith, 1999). The book also mentioned using multimedia resources as advanced organizers because they can provide students with a mental mode for understanding new information (Pitler et al., 2007). In the classroom, I often use www.unitedstreaming.com to show various videos on a wide-range of topics. My students are more engaged and make better connections with the material. Cues, questions, and advance organizers are essential in today’s classroom.
This week I also learned about Virtual Field Trips. These are a great way to take students places where they cannot physically go (Laureate Education, Inc., 2009b). Dr. Michael Orey stated that integrating multiple senses improve learning (Laureate Education, Inc., 2009a). Virtual field trips let students, see, hear, and read about another place, getting to experience it almost first-hand. I have never used these before, but I hope to include virtual field trips in the classroom in the future. What a great way to integrate technology and support the cognitive learning theory.
As seen from the information provided above, both instructional strategies discussed support the cognitive view of learning. Summarizing and note taking, especially with concept mapping, help students organize information better so they work it into long-term memory. Cues, questions, and advance organizers help to activate students’ prior knowledge so they can make better connections with new material. Finally, virtual field trips integrate multiple senses as students get to see and hear about a place without ever leaving the classroom. Cognitive learning definitely has a place in our school system today.
The first strategy discussed in this book was Summarizing and Note Taking. Cognitivists support the idea that information enters the brain, enters working memory, and if properly stored can be used later on (Lever-Duffy & McDonald, 2008). Students should take notes in an organized manner, focusing on just the main ideas helping them to better process information to create a summary (Pitler, Hubbell, Kuhn, & Malenoski, 2007). One way to summarize is through the use of a cognitive tool known as concept mapping. Pitler, et al. (2007) tells us that graphic representation for note taking has shown to increase student achievement. Concept mapping aligns with cognitive learning as it replicates our network model of memory and it supports dual-coding where information is stored as text and images (Laureate Education, Inc., 2009a). In addition, concept mapping embeds technology as students can use programs such as the software IHMC CampTools or online sites like www.spiderscribe.net to create their concept maps. These maps require the learner to show they understand the relationship between topics in the map, how these topics connect to the focus question, and it helps identify the knowledge a learner has gained after instruction (Novak & Cañas, 2008). The book discussed additional cognitive tools students could use to take notes and summarize, but teachers have to use resources available to them and remember that “the tools should help manage the work, not increase it” (Robertson, Elliot, & Robertson, 2008, p. 9).
The other instructional strategy discussed in Using Technology with Classroom Instruction That Works was Cues, Questions, and Advance Organizers. Cues are a reminder about what students are about to learn and questioning helps activate a student’s prior knowledge (Pitler et al., 2007). Both of these devices are trying to help students make connections between what they already know and see how this new knowledge will fit in. This is where advance organizers become an effective cognitive tool in the classroom. Advance organizers assist students in classifying this new information with the old and to focus their learning on what is important (Pitler et al., 2007). This tool is only beneficial if teachers plan their instruction around what students already know, so they can help students see the relationship between old concepts and begin linking them together with new ones (Smith, 1999). The book also mentioned using multimedia resources as advanced organizers because they can provide students with a mental mode for understanding new information (Pitler et al., 2007). In the classroom, I often use www.unitedstreaming.com to show various videos on a wide-range of topics. My students are more engaged and make better connections with the material. Cues, questions, and advance organizers are essential in today’s classroom.
This week I also learned about Virtual Field Trips. These are a great way to take students places where they cannot physically go (Laureate Education, Inc., 2009b). Dr. Michael Orey stated that integrating multiple senses improve learning (Laureate Education, Inc., 2009a). Virtual field trips let students, see, hear, and read about another place, getting to experience it almost first-hand. I have never used these before, but I hope to include virtual field trips in the classroom in the future. What a great way to integrate technology and support the cognitive learning theory.
As seen from the information provided above, both instructional strategies discussed support the cognitive view of learning. Summarizing and note taking, especially with concept mapping, help students organize information better so they work it into long-term memory. Cues, questions, and advance organizers help to activate students’ prior knowledge so they can make better connections with new material. Finally, virtual field trips integrate multiple senses as students get to see and hear about a place without ever leaving the classroom. Cognitive learning definitely has a place in our school system today.
References
Laureate Education, Inc. (Producer). (2009). Program number 5: Cognitive learning theories [DVD]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.
Laureate Education, Inc. (Producer). (2009). Program number 6: Spotlight on technology: Virtual field trips [DVD]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.
Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Smith, M.K. (1999). The cognitive orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-cognitive.htm
Monday, July 4, 2011
Connecting Behaviorism with Technology
This week I read about two instructional strategies in the book Using Technology with Classroom Instruction That Works. One strategy related to Homework and Practice and the other about Reinforcing Effort. Both of these strategies correlate with the behaviorist learning theory and also embed technology.
One strategy focused on in this book was Homework and Practice. The book mentioned that “multiple exposures to material help students deepen their understanding of content and become proficient with skills” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 188). Since students need about twenty-four practice sessions to achieve 80% accuracy with a particular skill, it only seems logical to ensure we give them the opportunity to practice in several ways (Marzano, Pickering, & Pollock, 2001). Repetition is definitely central to this, but it is important that students see the content in a variety of contexts (Smith, 1999). Technology is a powerful tool that makes this more possible than ever before. Students no longer just have to take home drill-and-practice worksheets every day. Students have access to online games, computer software, typing tutorials, and other multimedia programs. Our students not only get to learn from these resources, but with the technology available students can now learn alongside multimedia (Pitler et al., 2007). Children can research online, create slide shows, navigate Web Quests, and more. A great website I use in the classroom is www.brainpop.com. It has short videos that teach about specific topics and then students take an interactive quiz afterwards to test for comprehension. Often we take the quiz as a class and I call students up for individual questions. My students enjoy answering a question correctly in front of their peers, an intrinsic motivator that keeps them wanting to practice (Standridge, 2002). Smith (1999) tells us that behaviorists believe that what one learns is shaped by the elements in their environment. When students have access to technology at school and at home, they can become more active in the learning process which is one of the four principles of behaviorist learning (Smith, 1999). This website and many other technological tools keeps students interested in practicing and make students want to do the homework the teacher assigns. It is up to the teacher to learn about new resources that are available and to try to make them accessible to students. Homework and practice are important and if implemented properly will benefit students greatly.
The other instructional strategy discussed in the text was Reinforcing Effort. Parkay & Hass (2000) mentioned that a desired outcome needs to be rewarded for learning to take place in the classroom which is exactly what positive reinforcement entails. However, a teacher cannot and should not always reward a student with tangible items, but instead should rely on other types of reinforcement. The book Using Technology with Classroom Instruction That Works discussed teachers helping students see the connection between effort and achievement to change their attitude about learning and to do this by primarily showing them data (Pitler et al.). My students use a website called www.ixl.com in which they complete math problems tied to standard-based performance objectives. This web resource provides students with immediate feedback and contains various graphs containing data about student’s progress. This data allows students to monitor their growth in specific skills in regards to time and accuracy. In addition, this site gives students virtual rewards and PDF certificates. I have seen how excited my third graders get when they win a prize and how proud they are when their certificate is posted on our class website. This type of reinforcement is free and holds students accountable for their own successes (Pitler et al.). When used appropriately reinforcement is a great benefit for the students and teacher.
As seen from the information provided above, both instructional strategies support the behaviorist view of learning and also embeds technology. Reinforcing effort encourages and motivates students to continue to put forth work in the classroom. Giving students homework and practice helps them develop and master skills. Including technology for both of the strategies, keeps students engaged and wanting to learn. What else could a teacher ask for?
References
One strategy focused on in this book was Homework and Practice. The book mentioned that “multiple exposures to material help students deepen their understanding of content and become proficient with skills” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 188). Since students need about twenty-four practice sessions to achieve 80% accuracy with a particular skill, it only seems logical to ensure we give them the opportunity to practice in several ways (Marzano, Pickering, & Pollock, 2001). Repetition is definitely central to this, but it is important that students see the content in a variety of contexts (Smith, 1999). Technology is a powerful tool that makes this more possible than ever before. Students no longer just have to take home drill-and-practice worksheets every day. Students have access to online games, computer software, typing tutorials, and other multimedia programs. Our students not only get to learn from these resources, but with the technology available students can now learn alongside multimedia (Pitler et al., 2007). Children can research online, create slide shows, navigate Web Quests, and more. A great website I use in the classroom is www.brainpop.com. It has short videos that teach about specific topics and then students take an interactive quiz afterwards to test for comprehension. Often we take the quiz as a class and I call students up for individual questions. My students enjoy answering a question correctly in front of their peers, an intrinsic motivator that keeps them wanting to practice (Standridge, 2002). Smith (1999) tells us that behaviorists believe that what one learns is shaped by the elements in their environment. When students have access to technology at school and at home, they can become more active in the learning process which is one of the four principles of behaviorist learning (Smith, 1999). This website and many other technological tools keeps students interested in practicing and make students want to do the homework the teacher assigns. It is up to the teacher to learn about new resources that are available and to try to make them accessible to students. Homework and practice are important and if implemented properly will benefit students greatly.
The other instructional strategy discussed in the text was Reinforcing Effort. Parkay & Hass (2000) mentioned that a desired outcome needs to be rewarded for learning to take place in the classroom which is exactly what positive reinforcement entails. However, a teacher cannot and should not always reward a student with tangible items, but instead should rely on other types of reinforcement. The book Using Technology with Classroom Instruction That Works discussed teachers helping students see the connection between effort and achievement to change their attitude about learning and to do this by primarily showing them data (Pitler et al.). My students use a website called www.ixl.com in which they complete math problems tied to standard-based performance objectives. This web resource provides students with immediate feedback and contains various graphs containing data about student’s progress. This data allows students to monitor their growth in specific skills in regards to time and accuracy. In addition, this site gives students virtual rewards and PDF certificates. I have seen how excited my third graders get when they win a prize and how proud they are when their certificate is posted on our class website. This type of reinforcement is free and holds students accountable for their own successes (Pitler et al.). When used appropriately reinforcement is a great benefit for the students and teacher.
As seen from the information provided above, both instructional strategies support the behaviorist view of learning and also embeds technology. Reinforcing effort encourages and motivates students to continue to put forth work in the classroom. Giving students homework and practice helps them develop and master skills. Including technology for both of the strategies, keeps students engaged and wanting to learn. What else could a teacher ask for?
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.
Parkay, F.W. & Hass, G. (2000). Curriculum planning: A contemporary approach (7th ed.). Needham Heights, MA: Allyn & Bacon.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Smith, M.K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm
Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Friday, February 18, 2011
Reflection on Views of Technology
Recently I completed a Master’s course related to using educational technology in the classroom. This course helped me not only learn more about educational technology, but to develop my own technology skills as well. I had the opportunity to create this blog and post comments to my classmate’s blogs. This was a new experience for me, but was very simple and taught me how easy a weblog can allow students to communicate with others around the world. In addition, I enjoyed the process of creating my first ever podcast. This audio podcast required me to record my students’ voices and edit their comments with software, thus giving me first-hand experience into the world of podcasting. Finally, I participated in a wiki to complete a class project. This assignment let me see how easy it is to collaborate with someone who I have never met. Participating in these three experiences helped me expand my technology skills as a professional teacher. By working with these useful tools, I better “understand the pedagogical implications for the classroom” (Richardson, 2010, p. 9).
Through this course, I have deepened my knowledge of the teaching and learning process. A teacher’s role needs to shift from a lecturer to one who facilitates instruction (Laureate Education, Inc., 2010d). This creates a classroom that is student-centered. With this set-up, an effective educator guides class discussions and provides opportunities for students to solve problems and manage their own learning (Keengwe, Onchwari, & Wachira, 2008). In this situation, a teacher can learn alongside their student and it gives students opportunities to develop 21st century skills (Partnership, n.d.). Another characteristic of a student-centered classroom is one that is individualized for each student. At first I thought accomplishing this was a daunting task, but technology helps educators “personalize, differentiate, and deliver a more flexible” curriculum (Trilling, 2005). Technology reaches all learning styles and can be employed in a variety of ways. The learning process has changed because teachers are no longer boring students in front of the classroom, but student are becoming engaged and in control of the material and making their own connections (Laureate Education, Inc. 2010a).
Although I learned more than expected through this course, there are a few ways to expand my knowledge of integrating technology into the classroom. In this class, my peers provided me with various links to websites and blogs related to educational technology. I am in the process of subscribing to the RSS feeds of these sites to help me stay updated on current ideas and trends (Richardson, 2010). After receiving this information, I can decide what works best for my third grade classroom. Secondly, I am majoring in Educational Technology and further courses will provide me with additional insights into becoming a better educator and incorporating technology into the classroom. Lastly, is my own process of leading with technology. To accomplish this task, I want to try using different resources available and to teach others how to use them. Just as Richardson (2010) mentions “it wasn’t until I fully understood how these technologies could facilitate global connections..., and how they could help me create powerful learning networks and communities that I was able to see what needed to change” (p. 8-9). Some of my colleagues are unaware of the tools available and it will be easy to show and discuss with them what I have learned. Through these three tasks, I believe my knowledge of teaching, learning, and leading with technology will expand greatly.
Based upon my new knowledge, I have decided to set two long-term goals related to transforming my classroom environment. My first goal centers on using more digital tools in the classroom. I personally believe that we are teaching a new type of learner that uses technology often at home. Teachers need to “allow students to use these tools to find information” while they are at school (Prensky, 2008, p. 45). I think of how much my third graders benefit from looking up words in a dictionary during writing time, but how they struggle with finding the words due to small print. A teacher at my school has an electronic dictionary for each of her students. They can type the word into the device and immediately receive its definition and synonyms. This is just one example of how teachers can “adapt materials to the language of Digital Natives” (Prensky, 2001, p. 5). Acquiring tools like the above is difficult with the current state budget cuts of Arizona, but with outside funding it could be possible. I plan to apply for a grant which will help me attain various tools like the above.
My other long-term goal may be more challenging to accomplish although it is free. My school district has recently implemented a strong internet filter that blocks quite a few websites. Although I know that the internet has inappropriate content, this strong filter blocks appropriate websites that are beneficial to my students and me. It can be difficult to integrate technology into the classroom when blogging and communication websites are blocked (Richardson, 2010). I would like to set-up a way for teachers to get websites unblocked if they can justify the reason for their use in the classroom. This may be difficult to accomplish as some district personnel may think the bad on the internet outweighs the good. To support my position, I would like there to be a standard internet safety course taught by the media specialists at the beginning of the school year. This way every teacher and student will have the same expectations for what is allowed and what someone should do if they come across material that is inappropriate. Hopefully, I can accomplish this goal within the next school year so my students and I have access to more beneficial websites than we do now.
During the first week of my Master’s course, I completed a self-assessment checklist (2010) about my teaching practices in regards to technology. Some of my answers have changed during the eight weeks of this course. For example, I originally marked that sometimes I select and share new tools with others in my workplace yet this response has already improved. Just yesterday I spent time showing my grade level team what a wiki was and how I plan to implement it into my classroom. They immediately saw the benefits and were so appreciative that I shared this tool with them. This has motivated me to continue to share resources and to be open to suggestions from others as well.
Another one of my responses that changed on the assessment checklist (2010) was requiring student collaboration. I rarely have students work together, but Dr. Dede discussed that collaboration has changed in regards to whom and how we communicate (Laureate Education, Inc., 2010c). Having students work with others does not always require noisy group work at desks in the classroom where some students may not be doing their share. 21st century collaboration can be online and with people from all over the world (Richardson, 2010). I already plan on introducing blogs to my students and letting them use wikis. Both these tools will allow my students to collaborate with others without the classroom getting too noisy and letting my easily keep track of who is doing their part of an assignment.
Finally, my initial response about students sharing and presenting information in multiple ways was rarely. Usually my students would talk in front of the room or have a Microsoft PowerPoint to present. Dr. Thornburg stated that we need to stop doing things differently and start doing different things (Laureate Education, Inc., 2010b). My students should not continually make slide shows, but they can start sharing and presenting with podcasts. They can also share ideas through class blog postings and wiki discussions. Recently, I came across a website called Prezi (http://prezi.com/) that lets students create moving presentations online. There are numerous multimedia tools available and I need to make my students aware of them and give opportunities for my class to share and present with these different tools.
References
Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal, 16(1), 77–92.
Laureate Education, Inc. (Producer). (2010). Program number 23: Bringing the fun into teaching with technology [DVD]. Understanding the impact of technology on education, work, and society. Baltimore, MD: Author
Laureate Education, Inc. (Producer). (2010). Program number 1: Emergence of educational technology [DVD]. Understanding the impact of technology on education, work, and society. Baltimore, MD: Author
Laureate Education, Inc. (Producer). (2010). Program number 11: Skills for the 21st century [DVD]. Understanding the impact of technology on education, work, and society. Baltimore, MD: Author
Laureate Education, Inc. (Producer). (2010). Program number 22: The changing role of the classroom teacher: Part 2 [DVD]. Understanding the impact of technology on education, work, and society. Baltimore, MD: Author
Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.p21.org/downloads/P21_Report.pdf
Prensky, M. (2001a). Digital natives, digital immigrants. On the Horizon, 9(5).
Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40–45.
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin.
Self-assessment checklist [Lecture notes]. (2010). Retrieved from http://sylvan.live.ecollege.com/ec/courses/56607/CRS-CW-4769808/Artifacts/6710_Techchecklist.pdf
Trilling, B. (2005). Towards learning societies and the global challenges for learning with ICT. TechForum. Retrieved from http://www.techlearning.com/techlearning/pdf/events/techforum/ny05/Toward_Learning_Societies.pdf
Through this course, I have deepened my knowledge of the teaching and learning process. A teacher’s role needs to shift from a lecturer to one who facilitates instruction (Laureate Education, Inc., 2010d). This creates a classroom that is student-centered. With this set-up, an effective educator guides class discussions and provides opportunities for students to solve problems and manage their own learning (Keengwe, Onchwari, & Wachira, 2008). In this situation, a teacher can learn alongside their student and it gives students opportunities to develop 21st century skills (Partnership, n.d.). Another characteristic of a student-centered classroom is one that is individualized for each student. At first I thought accomplishing this was a daunting task, but technology helps educators “personalize, differentiate, and deliver a more flexible” curriculum (Trilling, 2005). Technology reaches all learning styles and can be employed in a variety of ways. The learning process has changed because teachers are no longer boring students in front of the classroom, but student are becoming engaged and in control of the material and making their own connections (Laureate Education, Inc. 2010a).
Although I learned more than expected through this course, there are a few ways to expand my knowledge of integrating technology into the classroom. In this class, my peers provided me with various links to websites and blogs related to educational technology. I am in the process of subscribing to the RSS feeds of these sites to help me stay updated on current ideas and trends (Richardson, 2010). After receiving this information, I can decide what works best for my third grade classroom. Secondly, I am majoring in Educational Technology and further courses will provide me with additional insights into becoming a better educator and incorporating technology into the classroom. Lastly, is my own process of leading with technology. To accomplish this task, I want to try using different resources available and to teach others how to use them. Just as Richardson (2010) mentions “it wasn’t until I fully understood how these technologies could facilitate global connections..., and how they could help me create powerful learning networks and communities that I was able to see what needed to change” (p. 8-9). Some of my colleagues are unaware of the tools available and it will be easy to show and discuss with them what I have learned. Through these three tasks, I believe my knowledge of teaching, learning, and leading with technology will expand greatly.
Based upon my new knowledge, I have decided to set two long-term goals related to transforming my classroom environment. My first goal centers on using more digital tools in the classroom. I personally believe that we are teaching a new type of learner that uses technology often at home. Teachers need to “allow students to use these tools to find information” while they are at school (Prensky, 2008, p. 45). I think of how much my third graders benefit from looking up words in a dictionary during writing time, but how they struggle with finding the words due to small print. A teacher at my school has an electronic dictionary for each of her students. They can type the word into the device and immediately receive its definition and synonyms. This is just one example of how teachers can “adapt materials to the language of Digital Natives” (Prensky, 2001, p. 5). Acquiring tools like the above is difficult with the current state budget cuts of Arizona, but with outside funding it could be possible. I plan to apply for a grant which will help me attain various tools like the above.
My other long-term goal may be more challenging to accomplish although it is free. My school district has recently implemented a strong internet filter that blocks quite a few websites. Although I know that the internet has inappropriate content, this strong filter blocks appropriate websites that are beneficial to my students and me. It can be difficult to integrate technology into the classroom when blogging and communication websites are blocked (Richardson, 2010). I would like to set-up a way for teachers to get websites unblocked if they can justify the reason for their use in the classroom. This may be difficult to accomplish as some district personnel may think the bad on the internet outweighs the good. To support my position, I would like there to be a standard internet safety course taught by the media specialists at the beginning of the school year. This way every teacher and student will have the same expectations for what is allowed and what someone should do if they come across material that is inappropriate. Hopefully, I can accomplish this goal within the next school year so my students and I have access to more beneficial websites than we do now.
During the first week of my Master’s course, I completed a self-assessment checklist (2010) about my teaching practices in regards to technology. Some of my answers have changed during the eight weeks of this course. For example, I originally marked that sometimes I select and share new tools with others in my workplace yet this response has already improved. Just yesterday I spent time showing my grade level team what a wiki was and how I plan to implement it into my classroom. They immediately saw the benefits and were so appreciative that I shared this tool with them. This has motivated me to continue to share resources and to be open to suggestions from others as well.
Another one of my responses that changed on the assessment checklist (2010) was requiring student collaboration. I rarely have students work together, but Dr. Dede discussed that collaboration has changed in regards to whom and how we communicate (Laureate Education, Inc., 2010c). Having students work with others does not always require noisy group work at desks in the classroom where some students may not be doing their share. 21st century collaboration can be online and with people from all over the world (Richardson, 2010). I already plan on introducing blogs to my students and letting them use wikis. Both these tools will allow my students to collaborate with others without the classroom getting too noisy and letting my easily keep track of who is doing their part of an assignment.
Finally, my initial response about students sharing and presenting information in multiple ways was rarely. Usually my students would talk in front of the room or have a Microsoft PowerPoint to present. Dr. Thornburg stated that we need to stop doing things differently and start doing different things (Laureate Education, Inc., 2010b). My students should not continually make slide shows, but they can start sharing and presenting with podcasts. They can also share ideas through class blog postings and wiki discussions. Recently, I came across a website called Prezi (http://prezi.com/) that lets students create moving presentations online. There are numerous multimedia tools available and I need to make my students aware of them and give opportunities for my class to share and present with these different tools.
References
Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal, 16(1), 77–92.
Laureate Education, Inc. (Producer). (2010). Program number 23: Bringing the fun into teaching with technology [DVD]. Understanding the impact of technology on education, work, and society. Baltimore, MD: Author
Laureate Education, Inc. (Producer). (2010). Program number 1: Emergence of educational technology [DVD]. Understanding the impact of technology on education, work, and society. Baltimore, MD: Author
Laureate Education, Inc. (Producer). (2010). Program number 11: Skills for the 21st century [DVD]. Understanding the impact of technology on education, work, and society. Baltimore, MD: Author
Laureate Education, Inc. (Producer). (2010). Program number 22: The changing role of the classroom teacher: Part 2 [DVD]. Understanding the impact of technology on education, work, and society. Baltimore, MD: Author
Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.p21.org/downloads/P21_Report.pdf
Prensky, M. (2001a). Digital natives, digital immigrants. On the Horizon, 9(5).
Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40–45.
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin.
Self-assessment checklist [Lecture notes]. (2010). Retrieved from http://sylvan.live.ecollege.com/ec/courses/56607/CRS-CW-4769808/Artifacts/6710_Techchecklist.pdf
Trilling, B. (2005). Towards learning societies and the global challenges for learning with ICT. TechForum. Retrieved from http://www.techlearning.com/techlearning/pdf/events/techforum/ny05/Toward_Learning_Societies.pdf
Monday, January 31, 2011
Podcasting about Technology
Will Richardson stated that you need to “experience what you are asking students to do” (2010, p. 117). HERE you will find a link to my first ever podcast! This required some time and practice but I found the process to be very simple. Initially, I spent a bit of time practicing using my laptop’s microphone. Once I felt comfortable, I interviewed three of my students about the technology they have at home and at school. After completing each interview, I put all three together. Using Audacity software, I edited the responses and also added in my own commentary. The editing was the most tedious part but you do not need any experience to understand what to do. It was pretty easy to figure out the features of the software.
This was a great experience for me to practice my podcasting. My students would enjoy podcasting. Even though they are only third graders, I could easily see all of my students recording and publishing to the web. I do not believe they could edit too much but I think this would be an effective way to let my students collaborate and be creative with content.
Reference
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin.
This was a great experience for me to practice my podcasting. My students would enjoy podcasting. Even though they are only third graders, I could easily see all of my students recording and publishing to the web. I do not believe they could edit too much but I think this would be an effective way to let my students collaborate and be creative with content.
Reference
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin.
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