The learning opportunities in this course have required me to deeply consider my personal theory of learning. Eclectic was the term I used to describe that theory during Week 1 and it remains accurate today. Picking and choosing strategies and approaches from all of the theories has allowed me to better meet the needs of my students. The behaviorist theory is most evident in my classroom management. Behaviorism can be used effectively, especially in classroom management because as Melissa Standridge (2002) points out, “students work for things that bring them positive feelings, and for approval from people they admire” (p. 6). Cognitivism is a theory that I would not have identified directly with prior to this course. However, I have discovered that I employ many cognitive strategies including concept mapping. I would like to utilize this theory more often in my teaching as building strong and numerous connections in the students brains will increase the likelihood that the information can be recalled (Laureate Education, Inc., 2009). Constructivism and Social Learning are two theories that I call on often in my daily practice. These theories allow me to work towards the student-centered classroom that I strive for. Technology can allow students to work independently or in teams to create some amazing artifacts within these theories. These artifacts can be used as alternative assessments that demonstrate the learning that has taken place. The benefits of social learning are numerous. Perhaps the discussions among students are the most valuable. Technology can be used to engage students within all of these theories of learning and student engagement should be a primary goal of all teachers.
There are several technology tools that I would like to use with my students to enhance learning. Voice thread is the tool that I am most excited about. Learning will be enhanced through the effective use of this technology as the students will be able to have discussions about images related to course content. Students who hesitate to contribute to class discussion will have time to prepare their thoughts. The walls of the classroom are virtually eliminated as students can contribute to the voice thread from any computer with internet access at any time of day. Another technology that I am excited to take full advantage of is Microsoft Word. Many of the advanced features of Word were presented in Using Technology with Classroom Instruction that Works (2007). The Track Changes and Insert Comments features on Word can allow for students to receive feedback on their writing. Students can also receive feedback in Word by utilizing the Flesch-Kincaid Readability Scale to see what grade level their writing was done at. Other features in Word that I want to familiarize my students with are using the reference tab in creating a bibliography, working with citations, and using the program for research. These applications of Word can enhance student learning by offering comments on their work, providing feedback, summarizing, and researching.
Portfolios have been an integral component of my classroom for several years. They provide students with a collection of their best work and demonstrate the learning that has taken place. My experience in this course has shown me that my students may be better served by creating their portfolios online. This can be accomplished through the use of a blog. It will take me a year or so to work out all of the fine details of this endeavor but I will begin by providing the students with a rubric of my expectations for their portfolio. Student will be able to scan images, upload digital photos, and create links to voice threads, etc… as they compile their artifacts. Compiling portfolios online will allow for the students to comment on each other’s work, offer suggestions, seek input from people outside the walls of the classroom, and to work on them anywhere. Another goal that I have in regards to technology integration is to create a webpage for myself where students can access their classroom pages. I will begin this endeavor by starting with one or two classes and working up to all of them. On each classroom page I will list upcoming deadlines, downloadable files, technology tutorials, helpful links, and a link to a blog where students can ask questions. This will be a large job for me but will be a big step in creating a kind of global classroom that can meet the needs of my students. Providing technology tutorials will be very helpful to my CAD students in using our software. This kind of a site will also be very beneficial to students who have been absent while blogging will allow for the students to assist one another. This goal will also allow me to create a more environmentally friendly classroom with students submitting assignments electronically.
Laureate Education, Inc. (Executive Producer). (2009). Program five. Cognitive Learning Theories [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA:ASCD.
Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved April 30, 2009, from http://projects.coe.uga.edu/epltt/
Monday, June 22, 2009
Monday, June 1, 2009
Social Learning and Voice Thread
Voice thread is a great technology that supports connectivisim and social learning theory. This tool allows for people to upload images, video, or other graphics and to comment on them. Networks of information can be created among the people who comment on these images. I created a voice thread that I could use in my Engineering Design Course as a review of multiview drawings. The thread can be viewed and commented on at: http://voicethread.com/share/523939/ This is a very difficult concept for students to grasp and could serve as a great review for them. I can also forsee students creating their own thread that demonstrates their rationale for the location of dimensions in their multiview files. I can envision many applications of voice thread in my classes but this is just one example of how I could use it.
The social learning theory is one that I have tried to incorporate into my own classroom. It is structured around the components of culture, collaboration, and context. I find it somewhat difficult to seperate from constructionism as I often have students work in teams to create an artifact. "Cooperative Learning" is an instructional strategy that supports this theory while embedding technology. The discussions that students have with one another while working cooperatively are vital to this theory. This strategy provides an opportunity for students to problem solve, think creatively, and support one another. Some technological tools that support this strategy include the use of blogs, wikis, and document sharing applications. These tools can really aid in the communication among the team while spreadsheets, PowerPoint, and podcasts are tools that can be used in the creation of artifacts. In today's society it seems less important to be able to recall trivial facts and much more important to know where to find the answers and how to work with others and technology in doing so.
The social learning theory is one that I have tried to incorporate into my own classroom. It is structured around the components of culture, collaboration, and context. I find it somewhat difficult to seperate from constructionism as I often have students work in teams to create an artifact. "Cooperative Learning" is an instructional strategy that supports this theory while embedding technology. The discussions that students have with one another while working cooperatively are vital to this theory. This strategy provides an opportunity for students to problem solve, think creatively, and support one another. Some technological tools that support this strategy include the use of blogs, wikis, and document sharing applications. These tools can really aid in the communication among the team while spreadsheets, PowerPoint, and podcasts are tools that can be used in the creation of artifacts. In today's society it seems less important to be able to recall trivial facts and much more important to know where to find the answers and how to work with others and technology in doing so.
Tuesday, May 26, 2009
Constructivism in Practice
This week I had the opportunity to explore several strategies that incorporate technology and correlate with the constructionist /constructivist learning theories. In order to understand this correlation, I first needed a clearer definition of these theories. Lever-Duffy and McDonald (2008) points out that for constructivists, “knowledge is unique to the individual who constructs it” (p. 16). The distinction between constructivism and constructionism was defined more clearly by Dr. Michael Orey (Laureate Education, Inc., 2009). He clarified that constructivism is really more of the study of how each person constructs their own knowledge while constructionism focuses on the actual act of building or creating something.
The use of educational technology lends itself beautifully to the constructionist learning theory. This is clearly seen in the strategy of project-based learning. This strategy allows students to utilize technology in nearly every aspect of the project. The internet can be used in collecting research for the project. This research can be compiled onto spreadsheets and/or database programs. A wiki could be used as a means for a group to collaborate and communicate on the project. PowerPoint, podcasts, and publishing software are just a few of the technologies that could be used to present the solution to the class. Many of the stages of project based learning provide an opportunity for creation of an artifact that can demonstrate the knowledge that the individual or group has gained.
Project based learning is really exciting to me. Many of its benefits are pointed out by Mark Nichol in his article “Why Teach With Project Learning?: Providing Students With a Well –Rounded Classroom Experience.” There are numerous reasons that really attract me to this type of learning experience. Project learning provides a great opportunity to shift the classroom focus from being teacher-centered to student-centered. The students can really develop a sense of ownership in the work that they are doing and take great pride in it. The artifacts that they create are truly one of a kind and can demonstrate the learning process that the student or group experienced.
Some other great technologies to assist students in the creation of artifacts include Publisher, word processing programs, Excel, and PowerPoint. Publisher is a great tool for students to create brochures, newsletters, calendars, etc… These documents look very professional and can really support the learning that has taken place. Excel can also be used as an embedded technology as it was demonstrated in generating and testing hypothesis. These technologies can definitely be used to enhance the learning process.
Laureate Education, Inc. (Executive Producer). (2009). Program seven. Constructionist and Constructivist Learning Theories[Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Lever-Duffy, J. and McDonald, J. (2008). Theoretical Foundations. In Teaching and Learning with Technology (3rd ed. pp.2-35). Boston: Pearson.
The use of educational technology lends itself beautifully to the constructionist learning theory. This is clearly seen in the strategy of project-based learning. This strategy allows students to utilize technology in nearly every aspect of the project. The internet can be used in collecting research for the project. This research can be compiled onto spreadsheets and/or database programs. A wiki could be used as a means for a group to collaborate and communicate on the project. PowerPoint, podcasts, and publishing software are just a few of the technologies that could be used to present the solution to the class. Many of the stages of project based learning provide an opportunity for creation of an artifact that can demonstrate the knowledge that the individual or group has gained.
Project based learning is really exciting to me. Many of its benefits are pointed out by Mark Nichol in his article “Why Teach With Project Learning?: Providing Students With a Well –Rounded Classroom Experience.” There are numerous reasons that really attract me to this type of learning experience. Project learning provides a great opportunity to shift the classroom focus from being teacher-centered to student-centered. The students can really develop a sense of ownership in the work that they are doing and take great pride in it. The artifacts that they create are truly one of a kind and can demonstrate the learning process that the student or group experienced.
Some other great technologies to assist students in the creation of artifacts include Publisher, word processing programs, Excel, and PowerPoint. Publisher is a great tool for students to create brochures, newsletters, calendars, etc… These documents look very professional and can really support the learning that has taken place. Excel can also be used as an embedded technology as it was demonstrated in generating and testing hypothesis. These technologies can definitely be used to enhance the learning process.
Laureate Education, Inc. (Executive Producer). (2009). Program seven. Constructionist and Constructivist Learning Theories[Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Lever-Duffy, J. and McDonald, J. (2008). Theoretical Foundations. In Teaching and Learning with Technology (3rd ed. pp.2-35). Boston: Pearson.
Thursday, May 21, 2009
Cognitivism in Practice
Lever-Duffy and McDonald (2008) recognize that “cognitivists focus on learning as a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and is finally used” (p. 16). This definition really helps me to understand this approach and the strategies that support it. Several such strategies were presented in Using Technology with Classroom Instruction that Works. One of these strategies is the use of a rubric which the text identifies as an advance organizer. I have created rubrics for my students using the table functions in Microsoft Word. Providing students with the rubric prior to beginning a project just makes good sense to me. It allows students to get in the proper mindset for completing the project. The expectations are made clear to everyone and students are able to identify the tasks needed to complete the project.
Concept maps are another tool that supports the cognitive learning theory. Effective use of this tool requires the students to think critically about what the necessary information is. The maps can be used as a tool for brainstorming and organizing. They can later be turned into an outline for a paper or can lead to the completion of an artifact.
I loved the idea presented by the text of combination notes. I will likely use this with the assistance of Microsoft PPT. This strategy asks the students to identify key facts on the left side of an inverted T. On the right side the students use pictures, videos, music, etc… to support the facts. A summary is included at the bottom. This strategy also requires the students to analyze the key information. Their understanding is reinforced through finding media that supports the facts. My own understanding of information is increased when I have an image to link to it. Visual representations of information appear to help many of my students in comprehending information as well.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Concept maps are another tool that supports the cognitive learning theory. Effective use of this tool requires the students to think critically about what the necessary information is. The maps can be used as a tool for brainstorming and organizing. They can later be turned into an outline for a paper or can lead to the completion of an artifact.
I loved the idea presented by the text of combination notes. I will likely use this with the assistance of Microsoft PPT. This strategy asks the students to identify key facts on the left side of an inverted T. On the right side the students use pictures, videos, music, etc… to support the facts. A summary is included at the bottom. This strategy also requires the students to analyze the key information. Their understanding is reinforced through finding media that supports the facts. My own understanding of information is increased when I have an image to link to it. Visual representations of information appear to help many of my students in comprehending information as well.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, May 12, 2009
Behaviorism in Practice
This week, I had the opportunity to learn of several instructional strategies that embed technology. I found several of these strategies very interesting and believe that they could help my students be more successful. Many of these strategies correlate with the principles of behaviorist learning theory.
One of the greatest challenges that I face in the classroom is demonstrating to students that effort pays off. It seems as though some students do not see the correlation between effort and achievement and may even perceive failure before they have begun. Pitler, Hubbell, Kuhn, and Malenoski (2007) point out that “effort is the most important factor in achievement” (p. 155). The relationship between effort and achievement can be taught to students by having them compile self evaluations of their effort onto a spreadsheet. This can then be compared to the grade that was earned. The data can be easily created into a chart that provides the students with a visual representation of the relationship between effort and achievement. This strategy aligns closely with behaviorism as the data serves as the stimulus to promote the desired response of greater effort. Many students may be motivated to put forth more effort when they can see the connection between effort and achievement.
Another instructional strategy that correlates with the behaviorist theory is the use of homework and practice. The effective use of homework can provide students with an opportunity to develop and utilize the skills and knowledge they are gaining in the classroom. Marzano, Pickering, and Pollock point out that “students need about 24 practice sessions with a skill in order to achieve 80 percent competency” (as cited in Pitler et al., 2007, p. 188). The web is full of resources that can be utilized by students at home to develop skills or in the classroom to enrich a lesson. There are multiple tutorials, lessons, and quizzes that students can use to practice their skills. One of the sites that I have used to provide practice for students in developing skills with reading the ruler is The Ruler Game. Many of these resources provide instant feedback to the learner. Reinforcement often comes in the form of an X for incorrect answers or the term correct and wrong. Some of them provide access to more challenging levels upon successfully completing lower ones. While many of these activities can be a fun way for students to develop skills, I would use them as enrichment to the lesson.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA:ASCD.
One of the greatest challenges that I face in the classroom is demonstrating to students that effort pays off. It seems as though some students do not see the correlation between effort and achievement and may even perceive failure before they have begun. Pitler, Hubbell, Kuhn, and Malenoski (2007) point out that “effort is the most important factor in achievement” (p. 155). The relationship between effort and achievement can be taught to students by having them compile self evaluations of their effort onto a spreadsheet. This can then be compared to the grade that was earned. The data can be easily created into a chart that provides the students with a visual representation of the relationship between effort and achievement. This strategy aligns closely with behaviorism as the data serves as the stimulus to promote the desired response of greater effort. Many students may be motivated to put forth more effort when they can see the connection between effort and achievement.
Another instructional strategy that correlates with the behaviorist theory is the use of homework and practice. The effective use of homework can provide students with an opportunity to develop and utilize the skills and knowledge they are gaining in the classroom. Marzano, Pickering, and Pollock point out that “students need about 24 practice sessions with a skill in order to achieve 80 percent competency” (as cited in Pitler et al., 2007, p. 188). The web is full of resources that can be utilized by students at home to develop skills or in the classroom to enrich a lesson. There are multiple tutorials, lessons, and quizzes that students can use to practice their skills. One of the sites that I have used to provide practice for students in developing skills with reading the ruler is The Ruler Game. Many of these resources provide instant feedback to the learner. Reinforcement often comes in the form of an X for incorrect answers or the term correct and wrong. Some of them provide access to more challenging levels upon successfully completing lower ones. While many of these activities can be a fun way for students to develop skills, I would use them as enrichment to the lesson.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA:ASCD.
Sunday, February 22, 2009
Reflection on Impact of Technology in Education
My eyes have really been opened to the opportunities that technology can provide students and how vital technology related skills will be to their futures. My masters’ course has made me aware of the value of tools like blogs, wikis, and podcasts. I had never used these tools prior to this course and now view them as integral components in teaching students 21st century skills. Using these tools personally has allowed me to become comfortable with them and to feel confident that I can effectively incorporate them into the curriculum. Learning to use them was fun and I think that many of my students would feel the same way. I am excited to put them to use in the classroom.
My knowledge of the teaching and learning process has also been enhanced through this course. Today’s students are what Marc Prensky (2001) refers to as “digital natives”. These students have been exposed to technology from birth. Prensky points out that the digital native prefers games, multi-tasking, receiving information quickly, and thrives on instant gratification. These students are vastly different from those of previous decades. It stands to reason that teaching methods of the past are not best practice for these digital natives. While I may not perform my best when faced with multiple tasks at one time, many of my students do. Establishing a classroom environment and providing learning opportunities that allow my students to utilize the skills they have and develop other 21st century skills will benefit them greatly in the future.
Understanding the characteristics of digital natives and the skills they will need in the 21st century workplace has demonstrated the importance of shifting from a teacher-centered approach to a learner-centered approach. Students have an abundance of resources at their fingertips. This has made memorization of information trivial as it can be found easily on the Internet. There is a greater need for students to develop skills like critical thinking, problem solving, teamwork, and communication. These skills can be enhanced through collaborative projects where the teacher provides problems or situations for the students to solve. This kind of fundamental shift allows the students to take control of the learning with the teacher serving as a facilitator. The teacher’s role as a facilitator is vital as they guide and coach the students through the situations. The benefits of this type of learning as compared to the previous methods of lecture, worksheet, and test are huge.
Incorporating technology into the curriculum is a time consuming and sometimes daunting task. I often have the feeling that in order to incorporate something into my curriculum, I need to be an expert on it. That is not the case with technology. It is important to have a general understanding of the technology to be used but not essential to be an expert on it. In working with technology in the past, many of my students have come forward as experts in the area and have assisted me and their classmates in using some aspect of the tool. Providing students the opportunity to use new technologies is one of the most important things a teacher can do. Using new technology can be exciting and motivating for both the students and teacher. I can continue to expand my knowledge of learning, teaching, and leading with technology by being willing to try new things. Providing appropriate learning opportunities and assessments will increase student achievement.
I have set two long-term goals that will transform my classroom environment. My first goal is to establish a blog where any of my students or their parents can go and get general information. I will include my school contact information, links to important websites, FFA information, and links to all of my classes. For each of my classes, I will include the projects we are working on, upcoming due dates, and other critical information. This application of the blog will allow the parents and students to stay connected with what is going on in the classroom. My second goal is to get all of my students blogging. This will look different in each of my classes. My engineering class will use the blog as an online portfolio. Students in horticulture will use the blog to post lab summaries and interact with other classmates. I will provide learning opportunities where all of my students will post to their blog at least once every other week and also comment on two of their classmates’ blogs. There are many obstacles that I will need to overcome to accomplish this. The first is that my school has a block on blog sites. I will research what type of blog site I want to utilize and then present the benefits of it to my principal and the use of an RSS aggregator. Computer use is another issue to overcome. I will need to be creative in ensuring that students have ample time to complete the assignments. My survey of student access to technology revealed that all of my engineering students have access to a computer at home. Completing some blogging as homework is an option, at least for this class. This will be a time consuming endeavor. I will be completing this process in stages rather than doing it all at once so that I am not overwhelmed with it. This will allow me to establish my blog and incorporate blogging into all of my classes in the next two years.
This course has taught me a great deal about the importance of incorporating technology into the curriculum. At the beginning of this course, I took a self-assessment to evaluate my skills with utilizing technology. I initially rated myself low in many of the areas. I would rate myself much higher if I were taking the assessment today. I am sufficient in all of the areas of the assessment and even exemplary in some. Standard two, planning and designing learning environments and experiences, is an area where I now feel like I excel. There is always room for improvement. Understanding the importance of technology, 21st century skills, and the characteristics of digital natives can allow me to provide my students with the type of learning environment that can prepare them for the demands of the 21st century.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).
My knowledge of the teaching and learning process has also been enhanced through this course. Today’s students are what Marc Prensky (2001) refers to as “digital natives”. These students have been exposed to technology from birth. Prensky points out that the digital native prefers games, multi-tasking, receiving information quickly, and thrives on instant gratification. These students are vastly different from those of previous decades. It stands to reason that teaching methods of the past are not best practice for these digital natives. While I may not perform my best when faced with multiple tasks at one time, many of my students do. Establishing a classroom environment and providing learning opportunities that allow my students to utilize the skills they have and develop other 21st century skills will benefit them greatly in the future.
Understanding the characteristics of digital natives and the skills they will need in the 21st century workplace has demonstrated the importance of shifting from a teacher-centered approach to a learner-centered approach. Students have an abundance of resources at their fingertips. This has made memorization of information trivial as it can be found easily on the Internet. There is a greater need for students to develop skills like critical thinking, problem solving, teamwork, and communication. These skills can be enhanced through collaborative projects where the teacher provides problems or situations for the students to solve. This kind of fundamental shift allows the students to take control of the learning with the teacher serving as a facilitator. The teacher’s role as a facilitator is vital as they guide and coach the students through the situations. The benefits of this type of learning as compared to the previous methods of lecture, worksheet, and test are huge.
Incorporating technology into the curriculum is a time consuming and sometimes daunting task. I often have the feeling that in order to incorporate something into my curriculum, I need to be an expert on it. That is not the case with technology. It is important to have a general understanding of the technology to be used but not essential to be an expert on it. In working with technology in the past, many of my students have come forward as experts in the area and have assisted me and their classmates in using some aspect of the tool. Providing students the opportunity to use new technologies is one of the most important things a teacher can do. Using new technology can be exciting and motivating for both the students and teacher. I can continue to expand my knowledge of learning, teaching, and leading with technology by being willing to try new things. Providing appropriate learning opportunities and assessments will increase student achievement.
I have set two long-term goals that will transform my classroom environment. My first goal is to establish a blog where any of my students or their parents can go and get general information. I will include my school contact information, links to important websites, FFA information, and links to all of my classes. For each of my classes, I will include the projects we are working on, upcoming due dates, and other critical information. This application of the blog will allow the parents and students to stay connected with what is going on in the classroom. My second goal is to get all of my students blogging. This will look different in each of my classes. My engineering class will use the blog as an online portfolio. Students in horticulture will use the blog to post lab summaries and interact with other classmates. I will provide learning opportunities where all of my students will post to their blog at least once every other week and also comment on two of their classmates’ blogs. There are many obstacles that I will need to overcome to accomplish this. The first is that my school has a block on blog sites. I will research what type of blog site I want to utilize and then present the benefits of it to my principal and the use of an RSS aggregator. Computer use is another issue to overcome. I will need to be creative in ensuring that students have ample time to complete the assignments. My survey of student access to technology revealed that all of my engineering students have access to a computer at home. Completing some blogging as homework is an option, at least for this class. This will be a time consuming endeavor. I will be completing this process in stages rather than doing it all at once so that I am not overwhelmed with it. This will allow me to establish my blog and incorporate blogging into all of my classes in the next two years.
This course has taught me a great deal about the importance of incorporating technology into the curriculum. At the beginning of this course, I took a self-assessment to evaluate my skills with utilizing technology. I initially rated myself low in many of the areas. I would rate myself much higher if I were taking the assessment today. I am sufficient in all of the areas of the assessment and even exemplary in some. Standard two, planning and designing learning environments and experiences, is an area where I now feel like I excel. There is always room for improvement. Understanding the importance of technology, 21st century skills, and the characteristics of digital natives can allow me to provide my students with the type of learning environment that can prepare them for the demands of the 21st century.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).
Wednesday, February 4, 2009
Podcasts
This week I was given the task of creating a podcast. This was a completely new experience to me. I can see how this application of technology could be beneficial for my students but I need to get more experienced with it myself. I used Gabcast to create my recording and it can be found by clicking on the title Summary of Student's Digital Abilities. Gabcast was a very user friendly site and I will likely use it again.
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