19
August
2009
Teaching is a career that requires an individual to be open to new ideas and to be willing to study and learn about these new ideas. Teaching students to use technology is becoming more and more important in the field. For many teachers, using technology with students requires that the teachers themselves become life-long learners. I have chosen to study technology in education as a part of my master’s degree program so that I can support and facilitate students’ learning. The current course that I am taking has helped me to see how useful technology can be in the classroom. I believe that technology is essential in the education field because it offers support for students with varying learning styles.
My personal theory of learning has not changed much throughout this course. My perspective about learning still aligns with both the cognitive theory and the constructivist theory. As cognitive theory describes, it is important for students to use their senses to take in new information and for them to accommodate or assimilate the new information into what they already know. Students need to have authentic experiences in order to make strong connections in the brain. It is my job to create these authentic experiences and using technology gives me many new options for creating these experiences. It is also important for the students, during the authentic experiences, to construct their own knowledge. They need to have the opportunity to put effort into their own learning and to be an active learner.
There are many adjustments that I will make to my instructional practice due to new technology that I have learned about. My lesson plans will from now on be based on my students’ use of web 2.0 tools. In addition to classroom discussions, my students will be asked to post responses to questions posed on the class blog. This will help my students learn to write for an authentic audience and it will help them learn to respond to one another in writing and not just rely on my responses. I also plan to implement wikis and the use of Voice Thread throughout several units. Web quests will be used as I create them for my students to enhance their research skills while also learning to assess the validity of web sites used for research.
As a result of learning about these new technologies, I have set two long term goals for myself. First, this year I will begin to focus my energies on integrating technology into as much of my curriculum as I can. My students will learn to use web 2.0 tools, which will in turn allow them to be prepared for the working world today. It is essential for my students to begin learning how to use these tools in order for them to be successful in this increasingly technological world. My second goal is to begin spreading my knowledge of these tools and to help other teachers understand how important it is to include these tools into the classroom everyday. These tools are not only useful for students, but teachers as well.
Overall, technology is becoming an important part of everyday life in this world and it is essential that students learn to use it appropriately. By using it in school, students will learn how to safely use the web 2.0 tools in their daily lives. These tools will also help me to create authentic learning experiences for my students while allowing them to take an active role in their learning.
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28
July
2009
In class this week, we have been exploring instructional strategies that correlate with social learning theories. Cooperative learning is a strategy that includes many aspects of social learning theories. Cooperative learning paired with technology is the new educational expectation of the 21st century. As a middle school teacher, I find that the combination of cooperative learning strategies and technology are great ways to engage my students. Using Technology with Classroom Instruction that Works has several ideas about how to incorporate technology and cooperative learning.
Social learning theories discern that students learn from conversations and interactions with others while working together to build or construct something. Students can be grouped together to create something, such as a movie about famous authors or playwrights. The students will have to work in their groups, discussing and researching to create accurate movies. It is imperative for students in the 21st century to be able to work together with others and to be able to construct meaning and knowledge from working with others. Another cooperative group activity is to be able to communicate and collaborate on activities over the internet. Shared calendars, shared book marking, blogs, and wikis have all made this possible. Students are able to work together and share information over the calendars and book marking sites and they are able to continue work and editing of blogs and wikis from their own home because of the nature of these tools. These tools also allow students to continue their collaboration for projects while outside of school and even when some students may be traveling and unable to work together face to face with other group members.
These tools are creating many new educational opportunities for students in the 21st century. The students are still able to work in cooperative groups and learn from one another even when they are not in the same area!
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21
July
2009
Constructionist learning theory implies that students are to be actively involved in constructing their own learning. The strategies in this week’s learning resources correlate with well with students constructing or building their own learning. By using the spreadsheet software, students are able to interact with variables to see different outcomes. By interacting with the variables students are able to form hypotheses and test them. They will also be able to graph the different outcomes.
In my English class, the resources we use most often that allow students to construct their own learning are web resources. We do several webquests each school year that allow my students to choose a role to research. They are then tasked to learn as much as they can about that specific role and in different ways they are asked to share what they learn with their classmates. Often this involves role playing, but sometimes it is just presenting information in an interesting manner such as in a PowerPoint with a note-taking resources for their classmates to use. My students’ favorite webquest is the Shakespeare webquest where they are required to choose a role in life (such as student, nobleman, actor, etc.) and research what it was like to live during Shakespeare’s lifetime. They then have options of either role playing to show their classmates the information or keeping a blog over the week of research that classmates can follow and respond to. I find that many students like to keep the blog because gives them a place to easily log the information they found while still applying it to daily life.
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14
July
2009
Cognitive learning theory is a theory that focuses on how students process information (Laureate Education, Inc., 2009). Dr. Michael Orey discusses the importance of presenting information through different modalities so that students have many different opportunities to make connections and create networks so that the information can be stored in the students’ memories (Laureate Education, Inc., 2009). Another way to help students store the information in the long-term memory is to create unique episodes or experiences for the students (Laureate Education, Inc., 2009). By creating these experiences in your classroom, the students will have strong memories and connections to information in their memories.
This week I read more from the book Using Technology with Classroom Instruction that Works by Pitler et al. Working with the idea of cognitive learning theory, this text describes many different instructional strategies that will be useful for classroom activities with the goals of creating networks and connections for students. Creating organizers through word processing programs is one way to help students focus on the main ideas and concepts that will help them prepare for the lesson (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Using the word processing programs students can create brochures that contain useful information they found during research that will help them later in the lesson or perhaps on a field trip. Teachers can also create and advanced organizer by using the table-creation feature. Teachers can list the concepts or themes in the first column and leave the other columns blank for the students to complete with explanations and pictures if necessary as a form of note-taking (Pitler, et al., 2007). I often use this feature for my students when introducing new vocabulary and new units and I find that it is very useful when they have to create their own images and think about the new information as it is presented. By using word processing to create these organizers for students to complete, the students are asked to think about information instead of just copying and recalling the information (Orey, 2001). This interaction with the information will hopefully help with creating networks and storing the information in the long-term memory.
Another tool suggested by Pitler et al (2007) is Kidspriation to create advanced organizers or graphic organizers. These types of organizers can be used to activate background knowledge and incorporate new knowledge into an organizer (Pitler, et al., 2007) which will help the students to create a network for the new information and it will then be stored in long-term memory (Laureate Education, Inc., 2009).
These tools can be very powerful and useful in the classroom and they support cognitive learning theory. These strategies also support the needs of diverse learners in the classroom. Using these tools can have a lasting effect on students and learning.
Laureate Education, Inc. (Producer). (2008). Cognitive Learning Theories. [MotionPicture]. Bridging learning theory, instruction, and technology. Baltimore: M. Orey.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved July 13, 2009 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.
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8
July
2009
Behaviorism is a theory that is focused on observable behavior that is the response to certain outside stimuli (Staindridge, 2002). This theory has a huge affect on education and specifically classrooms and students. In recent years, many aspects of the theory have been criticized, but it is still seen often in schools and classrooms. This theory is also effective when put into practice to strengthen desired behaviors or to eliminate undesired behaviors, further showing that behaviors can be learned (Staindridge, 2002). Behaviorism is becoming even more prevalent in the classroom as it is very useful in many technological and web 2.0 applications. As an assignment for my master’s class through Walden University, I read a small portion of Using Technology with Classroom Instruction that Works (Pitler, Hubbell, Kuhn & Malenoski, 2007). The section that I read focused on reinforcing effort and practice and the use of many computer applications and web 2.0 tools as they can be effectively used in the classroom.
It seems that many of the tools discussed in the text correlate closely with behaviorist learning principles. First, reinforcing effort is discussed. It is very important for students to understand the importance of effort on achievement (Pitler, et al., 2007). Teachers need to teach students about effort and using a spreadsheet program such as Microsoft Excel to allow students to track their effort and achievement over the course of a unit (Pitler, et al., 2007). Pitler, et al (2007) also suggest collecting testimonials and vignettes from older students and teachers and displaying these on the school website for current students to be reminded that they can be successful if they put forth the effort. Teachers should also collect data, possibly through online surveys, as a resource to encourage students and to show the connection between effort and reinforcement (Pitler, et al., 2007). Using these tools to show students the relationship between effort and achievement will ultimately positively reinforce (Staindridge, 2002) students because the students will see that their effort (stimulus) gives them the desired result of achievement or good grades.
The text also discusses technological tools that allow for more “drill and practice” (Pitler, et al., 2007, pp. 189) as well as opportunities for students to learn and explore information outside of the classroom (Pitler, et al., 2007). Using resources on the web allow students to practice concepts and skills and receive immediate feedback and more practice and explanations if necessary. This feedback will reinforce the students work by either positively affecting them or remediating them if necessary. These types of web resources are very helpful for students who need practice developing and using a skill. For example, in English class, resources like this can be very helpful when students are learning about the parts of speech and how to put together sentences and paragraphs. Many of the web resources recommended by Pitler, et al. (2007), such as BrainPOP, allow students to explore and learn more about discussed in class when they are at home.
Web resources allow students to practice what they are learning in school while getting the positive reinforcement they need in order to see the connection between their effort and achievement.
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 7/7/09, from http://projects.coe.uga.edu/epltt/
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25
April
2009
This course has helped me immensely in developing my technology skills as a teacher. I now know how to access technologies that I never knew how to use before. Blogs, podcasts, and wikis are now part of my repertoire and will be used in my classroom lessons, units, and communities. I am not afraid to use the internet with my students and I am not afraid to let them explore the internet to find ideas and answers for class discussions. Creating a blog, a wiki, and a podcast for my most recent class through Walden University has convinced me that these are all great tools to use in my classroom. Technology is the new way of the world and therefore, should be the new way in the classroom.
The resources used for this class did a great job arguing the necessity of technology use in the classroom. Students today have been exposed to much more technology than students in the past. In order to communicate with students today, we must be well versed in technology in our daily lives as well as in the classroom. Students learning styles and needs are changing and adapting to new technologies that teachers need to be familiar with in order to offer students the best education possible in order to prepare them for the work force today. Students’ brains are changing and becoming more technological. Using technology is going to be necessary for learning and communicating in the world. Technology must be a part of the learning process so that students learn to correctly use technology and to use technology as a resource and a tool.
I have always believed that a learner-centered perspective in the classroom. Technology will help to develop learner-centered classrooms around the world. When students can work independently and interdependently, they will be able to work to answer their questions and solve problems. These are 21st century skills that will be required in the workforce in the near future. Having a teacher-centered classroom will no longer be the expectation. Teachers are moving from the role of “knowledge-giver” to the role of facilitator.
I will continue to increase my knowledge about teaching, learning, and using technology to increase student achievement by becoming a life-long, 21st century learner myself. Through Walden University I plan to earn my Masters Degree in Integrating Technology in the Classroom. This will play a role in increasing my knowledge about these topics. I also plan to use the technology that I am learning about in my classroom as well as on my own time. Using these technology tools in the classroom will enable me to continue my own learning. In order to increase my knowledge about teaching and learning, I plan to continue taking classes throughout my career to keep up with current research about teaching and learning so that I can be using strategies that will benefit my students.
I have set two long term goals for myself that I plan to accomplish in the next two years. My first goal is to create a classroom blog where I will facilitate discussions amongst my students. In order to do this, I will have to overcome obstacles set in place by my school. I am already starting to work with the media specialist to research safe blog sites that are password protected so that the students are the only people in the discussion. My second goal is to have my classes create wikis for research projects in several different units. Upon completion of each of the wikis, I would like to make them available to web searches. I am also currently working with the media specialist at my school on this. We are looking to find a safe wiki site that we can complete before we publish. She is also working with the county media specialists to change restrictions about what we are allowed to have our students publish on the internet through school. Both of my goals are also current goals of many other teachers in my district, so I believe that within the next two years, I will be able to accomplish these goals.
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3
April
2009
Please listen to the podcast that I created for the class I am currently taking!
http://www.gcast.com/u/juliejm/main
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24
March
2009
After spending some time exploring the website http://www.21stcenturyskills.org/index.php for the class I am currently taking, I became very interested in the goals and the content of the website. I did not ever realize that a group like this existed. It seems to have the goals for technology education outlined pretty well. I like the fact that it supports NCLB, yet it also points out the parts that are ineffective (standardized testing using modern technology for quicker results to improve classroom practices immediately). The mission is very technology and future-motivating for teachers: “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.” I believe that this mission is very forward leading and should be used to drive education and education legislation.
I was surprised that the department of education was a catalyst in building this site. I am also surprised that so many corporations are involved in supporting this site. It seems that they are becoming more active in supporting and advocating for 21st century skills (information technology, critical and creative thinking skills, communication skills, etc.). I wonder, is this the right way to go about this? Do we want big business driving our schools and curriculums?
Although I found some of the supporters and articles surprising, I did not disagree with anything on the site. I agree with the advocating for teaching these skills in schools today. As a contemporary educator, I am glad that there is an organization out there fighting to bring technology into the schools and advocating technology becoming a larger part of the core curriculums. The implications of this are good for educators and students alike. Professional development will help teachers learn about the technologies necessary in the classroom to teach 21st century skills. As far as my students, they will be enriched with the technology resources I can connect to through this site. While exploring the site I found many links to resources that will enhance my use of technology in the classroom. Route 21 http://www.21stcenturyskills.org/route21/ offers many articles and resources that will be useful to classroom teachers integrating technology into classrooms.
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10
March
2009
I am an 8th grade English teacher and am currently contemplating ways to use a blog to enhance my classroom and lessons.
The unit that we just began working on has the theme of Responsibility. The students will be reading four different novels and working in literature circles to complete activities relating to the novels and the theme responsibility. Each day the students are assigned jobs and they work together in their literature circles to complete these jobs. At the conclusion of the literature circles the students complete a Socratic discussion about the books and they also complete an essay. I would like to use the blog in place of the discussion and perhaps even the essay.
In order to accomplish this, I would post the questions periodically throughout the week and the students would have a rubric to follow for their responses. This will allow the students to respond to each other while also working on their writing for a specific audience. A question that I would post would be: Explain how the theme of responsibility is reflected in your novel. Remember to reflect on the main character’s thoughts and actions.
The students would have the opportunity to respond to each other and note similarities and differences among the novels that they read. They also are practicing writing for different audiences, which is a theme in the writing curriculum throughout the 8th grade.
I think that I still have to iron out some details such as more specific questions to ask and a rubric for responses. Any suggestions or recommendations are welcomed and appreciated!
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