Final Reflections

Final Reflections on GAME Plan and Course

Over the past seven weeks I have continued working on my GAME (Cennamo, Ross, & Ertmer, 2009) plan and have reached my final reflection.  My first goal, to promote and model digital citizenship and responsibility (NETS-T, 2008), has gone well.  I managed to get about 95% of my digital library properly cited or replaced and I have been consciously making student aware of each citation as it is used.  Students in the fourth and fifth grades will be signing their pledge for the online safety and ethical lessons starting the last week in October.  My second goal, to engage in professional growth and leadership (NETS-T, 2008), has also been going well.  The PLC meeting was productive and helped get everyone on the same page for integrating the new math and reading software.  To keep students engaged and on task, we created schedule and posted at each assigned computer along with a log documenting what skill(s) they worked on.  We will revisit the schedule and logs at our upcoming PLC meeting to determine how it is working.  I have gotten behind on entering my help sheet data this week, so I may have to rethink and modify how the data is collected and organized.  I may have to go digital with this one.

When summarizing new learning as a result of working through my GAME plan, two things come to minds.  First, I found out that modeling digital citizenship and responsibility takes a lot of planning and forethought on the part of the teacher.  Initially, I only taught a few lessons on digital citizenship each year and often fell short model the behaviors consistently.  After working through my plan, I feel confident that my teaching practices will now reflect a more rigorous approach.   The second new learning stems from my engagement in professional growth and leadership.  As I worked with my PLC and other collogues, I have developed a better understanding of their needs and how, as the technology teacher, I can help.   A more tailored approach can be taken when offering professional development to the teachers depending on individual or grade level concerns.  Sessions such as, sharing student usernames and passwords in a more effective way, customizing reports for better data, or a tutorial on the six new math CDs will be scheduled as a result of this new learning.

As a result of learning from this course, I will be making two immediate adjustments to my instructional practices regarding technology integration.  The first adjustment is to consistently model and discuss how and why we should cite the work and ideas of others.  Over the length of this course, I have made great efforts to update my own resources and files as the first step in making this goal a reality.  The second adjustment is to utilize a wider variety of technology when teaching, practicing, and assessing content knowledge in the computer lab.  Technology is changing every day and students need to be able to modify their own strategies along with it.  Keeping current with newer technologies can help students gain the skills needed for adapting in their uncertain future. 

Over the past four weeks, I have had the opportunity to integrate problem-based learning, social networking, online collaboration, and digital storytelling into my daily instruction.  I have found that all three strategies lend themselves to technology integration.  Integrating technologies such as computers, search engines, data collection software, and graphing tools with problem-based learning can increase student engagement and add authenticity to the problem being presented (Laureate Education Inc., 2010a).  No matter what the problem revolves around, technology can help gather information, organize, display, and share information.  Online collaboration is an excellent way for students to connect with others throughout the learning process.  Whether collecting, sharing, or teaching information, online blogs, wikis, and chat can engage the learner with a wider, more authentic audience (Laureate Education, Inc., 2010b).  Digital storytelling is one of the best ways to cover material across the curriculum

References,

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Laureate Education, Inc. (Producer). (2010a). Program number 9: Spotlight on Technology: Problem Based Learning: Part II [DVD]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2010b). Program number 10: Spotlight on Technology: Social Networking and Online Collaboration: Part I [DVD]. Integrating Technology Across the Content Areas. Baltimore, MD: Author.

Continued Monitoring of My GAME Plan

This week I have continued working on my GAME (Cennamo, Ross, & Ertmer, 2009) plan and have the following updates.  My first goal, to promote and model digital citizenship and responsibility (NETS-T, 2008), is going well.  I have about 85% of my digital library properly cited or replaced.  I have reproduced the signature pages and pledge for the online safety and ethical lessons, and registered the Jing software on all of the computers.  My second goal, to engage in professional growth and leadership (NETS-T, 2008), has also been going well.  Following last week’s PLC meeting, we now have all of the teachers up and running with the new math software.  The team also chose to focus on getting the Stanford Math, Reading Plus, and Headsprout web based applications up and running smoothly before the end of this six weeks.  The decision was made to create a schedule for students and post them on their assigned computers.   Teachers also wanted each student to keep a journal of the start and finish times as well as one thing they learned or that frustrated them during their session.  These logs are to be kept at the computer.  At the end of each day, teachers will review the logs for potential problems.  I have also received several help sheets back this week and have started my documentation.

To date, the plan will not needed modification.  Our new teachers have arrived and the classes will be split by the end of this week.  I will be able to begin the online lessons without worrying about students switching homerooms mid-week.

This week’s learning has resulted from hands-on interactions and collaborating with my colleagues.  While establishing the new classes and cleaning up existing class roles, I was able to interact with the big three technology applications (Stanford, Reading Plus, Headsprout) and try out some of the newly added features.  The upgrades changed a few screens; however, the newer version is a little more user friendly.  Working with two other teachers, we came up with the best reports, resources, and practical tips for using each of the programs.  The three of us will conduct a professional development on pulling and reading reports during the November in-service. 

A question from a fellow classmate got me to thinking about - What would be the best way to cite a resource that has no author.  I want to model the correct procedure.  Any tips?

References,

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Monitoring My GAME Plan Progress

 
Thus far, my GAME plan (Cennamo, Ross, & Ertmer, 2009) is on track.  I have located almost all of the necessary information and resources.  In terms of my first goal, to promote and model digital citizenship and responsibility (NETS-T, 2008), about 80% of my digital library is properly cited or replaced.  I have downloaded the signature pages and pledge for the online safety and ethical lessons, and installed Jing software on all of the computers in the lab.  For my second goal, to engage in professional growth and leadership (NETS-T, 2008), I have met with my PLC to discuss and promote technology infusion for the next six weeks.  It was a productive meeting wherein we established three goals for technology integration.  I was also able to create and distribute the help form for better documentation and monitoring of technology successes and challenges.

To date, the plan has not needed modification.  Although, due to some overcrowding, two new teachers will be added next week and eight classes will become ten.  With the shift in students, I may need to modify the dates for conducting the safety and ethical lessons in order to prevent duplication or learners missing the lesson.

I have learned quite a bit this week including technical issues teachers are having with the new math CDs and how difficult it can be to locate the proper citing for older internet resources.  The district purchased a new math series that has a great deal of online and CD resources to enhance the learning.  Unfortunately, due to a rights issue established by the district, teachers were having difficulty installing the software needed to interact with the content.  As a result, I will have to install the software as an administrator before they can access all of the features.  I have already begun this process.  I have also come to realize how old some of my online resources were.  It has been difficult to cite some material because the site no longer exists.  For this reason, I have taken this opportunity to update a good portion of my photos, video segments, audio clips, and printed material. 

Other than, why did the district purchased a math series and not provide the rights for teachers to install it? - No new questions have arisen as I have progressed through my GAME plan. 

References,

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Resources for my GAME plan

Carrying Out my GAME Plan

In order to achieve the goals of my GAME plan (Cennamo, Ross, & Ertmer, 2009), I will need to identify, locate, or create the necessary resources.

The first National Education Standard chosen for this application is to promote and model digital citizenship and responsibility.  Within this standard, I have selected two goals, a monitoring portion, and extension activities.

·       To accomplish my first goal, properly citing my digital archive, I will need internet access to research a citation or replace un-cited materials with new appropriately cited resources.   

·       My second goal, teaching online safety and ethical lessons, will require internet access, SMART board, a printed summary sheet for each lesson requiring a student signature, and an internet safety pledge for each student to commit to and sign.   

·       In order to monitor these goals, I will need to access my teaching log on a daily basis for documentation of success and frustrations.

·       If screencasts are utilized for extending the learning, Jing software will need to be installed on all student computers prior to the lesson.

The second National Education Standard chosen is to engage in professional growth and leadership.  Within this standard, two goals have been established,

·       The first goal, working with my PLC to promote technology infusion, will require a PLC minutes shared template utilizing Google Docs, internet access, and a shared calendar for documenting scheduled dates and times for each meeting. 

·       My second goal of tracking my technology leadership abilities will require the creation of a help form using Microsoft Excel. 

·       In order to track the help forms, I will also utilize Microsoft Excel to chart and graph the data obtained from the forms submitted.

I have already located the necessary information for planning, implementing, and reflecting on my GAME plan; however, while working with students and collaborating with other staff members, I am anticipating that questions or concerns may arise that may well require additional information as the plan progresses.  If more information is needed, I will use the Internet, textbooks, and other professionals to assist me in locating or interpreting new information.  

To date, I have updated the citations on approximately 60% of my digital collection, created summary sheets for the online safety and etiquette lessons, created the PLC minutes template, set up the calendar of dates for meeting, and begun working on the help form for teachers.

I feel that my GAME plan is well on its way to becoming a reality.

Reference

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Developing my GAME plan

Developing My Personal GAME Plan

After reviewing the National Education Standards for Teachers (NETS-T), I decided to strengthen my proficiency in the following two standards; Promote and Model Digital Citizenship and Responsibility, and Engage in Professional Growth and Leadership. The following will outline the GAME (Cennamo, Ross, & Ertmer, 2009) plan for achieving these two goals.

 

I have already begun work on achieving the first goal of promoting and modeling digital citizenship and responsibility.  My actions taken thus far have been to go back through my digital archives to make sure that all of the documents, photos, and media are properly cited as well as making a more conscious effort when promoting and modeling better digital etiquette.  Future actions will include the teaching of three safety and ethical use lessons and engage students in online collaborative interactions focused on responsible social interactions.  In order to monitor my own progress, I will keep a log of each lesson outlining successes and challenges.  As a means of evaluating students, each will be required to demonstrate learned knowledge when completing each lesson.  Rubrics will also be updated to reflect etiquette and social responsibility making assessment more authentic and meaningful.  Extensions for these lessons could include writing to references for permission to use copyrighted materials or creating screencast to share more information.

 

The second goal, engaging in professional growth and leadership, will be met by working with collogues, peers, and my PLC to promote technology infusion, discuss consistent and creative ways to enhance core learning, and look at how technology can contribute.  One PLC meetings is scheduled each six weeks for a total count of six meetings by the end of the school year.  Agendas are utilized to maintain focus on set goals and minutes are taken at each meeting to ensure proper documentation of progress over time.  As the computer teacher, I tend to be the go-to guy for anything technology.  Because of this, I often find myself taking a leadership position to model, promote, and teach effective technology usage throughout the day.  I have decided to start tracking my interactions with others in the school through a self-made technology assistance form.  As teachers come to me with questions, advice, or technical assistance, I will use the form to document the situation and monitor progress from inception to fruition.  This will also allow me to track patterns that may arise, such as common equipment/program issues.   Through identifying common issues, professional development can be tailored to small groups thus increasing the effectiveness of the training.  In working with my PLC, collogues, and peers I hope to gain better insight into my own teaching experiences and those that I work with on a daily basis.    

Reference,

 Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Final Reflections

In looking back on this course, I feel that I have learned a great deal about the inquiry-based teaching model and the new literacies vital to our student’s success in the future.  Developing an initial question, searching for resources, evaluating the information, then synthesizing the information to produce a final product for communicating can be difficult and challenging task for most elementary students.  However, if taught correctly through modeling and gradual release of power to the students, and given time and practice, even the youngest students can begin developing good inquiry habits.

The most striking revelations I had about teaching the new literacy skills to my students were how good they were at evaluating websites for authenticity and how they struggled with developing essential questions and synthesizing.  I was pleasantly surprised to see how well students took to the process of evaluating websites.  As Dr. Hartman discussed, students must become analytical and critical readers when evaluating online resources (Laureate Education Inc., 2010a).  I believe that the students used their previous experiences with the Internet, along with my modeling and the ABC’s evaluation chart (Laureate Education Inc., 2010b), to make good choices when evaluating online resources.  I was very proud.  On the other hand, I was a little dismayed when working with students on developing essential questioning skills and synthesizing information from multiple sites.   Developing the initial question was quite a challenge for the students - more so than I would have thought.  Students ask questions all day, every day; however, they rarely go beyond simple question that can easily be answered with simple recalled facts.  Dr. Thornburg’s six characteristics of a good question (2004) were helpful, but I may need to rewrite them using more kid friendly language.   

The knowledge and experiences gained during this course will influence my own teaching practices in several ways.  First, to increase student awareness of copyright, I will pay closer attention to what and how I model materials in the classroom.  In the future when materials are presented, I will make a point to cite the resource clearly and boldly.  To ensure continuity from teacher to teacher, I will also be conducting a few professional development sessions with collogues to share the knowledge I have gained about citation and the importance of teaching and modeling citation skills on a daily basis.  A second change in my teaching practices will include making a concerted effort to model better questioning while thinking aloud Dr. Thornburg’s six characteristics (2004).  I will also be adding a poster of the characteristics in the classroom as a visual guide when developing their own questions.   The last change will come in the form of allowing more opportunities for students to practice their newly developing skills.  As the year progresses, I will try to integrate more inquiry-based learning into the curriculum.

When looking towards future professional development I would like to pursue more information on teaching synthesis.  Even with the resources provided for this course, I still feel there is much more I could learn about getting students to make synthesis a part of their everyday lives.  Eagleton and Dobler (2007) discussed the importance of this new literacy skill and reminded me that it is also one of the most difficult for students to master.   In order to achieve this goal, I will use the inquiry-based process to develop a systematic plan for locating, evaluating, synthesizing, and communicating new knowledge.  As I become more informed about the synthesis process and how other have effectively utilized it, I will begin working with small groups of students to test the new knowledge and determine effectiveness.  

This course has been a good learning experience for my students and me.  I have gained a great deal of knowledge and experience in the inquiry process and, as a result, I feel bettered prepared to teach the new literacies with confidence. 

References

Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for Internet inquiry. New York, NY: The Guilford Press.

Laureate Education, Inc. (Producer). (2010a). Program number 2: New Literacies [DVD]. Supporting Information Literacy and Online Inquiry in the Classroom. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2010b). Program number 6: A Teacher’s Perspective: Evaluating Information Online [DVD]. Supporting Information Literacy and Online Inquiry in the Classroom. Baltimore, MD: Author.

Thornburg, D. (2004). Inquiry: The art of helping students ask good questions (Executive Briefing No. 402). Retrieved from http://www.tcpdpodcast.org/briefings/inquiry.pdf

Final Reflections

When I began this course, my personal theory of learning was somewhere between Curry’s personality learning theory and the multidimensional learning theory as described in Multiple intelligences and learning styles (Orey, 2001).  When teaching computer technology to over five-hundred elementary students each week it can be challenging to get through to so many individual personalities and learning styles.  I have come to rely on my knowledge of technology, student personality preferences for acquiring information, as well as my awareness of students’ environmental preferences and personal filters in order to provide multi-sensory instructional events that stimulate and engage the learners’ brain.

As a result of this course, I have become more aware of the powerful cognitive strategies such as elaboration and dual coding hypothesis thus strengthening my belief in engaging the learners’ brain.  I have strengthened my depth of knowledge of constructionism and social constructionism and the importance of the interactions with others and the content.  Building objects as a way of clarifying, solidifying, or obtaining new information (Laureate Education, Inc., 2010b).  As I can still remember projects that I created some thirty years ago, I believe in the power of adding the tactile experiences.

When I first received my teaching certification some twenty years ago, my understanding of the learning theory was fresh in my mind.  Over the passing years however, they have moved further back into the recesses of my long-term memories.  Moreover, when I first started teaching, computers were expensive, rare in schools, and limited mostly to basic drill and practice.  This course has provided me with knowledge and experiences that has helped me to reflect on what I already know and grow beyond to higher understanding.  I now have a greater understanding of behaviorism and the effects of operant conditioning through reinforcement and punishment (Laureate Education, Inc., 2010a).  My own notions about the cognitive learning theory have been reinforced and strengthened by the information in this course.  The idea of constructionist learning and social learning also appeal to me as a means of incorporating more hands on learning and cooperative learning experiences (Laureate Education, Inc., 2010b).  Being able to recall project I did myself in grade school, tells me that these two learning theories are sound in their ability to create lasting memories. 

The biggest adjustment to my instructional practices regarding technology integration is in the renewed scrutiny of my own lesson planning.  I now look closer at my lesson plans and the technology being implemented.   I now ask myself three important questions while I am developing a lesson for the computer lab.  First, am I providing a learning experience that will help the students enjoy and understand the content, thus retaining more knowledge?  Second, will it promote collaborative learning with peers, parents, or community?  And third, will the learners themselves be engage with the technology and learning process?  By reflecting on these three questions, I feel my lessons will continue to become more student-centered and less teacher-centered. 

Because of the learning in this course, I will be adding two new technologies to the lab.  The first technology tool I would like to use with my students is the voice thread.  The VT is a tool that the students will definitely enjoy using for a number of projects in the computer lab.  The lessons can be completed within one or two classes depending on the complexity and depth of knowledge.  Collaboration is embedded with this technology thus making it easier for tracking participation and assessment.  Voice threads are a fun way to engage students in the learning.  Shared documents is a second technology tool I will use more with my students.  I believe using more share documents such as Google Docs will help increase student collaboration.  As stated in Using Technology with Classroom Instruction that Works, “technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members to communicate even if they are not working face to face” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Shared documents can be a powerful learning tool and an important skill for working in today's networked society. 

Over the period of this course, my repertoire of instructional skills has expanded greatly.  I had only brief encounters with many of the resources practiced in this course and now I feel more confident in using them with the students.  Wikis, voice threads, and survey monkey are three technology tools I had seen used by others; however, until this course, I did not feel confident in presenting them to students.  There was always that feeling of “what if”.  What if I cannot answer student questions?  What if I cannot properly work the application while modeling?   Now that I have had the opportunity to practice using these tools in a safe environment, I feel much more confident in integrating these powerful tools into the lab.

I have two long-term goals regarding technology integration into the computer lab.  My first goal is to utilize more visuals and less teacher talking when presenting content.  Utilizing more concept maps, virtual field trips, and podcasts will help connect learners with the content in a more student-centered environment.  Thus placing the focus on the learning not the teacher.    My second long-term goal is to incorporate more technology embedded cooperative learning experiences utilizing many of the resources explored throughout this course.   As cooperative learning plays such an important role in learning theory, I feel I must place more of the learning into the hands of the students. Utilizing wikis, blogs, voice threads, and shared on-line documents are just a few of the resources I will begin integrating into future lessons as a way of promoting and strengthening cooperative learning within the compute lab. 

References

Laureate Education, Inc. (Executive Producer). (2010a). Program 4: Social Learning Theory [Webcast]. Behaviorist Learning Theory. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2010b). Program 5: Social Learning Theory [Webcast]. Cognitive Learning Theories. Baltimore. MD: Author.

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

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

Connectivism and Social Learning in Practice

As the main tenet of a social constructionist is to actively engage the learner in constructing something and then have conversations about what was built (Laureate Education, Inc., 2010), I believe that cooperative learning is an instructional strategy that correlates well with the social learning theory.  Using Technology with Classroom Instruction that Works illustrated several technology embedded cooperative learning strategies that rely heavily on the social aspects of learning.

Collaborative Web 2.0 tools such as ePALS or Keypals provide learners with opportunities to work and socialize with others outside of the classroom and indeed anywhere in the world.   The use of social technology can help facilitate safe and focused correspondence and project-based learning between students and communities (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Students can not only learn, but also provide their own expertise to others who may have less knowledgeable.  This type of social interaction with others allows students to construct meaning for new knowledge by interacting with others (Pitler et al., 2007).

Shared documents, calendars and bookmarks are fast becoming the norm for today’s learners.  The increased presence of social sites such as Google and Yahoo has exploded in the past few years.  Student can now create, edit, and share documents, graphs, and charts anywhere Internet access is available.  This type of networking is also accessible on an every growing list of devices making accessibility easier, faster, and cheaper.  The use of online collaboration exposes students to new ideas and perspectives they may not have discovered on their own.  

The utilization of the multiplayer simulation games is an excellent way for students to work and play collaboratively in an online virtual environment.  Like many social learning activities, students have the opportunity to be both the learner and the teacher in this type of environment.  As a player learns new skills, they then become the teacher for less experienced players.  The give and take dynamics of these games help students learn new skills while reinforcing previous learning.  If used properly, gaming simulations make it possible to deal with complex situations that are close to reality without the physical consequences. 

With the increasing use of communication software applications such as Skype, wikis, blogs, and Voice over IPs, students are able to collaborate on projects without the constraints of time or geography (Pitler et al., 2007).  Skype offers learners the ability to have a face-to-face conversation with almost anyone, anywhere, at any time.  With this medium students are able to see facial expressions and hear tone of voice thus gaining a truer sense of the intended message.  Wikis and blogs are an excellent place for students to interact with the peers and the community as a whole.  Works can now be shared digitally for others to read, edit, question, and learn.  These types of social instructional strategies provide opportunities for students to move above their zone of proximal development and acquire new knowledge (Laureate Education, Inc., 2010). 

All of these cooperative learning strategies are based on working with others to share or obtain knowledge.  As many of us have learned over the years, the best way to learn content is to teach it.  By allowing learners to collaborate, they gain the unique opportunity to play both the student and the teacher, thus creating deeper understanding of the content.  The use of technology can extend communication and collaboration beyond the constraints of the classroom and into the World Wide Web. 

References

Laureate Education, Inc. (Executive Producer). (2010). Program 8: Social Learning Theory [Webcast]. Understanding the impact of technology on education, work, and society. Baltimore, MD: Author.

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

Voice Thread URL

I hope you enjoy this voice thread on Internet safety.  Several fourth graders assisted in the artwork and voice comments.  The link is

voicethread.com/share/1893815

Constructionism in Practice

Constructionism in Practice

This week’s instructional strategy, generating and testing hypotheses, correlates well with the core principals of constructivist/constructionist learning theories.  While generating and testing hypotheses students will be constructing a meaningful artifact that can be shared with others (Orey, 2007).  Whether using spreadsheets, data collection tools, or the Internet - as students research their hypotheses and begin collecting data, their artifact begins taking shape.  Through the process of discovery, students will use data to determine the validity of their original hypotheses by reflecting on the artifact being created.   Utilizing interactive applications allows students to input their raw data and then focus more time on interpreting that data rather than gathering and crunching the numbers (Pitler, Hubbell, Kuhn, & Malenoski, 2007).   The ability for students to participate in the creation of the artifacts from start to finish assists them in seeing the connections between the data collected and the hypotheses.  As Dr. Orey stated, the main tenet of constructionism is that people learn best when they build and external artifact that can share with others (Laureate Education, Inc., 2010).  Generating and testing hypotheses is a good way for teachers and students to integrate the main tenet of the constructionist learning theory into the classroom.

References

Laureate Education, Inc. (Executive Producer). (2010). Program 7: Constructionist and Constructivist Learning Theories [Webcast]. Understanding the impact of technology on education, work, and society. Baltimore, MD: Author.

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

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

Cognitive Learning Theory

Cognitivism in Practice

For this week’s blog posting, four principles of cognitive learning theory will be correlated with two instructional strategies from Using Technology with Classroom Instruction that Works (2007). Cues, questions, and advanced organizers, as well as summarizing and note taking will be examined for their cognitive advantages and the ways in which they can help teach for better understanding. As an added notation, the concept of integrating technologies, such as concept mapping and virtual field trips, into cognitive activities will also be addressed.

Cues, questions, and advanced organizers are great ways to enhance a student’s ability to retrieve, use, and organize the information being presented (Pitler, Hubbell, Kuhn, & Malenoski, 2007). In correlating these strategies with the four principals of cognitive learning theory, we find a good match. As short-term memory can only process about seven items at a time, providing cues and the advanced organizers helps keep the student focused on the important information. Questioning used with students can be useful in drawing out prior knowledge or triggering previous memories about related events. All too often students know more than they think about a topic - they just need a little prompting to locate the information. As in the example of the young student who said, they did not know anything about ratios or proportion until asked, how many cans of water to add to the frozen orange juice.

Summarizing and note taking is a second instructional strategy that works will within the cognitive learning theory. As an elementary teacher this strategy is often overlooked; however because it focuses on enhancing a student’s ability to synthesize information (Pitler et al., 2007) it would be fitting for me to take a closer look. Note taking, like cognitive theory, should employ a variety of formats such as outlining, pictographs, and webbing in addition to the text. The effective utilization of visuals as a means of strengthening the knowledge creates a situation whereas learners can make better connections through the elaboration process (Laureate Education, Inc., 2010). The episodic experience is another powerful cognitive tool for student retention and summarizing knowledge is an excellent way for students to understand the most critical parts of the learning. For younger students, the rule based summarizing (Pitler et al., 2007) strategy will provide the structure and guidance needed while still developing their abilities. As an added advantage, using technology can enhance the student’s ability to turn their notes and summaries into outlines for tests, essays, or reciprocal teaching.

Concept mapping and virtual field trips are both excellent opportunities to combine cognitive learning with the use of technology. Concept mapping provides learners with dual coding opportunities helping students to visualize ideas and the connections between them (Laureate Education, Inc., 2010). Utilizing standalone or web based mapping software; concept mapping is a fun and visual way for learners to organize and process information. Using web-based applications such as Webspiration or bubbl.us, the concept maps become shared documents that peers or groups may edit as part of the learning process. Virtual field trips help provide a more complete episodic event for the learner by allowing them to virtually experience places and things they may never actually get to actually see or touch. Adding the extra layers of visuals, audio, movement, and text allows for greater retention and understanding of the material presented.

References

Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. 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.

Behaviorism in Practice

Behaviorism in Practice

The following post will explore the correlation between behaviorism and two instructional strategies: reinforcing effort and homework/practice. Although behaviorism has fallen out of favor in recent years, I believe it still has a place in todays’ classroom as demonstrated by the following two examples.

As effort is the most important factor in achievement (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Then reinforcing effort enhances student’ understanding of the relationship between the effort put forth and the achievement they obtain. Utilizing spreadsheet software such as Excel for tracking student effort can be a powerful tool in showing progress over time. Graphs and charts allow student to see visual representation of their efforts verses their final grade. A second way of reinforcing effort is with the use of rewards for demonstrating appropriate knowledge. Most Internet games are based on this scoring principal for demonstrating mastery. The better your score, the higher your name goes up the scoreboard. If you get the puzzle correct, a cute song plays and the puzzle does a little dance. If they complete an adventure, they earn website credits to spend in the on-line store. Reinforcing effort is a good way to help students stay motivated and self-confident in their successes.

Homework and practice provide opportunities for students to deepen their understanding of the content and gain proficiency with their skills (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Most would agree that providing practice is essential for student learning. However, some may use homework or practice as a punishment for unsuitable behaviors such as writing a sentence twenty times or looking up and copying definitions. The utilization of homework or practice as a negative aspect to the students learning will only cause the student to become disinterested and create a dislike of the subject (Laureate Education, Inc., 2010). James Hartley believed repetition to be an important component in the learning process. He stated that frequent practice, and practice in varied contexts – is necessary for learning to take place (Smith, 1999). I agree with strongly that the more varied the context delivery, the better the learning for the student. Homework should be an extension of the learning taking place in the classroom, not as a means of punishing the student. Technology can support teacher in their homework endeavors by allowing for better student tracking and easier out-of-school access to other professionals and peers. Through the utilization of on-line shared docs, email, text, and video stream the homework becomes less isolated and more integrated into the lesson. These tools can help teachers provide homework that is more meaningful to the learner. The use of technology also supports the student by allowing students to work in a familiar medium, utilize more creativity in their assignments, take on more responsibility for their own learning, and practice 21st century skills needed for today’s workforce.

References

Laureate Education, Inc. (Executive Producer). (2010a). Program 4: Behaviorist Learning Theory [Webcast]. Understanding the impact of technology on education, work, and society. Baltimore, MD: Author.

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

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

Course Reflection

Course Reflection

The following dialogue is a reflection of my learning throughout the graduate course entitled Understanding the Impact of Technology on Education, Work, and Society.  In this reflection I will address the ways the course has helped me to develop my own skills and knowledge in the area of technology, teaching, and learning in a more student-centered environment.  I will also address the continued expansion of my knowledge and skills, as well as goals for ensuring long-term success in the integration of technology into my classroom.

Over the past seven weeks I have been exposed to many new and exciting concepts which have added to my knowledge and skills as a computer teacher.  The course has helped me develop three skills that I had not previously considered utilizing at the elementary level.  Creating podcasts, exploring blogs, and the utilization of wikis were skills that were familiar to me; however, I did not feel I had the expertise to teach them effectively.  The insight gained from Dr. David Thornburg, Dr. Christopher Dede, Will Richardson (2010), and my fellow classmates has given me the knowledge and confidence to begin integrating more collaborative technology into my current teaching practices.

The course has deepened my knowledge in the learning process of today’s digital natives (Prensky, 2001) and has also heightened my understanding of how technology is effecting the rapidly changing working environment.  As the purpose of education is to prepare our students for the “real world”, which is evolving at a much faster rate than education, teachers must be willing to utilize the digital skill set that learners bring with them in order to help develop their skills in a way that is meaningful and relevant to their futures – not our pasts.        

Doing different things rather than just doing the same things differently (Thornburg, 2004) is a phrase that has stuck with me throughout this course and has helped to reflect on my own teaching practices.  Because of this I now think about my own lessons and activities in a more critical way.  I now ask myself:  Is what I am teaching going to help my students to create work that can be shared with others or will it just be done and forgotten?

In order for my own teaching practices to evolve and become more student-centered I must be willing to give the students more control in their own learning.  The notion that the room revolves around my own knowledge has become obsolete.  And to be perfectly honest, I am happy to see it go.  As society and technology rapidly evolve, it becomes impossible for any one person to keep up with all the latest information.  However, in a student-centered environment, one can model how to find the new information thereby allowing the students to gain new skills, while learning to think for themselves.  My attention could then be focused on teaching students skills needed to evaluate and process the vast amounts of information they are accessing.

As a means of continuing to expand my own knowledge of technology integration into the classroom I will continue to seek out professional development focusing on utilizing technology to increase student achievement.  In conjunction, I will broaden my learning communities to include more global conversation, and deepen my research in areas of weakness. 

To assure the transformation of my classroom environment, two long-term goals have been established.  The first goal is for every fourth and fifth grade student to become competent in the use of email as a tool for collaboration.  The largest obstacle has already been overcome: getting all the email accounts set up through a safe and monitored provider.  A second formidable obstacle is time.  As I currently teach over two-hundred fourth and fifth graders, finding the time to address each student’s needs individually will prove challenging.  To overcome this obstacle I will be grouping their emails by grade section, thereby creating smaller more manageable groups.  My second long term goal is to incorporate more virtual learning into the classroom.  Many of my students are already fascinated by AVATARS and sites such as Second Life, webkinz, and Poptropica.  Dr. Christopher Dede called this multiuser interfaced learning the Neo-Millennial Learning Style, whereas learners engage in more collaborative experiences rather than individual learning (Dede, 2010).  This goal will allow my students to learn in an environment that promotes collaboration, complex communication (Levy & Murnane, 2006), and is familiar to them and their unique skill sets as digital natives.  The main obstacle in utilizing virtual environments is finding environments that are suitable and safe for elementary level learners.  To overcome this, we will seek out monitored sites that provide students with a modest amount of protection and continue giving learners the skills and knowledge needed to stay safe while engaged in complex communication.

In referring back to the technology checklist from week one, I found that the four categories checked “sometimes” are the same four areas in which I have gained the most knowledge: student collaboration, better facilitation, better communication, and furthering my own professional growth.  Staying current in new and evolving technologies will be essential for me and my students if we are to succeed in the rapidly changing world of today.  By integrating more collaborative Web 2.0 activities into the curriculum and allowing students more responsibility for their own learning in a student-centered environment, I hope to give my students the opportunity to grow, learn, and thrive in todays’ digital world and tomorrows yet to be defined global society.  

References:

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.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5). Retrieved from http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?index=1&did=1074252411&SrchMode=2&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1296434139&clientId=70192

Richardson, W. (2010). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. Thousand Oaks, CA: Corwin.

Thornburg, D. (2004). Technology and education: Expectations, not options. (Executive Briefing No. 401). Retrieved from http://www.tcpdpodcast.org/briefings/expectations.pdf

Profiling Today's Digital Natives

Profiling Today's Digital Natives

http://www.youtube.com/watch?v=GSUD9P8PIas

The term “digital native” was first used by Marc Prensky in 2001 as a way to describe students born into the digital age.  Dr. Thornburg, also provide several characters of a digital native stating that a typical 8-18 year old student is exposed to approximately six hours of technology each day.  Hall Davidson suggests that all of this early exposure is changing the way students learn and communicate.  In order to be more effective, teachers must be aware of how their digital natives are learning outside of school so they can better accommodate these new fast forward thinkers. 

The purpose of this podcast is to determine the level of digital usage and student attitudes toward using technology in different situations.  In the following podcast you will hear highlights of student responses to six technology related questions.  The students participating in this interview consisted of; one fourth grade male, one fifth grade male, and one fifth grade female.  Parental permission was obtained prior to recording this podcast.  I found that although my students were born into the digital age, they have not yet acquired all the characteristics of a true digital native.  Therefore, I must adjust my teaching strategies to accommodate for the varying levels of academic knowledge as well as the varying levels of technological knowledge each student possesses.

References

Laureate Education, Inc. (Producer). (2010). Program number 14: Debate: Digital natives and digital immigrants [DVD]. Understanding the impact of technology on education, work, and society. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2010). Program number 13: Today’s Students [DVD]. Understanding the impact of technology on education, work, and society. Baltimore, MD: Author.

Prensky, M. (2001a). Digital natives, digital immigrants. On the Horizon, 9(5). Retrieved from http://www.hfmboces.org/HFMDistrictServices/TechYES/PrenskyDigitalNatives.pdf