At the start of this course I was an advocate for the constructivist learning theory. However, throughout this course my train of thought has converted to the social learning theory with the use of technology. At the start of this class and currently I strongly believed in the use of multiple intelligences and learning style inventories.
The only immediate adjustment that I would like to make in my instructional practice in regards to technology integration is to use technology as a learning tool rather than an instructional tool. Yes technology has made my life easier as an instructor; however, I need to further start impacting the students learning by using technology in conjunction with the social learning theory. The multiple technology tools that I plan to use are VoiceThread, Audacity, virtual field trips, Wikispaces, Cover It Live, and Skype.
The first long term change that I would like to make is to incorporate the use of learning tools to benefit student learning. In order to do so I would like to more often incorporate websites like VoiceThread, audacity, virtual field trips, and Wikispaces as learning tools. I plan to utilize my once a month assigned date in the computer lab to achieve this goal.
The second long term change would be to incorporate the use of collaboration with other schools throughout the state, country, and possibly world through the use of Cover It Live or Skype. My plan is to continue looking into finding connections to collaborate through National Lab Day and Discovery Education’s Network (DEN). National Lab Day is National Science Teachers Association (NSTA) sponsored website that connects classroom teachers with scientists. The DEN is a location for teachers to post questions and comments. The technology specialist in the district put a post on the DEN looking for teachers to collaborate on the state required food preservation unit. After I find a connection, I plan to set up a date for online collaboration.
Although my thoughts and goals have evolved throughout this course, I believe that they have changed for the better!! These theories and goals are striving toward using learning theories and technologies to better the learning that occurs in the classroom.
Monday, December 21, 2009
Wednesday, December 2, 2009
Connectivism and Social Learning in Practice
Social learning theories, according to Dr. Orey (Laureate Education Inc., 2008a), are when students are actively engaged in constructing something, in order to apply concepts learned. Dr. Orey (Laureate Education Inc., 2008a), explains how it is also when students are having valid conversations about what they are doing. It is that time of creation and discussion that students are learning through the social learning theories.
According to Pitler, Hubbell, Kuhn, & Malenoski “the instructional strategy of cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning. When students work in cooperative groups, they make sense of, or construct meaning for, new knowledge” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
These two theories are related to each other by both theories asking students to work together to augment learning. The tools that we explored to employ the social learning theory this week, such as cooperative multimedia projects, keypals, website creation, collaborative organization, communication software (Pitler, Hubbell, Kuhn, & Malenoski, 2007), are all ways to incorporate technology and the social learning theory. Between technology integration and group work most students are engaged. Students enjoy using technology and working together.
Often time group work becomes hindered because of the logistics, like sharing work, not having a ride to get together in the evenings or weekends, computers not being compatible, etc. However, with the use of web based tools, students can streamline the hindrances and be much more productive. “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Lisa Nielsen, in Tech & Learning, states “wikis are a great tool to help a school enrich instruction and increase communication and collaboration among staff. They are also free and provide unlimited storage for digital materials” (Nielsen, 2009). Nielsen also mentions that wikis can “decrease disruptions of instructional time, make meetings more efficient, collaborate on important documents, enhance professional development, share and collaborate on curriculum maps, save trees and time, and a portal for all your lessons” (Nielsen, 2009). Although these seven ways do not directly help students apply technology through the social learning theory, they are ways for the teacher to help the student. While reading this article I was finding myself stumbling on exact ways that my school could use a wikispace. For example with the Nielsen’s first example of how to use a wiki, “decrease disruptions of instructional time” (Nielsen, 2009), all of the announcements that we need to get, as teachers, could be posted on the wiki, teachers could even collaborate about ideas etc. I also found myself coming up with ideas of how to employ wikispaces in the classroom, for example with “share and collaborate” (Nielsen, 2009), students instead of teachers can share and collaborate about their group work etc.
When students are asked to in small groups create something that displays their ability to apply knowledge, students are being held accountable for each other’s learning and are more likely to grasp the concept by being able to bounce ideas off each other and learn from each other. Employing the social learning theory through technology is an excellent way to deliver curriculum and prepare students for this technology age.
Resources
Laureate Education, Inc. (Executive Producer). (2008a). “Social Learning Theories”. Baltimore: Author.
Nielsen, L. (2009, August). Eight ways to use school wikis. Tech & Learning, 30, 32-33.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
According to Pitler, Hubbell, Kuhn, & Malenoski “the instructional strategy of cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning. When students work in cooperative groups, they make sense of, or construct meaning for, new knowledge” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
These two theories are related to each other by both theories asking students to work together to augment learning. The tools that we explored to employ the social learning theory this week, such as cooperative multimedia projects, keypals, website creation, collaborative organization, communication software (Pitler, Hubbell, Kuhn, & Malenoski, 2007), are all ways to incorporate technology and the social learning theory. Between technology integration and group work most students are engaged. Students enjoy using technology and working together.
Often time group work becomes hindered because of the logistics, like sharing work, not having a ride to get together in the evenings or weekends, computers not being compatible, etc. However, with the use of web based tools, students can streamline the hindrances and be much more productive. “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Lisa Nielsen, in Tech & Learning, states “wikis are a great tool to help a school enrich instruction and increase communication and collaboration among staff. They are also free and provide unlimited storage for digital materials” (Nielsen, 2009). Nielsen also mentions that wikis can “decrease disruptions of instructional time, make meetings more efficient, collaborate on important documents, enhance professional development, share and collaborate on curriculum maps, save trees and time, and a portal for all your lessons” (Nielsen, 2009). Although these seven ways do not directly help students apply technology through the social learning theory, they are ways for the teacher to help the student. While reading this article I was finding myself stumbling on exact ways that my school could use a wikispace. For example with the Nielsen’s first example of how to use a wiki, “decrease disruptions of instructional time” (Nielsen, 2009), all of the announcements that we need to get, as teachers, could be posted on the wiki, teachers could even collaborate about ideas etc. I also found myself coming up with ideas of how to employ wikispaces in the classroom, for example with “share and collaborate” (Nielsen, 2009), students instead of teachers can share and collaborate about their group work etc.
When students are asked to in small groups create something that displays their ability to apply knowledge, students are being held accountable for each other’s learning and are more likely to grasp the concept by being able to bounce ideas off each other and learn from each other. Employing the social learning theory through technology is an excellent way to deliver curriculum and prepare students for this technology age.
Resources
Laureate Education, Inc. (Executive Producer). (2008a). “Social Learning Theories”. Baltimore: Author.
Nielsen, L. (2009, August). Eight ways to use school wikis. Tech & Learning, 30, 32-33.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, December 1, 2009
Monday, November 23, 2009
Constructivism in Practice
The instructional strategies discussed in this week’s learning resources correlate directly with the principles of constructivism and constructionist learning theories. In the course texts chapter eleven Pitler, Hubell, Kuhn, and Malenoski discuss how when students are asked to generate and test hypothesis, they are creating something. In the DVD segment “Constructionist and Constructivist Learning Theories” Dr Orey defines constructionism as “a theory of learning that states people learn by when they build an external artifact or something they can share with others” (Laureate Education, 2008). Therefore, if students are generating and testing hypothesis, they are able to create that artifact.
Secondly, using project based learning again focuses on students creating an artifact that they can share with others. Project based learning according to the online resource for PBL, (Buck Institute, 2008) is an inquiry process in which the teacher starts with the end product, and then works backwards. This way the teacher can be very clear in their expectations of the students. PBL in some ways reminds me of Understanding by Design (Authentic Education, 2007) and the Big 6 (Berkowitz & Eisenberg, 2009) . PBL asks the teacher to come up with the end product, then come up with the driving question, plan the assessment, plan out the project in detail, and lastly come up with tools etc that will help manage the process. (The Buck Institute for Education and Boise State University, 2009). In my opinion, the PBL is asking the teacher to create an inquiry project that will clearly set expectations for students and ask the students to create something. Much of what the student gets out of an activity has to do with how the teacher sets up the project.
If teachers use certain tools, like generating and testing hypothesis and project based learning, learning is likely to increase. By students creating something they are moving into a state of equilibration, (Laureate Education, 2008) a point of mental contentment, or a solid understanding. Everyone prefers their brain to be in a state of equilibration.
Authentic Education, (2007). Retrieved November 23, 2009 from http://www.grantwiggins.org/ubd/ubd.lasso
Berkowitz, R. & Eisenberg M. (2009) The Big Six. Retrieved November 23, 2009 from http://www.big6.com/
The Buck Institute for Education and Boise State University, Department of Educational Technology . Retrieved November 23, 2009 from http://pbl-online.org/pathway2.html
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Laureate Education, Inc. (Executive Producer). (2008). “Constructionist and Constructivist Learning Theories”. Baltimore: Author.
Secondly, using project based learning again focuses on students creating an artifact that they can share with others. Project based learning according to the online resource for PBL, (Buck Institute, 2008) is an inquiry process in which the teacher starts with the end product, and then works backwards. This way the teacher can be very clear in their expectations of the students. PBL in some ways reminds me of Understanding by Design (Authentic Education, 2007) and the Big 6 (Berkowitz & Eisenberg, 2009) . PBL asks the teacher to come up with the end product, then come up with the driving question, plan the assessment, plan out the project in detail, and lastly come up with tools etc that will help manage the process. (The Buck Institute for Education and Boise State University, 2009). In my opinion, the PBL is asking the teacher to create an inquiry project that will clearly set expectations for students and ask the students to create something. Much of what the student gets out of an activity has to do with how the teacher sets up the project.
If teachers use certain tools, like generating and testing hypothesis and project based learning, learning is likely to increase. By students creating something they are moving into a state of equilibration, (Laureate Education, 2008) a point of mental contentment, or a solid understanding. Everyone prefers their brain to be in a state of equilibration.
Authentic Education, (2007). Retrieved November 23, 2009 from http://www.grantwiggins.org/ubd/ubd.lasso
Berkowitz, R. & Eisenberg M. (2009) The Big Six. Retrieved November 23, 2009 from http://www.big6.com/
The Buck Institute for Education and Boise State University, Department of Educational Technology . Retrieved November 23, 2009 from http://pbl-online.org/pathway2.html
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Laureate Education, Inc. (Executive Producer). (2008). “Constructionist and Constructivist Learning Theories”. Baltimore: Author.
Friday, November 20, 2009
Cognitivism in Practice
The two chapters in the learning resources this week directly relate to cognitive learning theories. According to Lever-Duffy & McDonald 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” (Lever-Duffy & McDonald, p. 16, 2008). When using cues, questioning, graphic organizers, and note taking and summarizing graphic organizers, the teacher is directly focusing on the ability of students “mental operation” (Lever-Duffy & McDonald, p. 16, 2008).
Using programs like inspiration, word, or power point to create graphic organizers allows the student to see, in a neat and organized way what the essential question is, and what the sub topics are. A graphic organizer allows a student to visualize the concept, much easier than bullets, or paragraphs could!
Virtual field trips, one of the cognitive tools, are priceless!! After watching the video about virtual field trips I now realize how valuable they are, especially in this economy. Students can gain tremendous knowledge from the videos and pictures that virtual field trips can walk them through. They also allow students to take information in through all the senses, increasing cognition.
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.
Laureate Education, Inc. (Executive Producer). (2008). “Spotlight on Technology: Virtual Field Trips”. Baltimore: Author.
Using programs like inspiration, word, or power point to create graphic organizers allows the student to see, in a neat and organized way what the essential question is, and what the sub topics are. A graphic organizer allows a student to visualize the concept, much easier than bullets, or paragraphs could!
Virtual field trips, one of the cognitive tools, are priceless!! After watching the video about virtual field trips I now realize how valuable they are, especially in this economy. Students can gain tremendous knowledge from the videos and pictures that virtual field trips can walk them through. They also allow students to take information in through all the senses, increasing cognition.
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.
Laureate Education, Inc. (Executive Producer). (2008). “Spotlight on Technology: Virtual Field Trips”. Baltimore: Author.
Friday, November 13, 2009
Behaviorism in Practice
Upon initial reading of the two chapters in the course text book, I was a bit puzzled as to why those two chapters were assigned reading for the week of behaviorism. However, the light bulb went off in my head shortly thereafter when I realized that these two methods directly relate to behaviorism.
Effort is one of the most important concepts that a teacher can encourage in their students. However, it does not often cross my mind to have students analyze their effort. The entire purpose of homework is for students to practice or reinforce the concepts that they have learned in class. This concept allows students to realize if they understand what was taught in class. Both of these concepts directly relate to behaviorism, because the student is getting positive or negative reinforcement immediately following the practice. Students, at least those that are honest with themselves, will at once, understand how much effort they are giving. Same goes for the homework, if they seem to be understanding and able to complete the homework with ease, they will at once feel gratification or a lack of gratification.
Just the other day, I had a discussion with one of my athletes about how, in my opinion, it is much more important to have incredible work ethic, than to naturally be a genius. I told her, “trust me, it will pay off in life to know how to work hard for your goals rather than just be naturally be smart.” In order to encourage this work ethic, or effort, it would be a great idea to have students analyze their effort, several days before handing in a project, paper or lab. An entire rubric can be based on effort, and the students can grade themselves on effort. It may even be a good idea to have students pair up, while working on the lab, project, or paper, and have students grade each other, or grade themselves in pairs. This way the student is being held accountable by someone other than the teacher. Students can feel that they have control over their achievement. Having the effort rubric posted online (Pitler, Hubbell, Kuhn, & Malenoski, p. 157-159, 2007), can be positive reinforcement for the use of technology, and a paper saving mechanism. “When a student makes a connection between academic successes with factors outside of his or her control- things like heredity, gender, or race- it’s easy to develop a defeatist attitude. After all, why bother if you know that you just aren’t capable because of your genes” (Pitler, Hubbell, Kuhn, & Malenoski, p. 157-159, 2007)?
My vice principal is always encouraging that practice and homework should be practice of what is learned in class. This is why it constantly boggles my mind to understand why some teachers know in September what their homework will be on December second!! The classroom is a continually changing environment; best practice allows a teacher to be flexible and self reflective. Especially when it comes to what the student’s are grasping and what they need more practice on. Computer games, as discussed by Ang, Avni, & Zaphiris directly relate to behaviorism “Behaviourism stresses a new behavioural pattern being repeated until it becomes automatic. …….. Learners are regarded as a biological machine, which could be shaped to respond to conditioning by controlling reinforcements and punishments” (Ang, Avni, & Zaphiris, p. 5, 2008).
One particular source that I liked from this week’s learning resources was from the Jefferson County Schools link. This website provided many different links to other websites; the one that I found useful was from iknowthat.com. This site provided many interactive tutorials, videos etc. There were even some quizzes that can provide reporting back to the teacher. Behaviorism is in play with these types of websites because of the immediate feedback with positive and negative reinforcement and behaviors.
Behaviorism is still alive and well in today’s classrooms (Laureate Education Inc., 2008). Although some educators may not be aware that they are using behaviorism, they truly are. Any actions or behaviors that elicit positive or negative reinforcement for that behavior, is displaying the behaviorist learning theory at its finest.
References
Ang, C., Avni, E., & Zaphiris, P. (2008). Linking Pedagogical Theory of Computer Games to their Usability. International Journal on E-Learning, 7(3), 533-558. Retrieved from ERIC database.
iknowthat.com (2009). iknowthat.com Retrieved November 13th, 2009, from http://www.iknowthat.com/com/L2?GradeLevel=-1:6&Subject=Science
Jefferson County Schools (2009). Educational Resources for K-8 Students, Retrieved November 13th, 2009, from http://classroom.jc-schools.net/basic/science.html
Laureate Education, Inc. (Executive Producer). (2008). “Behaviorist learning theory”. Baltimore: Author.
Orey, M.(Ed.). (2001). 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.
Effort is one of the most important concepts that a teacher can encourage in their students. However, it does not often cross my mind to have students analyze their effort. The entire purpose of homework is for students to practice or reinforce the concepts that they have learned in class. This concept allows students to realize if they understand what was taught in class. Both of these concepts directly relate to behaviorism, because the student is getting positive or negative reinforcement immediately following the practice. Students, at least those that are honest with themselves, will at once, understand how much effort they are giving. Same goes for the homework, if they seem to be understanding and able to complete the homework with ease, they will at once feel gratification or a lack of gratification.
Just the other day, I had a discussion with one of my athletes about how, in my opinion, it is much more important to have incredible work ethic, than to naturally be a genius. I told her, “trust me, it will pay off in life to know how to work hard for your goals rather than just be naturally be smart.” In order to encourage this work ethic, or effort, it would be a great idea to have students analyze their effort, several days before handing in a project, paper or lab. An entire rubric can be based on effort, and the students can grade themselves on effort. It may even be a good idea to have students pair up, while working on the lab, project, or paper, and have students grade each other, or grade themselves in pairs. This way the student is being held accountable by someone other than the teacher. Students can feel that they have control over their achievement. Having the effort rubric posted online (Pitler, Hubbell, Kuhn, & Malenoski, p. 157-159, 2007), can be positive reinforcement for the use of technology, and a paper saving mechanism. “When a student makes a connection between academic successes with factors outside of his or her control- things like heredity, gender, or race- it’s easy to develop a defeatist attitude. After all, why bother if you know that you just aren’t capable because of your genes” (Pitler, Hubbell, Kuhn, & Malenoski, p. 157-159, 2007)?
My vice principal is always encouraging that practice and homework should be practice of what is learned in class. This is why it constantly boggles my mind to understand why some teachers know in September what their homework will be on December second!! The classroom is a continually changing environment; best practice allows a teacher to be flexible and self reflective. Especially when it comes to what the student’s are grasping and what they need more practice on. Computer games, as discussed by Ang, Avni, & Zaphiris directly relate to behaviorism “Behaviourism stresses a new behavioural pattern being repeated until it becomes automatic. …….. Learners are regarded as a biological machine, which could be shaped to respond to conditioning by controlling reinforcements and punishments” (Ang, Avni, & Zaphiris, p. 5, 2008).
One particular source that I liked from this week’s learning resources was from the Jefferson County Schools link. This website provided many different links to other websites; the one that I found useful was from iknowthat.com. This site provided many interactive tutorials, videos etc. There were even some quizzes that can provide reporting back to the teacher. Behaviorism is in play with these types of websites because of the immediate feedback with positive and negative reinforcement and behaviors.
Behaviorism is still alive and well in today’s classrooms (Laureate Education Inc., 2008). Although some educators may not be aware that they are using behaviorism, they truly are. Any actions or behaviors that elicit positive or negative reinforcement for that behavior, is displaying the behaviorist learning theory at its finest.
References
Ang, C., Avni, E., & Zaphiris, P. (2008). Linking Pedagogical Theory of Computer Games to their Usability. International Journal on E-Learning, 7(3), 533-558. Retrieved from ERIC database.
iknowthat.com (2009). iknowthat.com Retrieved November 13th, 2009, from http://www.iknowthat.com/com/L2?GradeLevel=-1:6&Subject=Science
Jefferson County Schools (2009). Educational Resources for K-8 Students, Retrieved November 13th, 2009, from http://classroom.jc-schools.net/basic/science.html
Laureate Education, Inc. (Executive Producer). (2008). “Behaviorist learning theory”. Baltimore: Author.
Orey, M.(Ed.). (2001). 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.
Tuesday, November 3, 2009
Bridging Learning Theory, Instruction, and Technology
Hello members of Bridging Learning Theory, Instruction, and Technology course, I used this blog for another class and am going to continue using it for this class. I am excited to start using it again!! If anyone needs help setting theirs up, I am more than happy to help!!
Christine
Christine
Wednesday, August 19, 2009
Reflective Essay on Technology
The course “Understanding the Impact of Technology on Education, Work, and Society” through Walden University has helped me to develop my own technology skills as a professional teacher in many ways. Some examples are by creating a blog through eblogger.com, setting up an RSS feed, and creating a blog posted podcast. I also learned more about how to use wikis both as a resource and how to collaboratively create a wiki and use widgets.
I have deepened my knowledge of the teaching and learning process by learning about the history, present state, and future of educational technology. Understanding where educational technology has come from, where it is now, and where the future is going allows a teacher to appreciate and relay that information throughout the teaching of technology. This course has also depicted how the use of technology in schools will affect the work place later, without this knowledge, teaching of technology in the classroom will not seem necessary. It also solidifies that educators want to make sure that students are prepared to enter the workforce, and be able to compete for careers. Through Marc Prensky’s articles the differences between digital immigrants and digital natives have been studied. The sooner an educator realizes that there is a difference between themselves and their students, the easier it will be to understand that this difference does not mean teaching the way we are used to, but instead it means an evolution in order to engage students. Students can be engaged by teaching them in a way that they are used to, through technology!
My perspective of how to change from teacher-centered to learner-centered classes has become more thorough. My undergrad courses, in science education, taught me to use student centered inquiry labs and activities. However, this course has given me more ways to allow the day-to-day class transform into a student centered environment. This can be accomplished by application of inquiry with computer and Internet based technology tools, such as audacity, wikispaces, eblogger, podcasting, vocabucasting, etc. Another aspect that will help a classroom be more student centered is to rely on the students for assistance in how they best like to learn. Eliciting the student’s help will allow them to feel a sense of ownership over their learning.
I can continue to expand my knowledge of learning, teaching, and leading with technology by using suggestions in my Tech & Learning magazine subscription and email forwards, utilizing the educational resources that our group and other groups placed and rated on our wikis, and by making use of colleagues knowledge (both through Walden and within my own school).
According to Dr. David Thornburg’s DVD segment “Bringing the fun into Teaching with Technology,” the amount of work will go up for the teacher to incorporate skills for the 21st century learner. Despite this, I am excited to say that, I have set three long-term goals for transforming my classroom environment. The first goal is to begin using vocabucasting for each chapter/unit. Vocabucasting is a combination of the two words vocabulary and podcasting. Essentially, students will, in their own words, be defining vocabulary, recording their definition in a computer program called audacity, exporting their definition as an MP3, and placing these definitions on the classes’ website. Another long term goal is to have students create, conduct, and analyze a lab, on voice thread. Voice thread is a place for students to record their voices. Students can then listen to each others’ analysis of the lab report and collaboratively learn. Students could also use the classes’ wikispace http://sms7eastscienceheredity.wikispaces.com/as a place for discussion in their lab report data and conclusions not only to “‘read’ but also to navigate the World Wide Web, locate information, evaluate it critically, synthesize it and communicate it- all skills that are becoming vital to success in this century’s economy and workforce” (Miners & Pascopella, 2007). My third long term goal is to align science units with technology curriculum. As this curriculum “provides a set of examples for preparing students to be lifelong learners and contributing members of a global society” (Profiles for Technology (ICT) Literate Students, p. 1).
During the first week of this course we filled out a checklist indicating our teaching practices for supporting 21st century skills and developing technology skills for the school and workplace environments. This checklist has three columns often, sometimes, and rarely. When I initially filled out this checklist I was down the middle between often and sometimes. However, after this eight week course, four of my answers have changed over to the often column. I feel that I can now often design learning experiences in real world activities, enable students to take responsibilities for their own learning, design experiences by incorporating technology, and seek out other professionals to build a personal learning community.
I can truly say that my teaching practices are in a state of change and I cannot wait to continue to work hard toward this evolution of teaching for the 21st century!!
Resources
Laureate Education, Inc. (Executive Producer). (2008). Bringing the fun into teaching with technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2008).Spotlight on technology: vocabucasting. Baltimore: Author.
Miners, Z., & Pascopella, A. (2007). The new literacies. District Administration, 43(10), 26–34.
Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4), 8–13.
Prensky, M. (2008, March). Turning on the lights. Educational Leadership, 65(6), 40–45.
Profiles for Technology (ICT) Literate Students [Booklet(excerpt from NETS for Students Booklet]. (2007). Ruston, LA: ISTE.
I have deepened my knowledge of the teaching and learning process by learning about the history, present state, and future of educational technology. Understanding where educational technology has come from, where it is now, and where the future is going allows a teacher to appreciate and relay that information throughout the teaching of technology. This course has also depicted how the use of technology in schools will affect the work place later, without this knowledge, teaching of technology in the classroom will not seem necessary. It also solidifies that educators want to make sure that students are prepared to enter the workforce, and be able to compete for careers. Through Marc Prensky’s articles the differences between digital immigrants and digital natives have been studied. The sooner an educator realizes that there is a difference between themselves and their students, the easier it will be to understand that this difference does not mean teaching the way we are used to, but instead it means an evolution in order to engage students. Students can be engaged by teaching them in a way that they are used to, through technology!
My perspective of how to change from teacher-centered to learner-centered classes has become more thorough. My undergrad courses, in science education, taught me to use student centered inquiry labs and activities. However, this course has given me more ways to allow the day-to-day class transform into a student centered environment. This can be accomplished by application of inquiry with computer and Internet based technology tools, such as audacity, wikispaces, eblogger, podcasting, vocabucasting, etc. Another aspect that will help a classroom be more student centered is to rely on the students for assistance in how they best like to learn. Eliciting the student’s help will allow them to feel a sense of ownership over their learning.
I can continue to expand my knowledge of learning, teaching, and leading with technology by using suggestions in my Tech & Learning magazine subscription and email forwards, utilizing the educational resources that our group and other groups placed and rated on our wikis, and by making use of colleagues knowledge (both through Walden and within my own school).
According to Dr. David Thornburg’s DVD segment “Bringing the fun into Teaching with Technology,” the amount of work will go up for the teacher to incorporate skills for the 21st century learner. Despite this, I am excited to say that, I have set three long-term goals for transforming my classroom environment. The first goal is to begin using vocabucasting for each chapter/unit. Vocabucasting is a combination of the two words vocabulary and podcasting. Essentially, students will, in their own words, be defining vocabulary, recording their definition in a computer program called audacity, exporting their definition as an MP3, and placing these definitions on the classes’ website. Another long term goal is to have students create, conduct, and analyze a lab, on voice thread. Voice thread is a place for students to record their voices. Students can then listen to each others’ analysis of the lab report and collaboratively learn. Students could also use the classes’ wikispace http://sms7eastscienceheredity.wikispaces.com/as a place for discussion in their lab report data and conclusions not only to “‘read’ but also to navigate the World Wide Web, locate information, evaluate it critically, synthesize it and communicate it- all skills that are becoming vital to success in this century’s economy and workforce” (Miners & Pascopella, 2007). My third long term goal is to align science units with technology curriculum. As this curriculum “provides a set of examples for preparing students to be lifelong learners and contributing members of a global society” (Profiles for Technology (ICT) Literate Students, p. 1).
During the first week of this course we filled out a checklist indicating our teaching practices for supporting 21st century skills and developing technology skills for the school and workplace environments. This checklist has three columns often, sometimes, and rarely. When I initially filled out this checklist I was down the middle between often and sometimes. However, after this eight week course, four of my answers have changed over to the often column. I feel that I can now often design learning experiences in real world activities, enable students to take responsibilities for their own learning, design experiences by incorporating technology, and seek out other professionals to build a personal learning community.
I can truly say that my teaching practices are in a state of change and I cannot wait to continue to work hard toward this evolution of teaching for the 21st century!!
Resources
Laureate Education, Inc. (Executive Producer). (2008). Bringing the fun into teaching with technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2008).Spotlight on technology: vocabucasting. Baltimore: Author.
Miners, Z., & Pascopella, A. (2007). The new literacies. District Administration, 43(10), 26–34.
Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4), 8–13.
Prensky, M. (2008, March). Turning on the lights. Educational Leadership, 65(6), 40–45.
Profiles for Technology (ICT) Literate Students [Booklet(excerpt from NETS for Students Booklet]. (2007). Ruston, LA: ISTE.
Sunday, August 2, 2009
Resources for Technology Survey Podcast!!
Resources
Dretzin, R., & Maggio, J. (Producers), & Dretzin, R. (Writer). (2008, January 22). Growing up online. [Television broadcast]. Boston: PBS Frontline. Retrieved from http://www.pbs.org/wgbh/pages/frontline/kidsonline/
Laureate Education, Inc. (Executive Producer). (2008).Today’s students. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2008).Debate: digital natives vs. digital immigrants?. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2008).Millennial learning styles. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2008).Spotlight on technology: learning with podcasts. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2008).Spotlight on technology: vocabucasting. Baltimore: Author.
McHale, T. (2005). Portrait of a digital native. Technology & Learning. Retrieved from http://www.techlearning.com/article/4572
November, A. (2007). Banning student 'containers'. Technology & Learning. Retrieved from http://www.techlearning.com/article/7468
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).
Prensky, M. (2001). Digital natives, digital immigrants, part II: Do they really think differently? On the Horizon, 9(6).
Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
Dretzin, R., & Maggio, J. (Producers), & Dretzin, R. (Writer). (2008, January 22). Growing up online. [Television broadcast]. Boston: PBS Frontline. Retrieved from http://www.pbs.org/wgbh/pages/frontline/kidsonline/
Laureate Education, Inc. (Executive Producer). (2008).Today’s students. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2008).Debate: digital natives vs. digital immigrants?. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2008).Millennial learning styles. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2008).Spotlight on technology: learning with podcasts. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2008).Spotlight on technology: vocabucasting. Baltimore: Author.
McHale, T. (2005). Portrait of a digital native. Technology & Learning. Retrieved from http://www.techlearning.com/article/4572
November, A. (2007). Banning student 'containers'. Technology & Learning. Retrieved from http://www.techlearning.com/article/7468
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).
Prensky, M. (2001). Digital natives, digital immigrants, part II: Do they really think differently? On the Horizon, 9(6).
Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
Wednesday, July 22, 2009
Evaluation of the Partnership for the 21st Century Skills Website!!
The Partnership for 21st Century Skills website http://www.21stcenturyskills.org/ is very user friendly, in its arrangement. It is easy to subscribe to receive emails, simple to access and use drop down bars at the top, plenty of links to articles, links to videos, and contact information at the bottom. As this website is read, initiatives from West Virginia are immediately brought to mind. Although some of the links seem to not include much information, there are often sub links within that link.
It is surprising that only ten states in the United States of American have gotten on the bandwagon for the Partnership for 21st Century Skills! More companies than states are involved in the Partnership for 21st Century Skills! These companies that have home bases in certain states should interest their state departments of education in becoming part of the Partnership for 21st Century Skills. Partnerships for 21st Century Skills initiatives are in the news a great deal!
Everything on the site is valid, there are no strong opinions that go against an educator’s beliefs. This website would be benefitted with very specific ways to get your state involved.
Partnership for 21st Century Skills website shows that whether it is this organization or a different educational technology organization, most, if not all states will be involved in some sort of technology initiative in the next few years! As a district, this means convincing the state of Connecticut to join Partnership for 21st Century Skills and deciding who will be teaching technology curriculum. As a contemporary teacher, this means being more aware of the technology curriculum and which content areas are in charge of which technology content standards. As contemporary students, this means being much more literate, in today’s society. A question in one’s mind may be “Does the growing importance of expert thinking and complex communication mean that schools should stop teaching the three R’s and focus on teaching these (technology) skills?” (Levy & Murnane, 2006). According to Levy & Murnane, educators do not need to stop teaching the three R’s, instead we can embed them in the curriculum, as long as the district and teachers are very aware of this, the schools do not need to rebuild their entire district’s curriculum for integrating educational technology!!
Resources
Levy, F., & Murnane, R. (2006). Why the changing American economy calls for twenty first century learning: Answers to educators' questions. New Directions for Youth Development, 2006(110), 53–62.
Resources
Levy, F., & Murnane, R. (2006). Why the changing American economy calls for twenty first century learning: Answers to educators' questions. New Directions for Youth Development, 2006(110), 53–62.
The Partnership for 21st Century Skills. (2009). The Parnership for 21st Century Skills Web. Retrieved July 22, 2009, from http://www.21stcenturyskills.org/index.php
Monday, July 20, 2009
Coming soon!!
My reaction to the Partnership for the 21st century skills website!!
It is their mission to"serve as a catalyst to position 21st century skills at the center of US K-12 education by building collaborative partnerships among education, business, community and government leaders." (Partnership for 21st century skills) http://www.21stcenturyskills.org
It is their mission to"serve as a catalyst to position 21st century skills at the center of US K-12 education by building collaborative partnerships among education, business, community and government leaders." (Partnership for 21st century skills) http://www.21stcenturyskills.org
Wednesday, July 8, 2009
Blog Assignment
I would use a blog in my classroom for students to have an open discussion about a topic. For example, at the beginning of the year I might ask my students to post about how they are getting on, their first month in 7th grade. As the year progresses I will use it to ask students to discuss topics or answer questions based on science class content or research. A blog might be especially useful for controversial topics such as evolution or stem cell research. I will not use the blog as a showcase for work but rather a place for students to have collaborative discussions to enhance regular class discussions. I have found that students who are typically shy during class discussions, or are not as quick to the punch are likely to excel using a computer for class discussions. A blog also allows students to expand their thoughts based on other students thoughts!! It is a great tool for assessment, so that I am aware first of their content base gained from class or outside sources and then an analysis of the student's ability to comprehend the discussions and therefore draw conclusions from the class discussions.
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