As I developed and followed my GAME plan, one of the things that became apparent to me is the enthusiasm that the students demonstrated towards learning new programs and applications in order to communicate their thoughts. They are anxious to get their knowledge and their beliefs out there for others to read. Traditional writing methods have become boring to them. Although they are employing the same techniques of writing (rough draft, revising, and editing), it is the publishing aspect that has taken on a whole new life for them. They have come to realize that they are empowered to communicate beyond the confines of this classroom and this school.
I have grown as much as the students have in this realization. Because of this, I have already begun to re-evaluate the upcoming units in Science and Social Studies. I am actively looking for ways to include these Web 2.0 applications in my lessons and assessments. The World Wide Web has always been a tremendous source of information for me. It became an eye-opening experience for me, however, when I made the connection that my students could become valid contributors to the vast source of information that others around the world would be reading. The integration of technology, for me, had always been to trot the kids down to the computer lab as a group. We would typically be looking at all students working on the same project, a PowerPoint presentation, for example. Although, they were able to produce wonderful slide shows, my eyes have now been opened to such a broader range of ways to present their writing. I have always enjoyed having the students work collaboratively and it is exciting for me to see that the NETS-S place importance on this, as well. Phrases like “group expression” and “interact, collaborate, and publish with peers” give such weight to the value of teaching students to work together and communicate their ideas effectively to their peers.
Looking back through the GAME plan, one of the things that I have enjoyed is how actively involved in the learning I have become. I have always put a great deal of thought and effort into my lessons and I have always been very hands on with my students, but learning the new methodologies of dealing with social networks, podcasting, and digital story telling has been as good for me as it has been for my students.
I think that I am in a unique situation compared to my peers in this program. In my personal professional development, through this degree program and its exploration of the NETS, I have been called upon to expand my thinking and my communication to a more global level. In my professional development at work, the whole concept of the International Baccalaureate program is to develop students that will be able to view problems an idea with that international mindedness. That dovetailing of my studies and application is truly what increases the intrinsic value of my degree. Often times, in education classes, there is a gap between the learning and the application. There is that element of separation between what I am learning and how it can apply to the population at my school. Strategies and techniques that I saw demonstrated in the past were sometimes viewed as only being able to be applied in a perfect world, which is not where I live. The NETS provide a framework that is not only feasible, but is essential. Digital citizenship and international mindedness are major components of the IB program, not an afterthought. Through the melding of these two programs of development, a more complete understanding has resulted. Yes, I am fortunate to be involved in an IB program that gives immediate validity to my studies. Beyond that, however, is the awareness that that wherever I am, this IS the direction of the future and my students need to be moving in that direction or they will be left behind.
Saturday, December 19, 2009
Monday, December 14, 2009
Using the GAME Plan Process and The NETS-S
The GAME plan process is a strategy for learning that can be applied to anyone because we are all lifetime learners. As Cennamo, Ross & Ertmer (2009) proffer, “As you set goals, take action, monitor your learning, and evaluate your progress, you take control of your own learning process” (p. 7). This is the ultimate goal for us as life-long learners, and all of our students. By making students familiar with the GAME plan process, they will have the scaffolding they need to set a goal and take the steps to successfully attain that goal; something all humans do throughout their lives.
The relationship between the NETS-T and the NETS-S is one of facilitator and active learner. The teacher is facilitating the learning and setting up the environment that allows the student to develop as a digital learner. NETS-T 2a, for example, tells the teacher that they need to engage students in exploring real-world issues and solving authentic problems using digital tools and resources. NETS-S 2a, then has the student interacting, collaborating, and publishing with peers, experts, or others employing a variety of digital environments and media. In my classroom, for example, we have been working on persuasive writing using the topic of school dropout rates. The students have used a variety of digital environments and media to present their point of view. They have done so, not only a one-to-one basis with me, but have sought to publish their work to be shared on a global level.
Many of the NETS-S standards are skills that my students already possess. They just may not have thought of them in those exact words. For example, NETS-S 1a says that students will apply existing knowledge to generate new ideas, products, or processes. This is what constructivism is all about and at the basis of the International Baccalaureate Program (IB) program that we are adopting at my elementary school. The area of communication and collaboration is an area that I can help facilitate the students’ goal setting and developing an action plan. Monitoring, for my students, would involve developing a timeline and a checklist. Again, as part of IB, evaluation or reflection on a learning activity is a standard part of the procedure. As I continue through the rest of the school year, I plan on posting the NETS-S for my students to add a new standard to each of their current projects as the year progresses. This will ensure their readiness for the future that awaits them.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
ISTE | National Educational Technology Standards. International Society for Technology in Education | Home. Retrieved December 13, 2009, fromhttp://www.iste.org/AM/Template.cfm?Section=NETS
The relationship between the NETS-T and the NETS-S is one of facilitator and active learner. The teacher is facilitating the learning and setting up the environment that allows the student to develop as a digital learner. NETS-T 2a, for example, tells the teacher that they need to engage students in exploring real-world issues and solving authentic problems using digital tools and resources. NETS-S 2a, then has the student interacting, collaborating, and publishing with peers, experts, or others employing a variety of digital environments and media. In my classroom, for example, we have been working on persuasive writing using the topic of school dropout rates. The students have used a variety of digital environments and media to present their point of view. They have done so, not only a one-to-one basis with me, but have sought to publish their work to be shared on a global level.
Many of the NETS-S standards are skills that my students already possess. They just may not have thought of them in those exact words. For example, NETS-S 1a says that students will apply existing knowledge to generate new ideas, products, or processes. This is what constructivism is all about and at the basis of the International Baccalaureate Program (IB) program that we are adopting at my elementary school. The area of communication and collaboration is an area that I can help facilitate the students’ goal setting and developing an action plan. Monitoring, for my students, would involve developing a timeline and a checklist. Again, as part of IB, evaluation or reflection on a learning activity is a standard part of the procedure. As I continue through the rest of the school year, I plan on posting the NETS-S for my students to add a new standard to each of their current projects as the year progresses. This will ensure their readiness for the future that awaits them.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
ISTE | National Educational Technology Standards. International Society for Technology in Education | Home. Retrieved December 13, 2009, fromhttp://www.iste.org/AM/Template.cfm?Section=NETS
Monday, December 7, 2009
Revising My GAME Plan
As I said in my original post, The NETS-T, as they are listed, seem to be a bottom up approach to me. The professional development occurs first, followed by the design and the facilitation of learning that involves technology, creativity, and innovation. That being said, I feel that having gone through my “professional development” and becoming familiar with programs, such as Audacity, and web-sites, such as Voicethreads.com, I am now much better equipped to facilitate and inspire student learning and creativity.
The use of podcasts and voice threads have certainly helped me towards the goal of promoting student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
As stated in my last post, the students’ planning and thinking has developed in wonderful ways as they have had to prepare their writing for publication. They are beginning to truly see writing as communication to others, not just as an assignment.
Moving forward with my students towards becoming digital citizens, the NETS-T goal of engaging students in exploring real-world issues and solving authentic problems using digital tools and resources seems to apply well to our upcoming unit. There are many digital resources out there for exploring earthquakes, volcanoes, and seismic activity. As is often the case, having so many resources scattered everywhere, the difficulty is in pulling it together in a cohesive unit. My approach, therefore, is to explore the Notebook software that comes with our SmartBoards and come up with a unified presentation method for the students using websites, animations and interactive activities. In response, the students will use digital tools to create their own representations of the constructive and destructive forces.
My approach for the next step is to use digital tools that I am more familiar with, such as Paint and PowerPoint. By using familiar tools, I will be able to spend more time with applying the information and less time with teaching the tools. By modeling different digital resources for them with the Notebook software, the students will see different ways in which their creations can be presented. Together we will come up with ways to incorporate the audio tools that we have already learned with the visual tools that we are currently exploring.
The use of podcasts and voice threads have certainly helped me towards the goal of promoting student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes.
As stated in my last post, the students’ planning and thinking has developed in wonderful ways as they have had to prepare their writing for publication. They are beginning to truly see writing as communication to others, not just as an assignment.
Moving forward with my students towards becoming digital citizens, the NETS-T goal of engaging students in exploring real-world issues and solving authentic problems using digital tools and resources seems to apply well to our upcoming unit. There are many digital resources out there for exploring earthquakes, volcanoes, and seismic activity. As is often the case, having so many resources scattered everywhere, the difficulty is in pulling it together in a cohesive unit. My approach, therefore, is to explore the Notebook software that comes with our SmartBoards and come up with a unified presentation method for the students using websites, animations and interactive activities. In response, the students will use digital tools to create their own representations of the constructive and destructive forces.
My approach for the next step is to use digital tools that I am more familiar with, such as Paint and PowerPoint. By using familiar tools, I will be able to spend more time with applying the information and less time with teaching the tools. By modeling different digital resources for them with the Notebook software, the students will see different ways in which their creations can be presented. Together we will come up with ways to incorporate the audio tools that we have already learned with the visual tools that we are currently exploring.
Monday, November 30, 2009
Evaluating My GAME Plan Progress
In looking back at my progress so far, I am feeling quite good about it. The actions that I took towards learning about creating podcasts and voicethreads have been very effective in helping me meet my goals. As my overall goal is to equip myself with the tools that I need to move my students into the digital-age, I feel that my toolbox is steadily growing. One of the things that I have found to be true is that making that single step is the most difficult part of the journey. Once you have started, you find yourself with an amazing amount of choices that you never even knew existed. Creating a podcast using Audacity with my class has led to creating voicethreads with them. If I can create audio podcasts, then video should not be an overwhelming challenge now.
I think that the thing that I have learned in this process is the importance of planning and structure for the students. Helping them to develop storyboards and scripts for their voicethreads has been a growing process for all of us. They understand sequencing better through their development of the voicethread. They are developing their writing in ways that will elicit responses from a listener rather than just delivering information. They are finding ways to leave things open-ended to draw out questions from the listener, creating an active rather than a passive audience. Going through the planning and discussion phases with them has allowed them to bring out all of these things in their writing.
As they say, “a little bit of knowledge can be a dangerous thing.” My question has become, “Now what? What else is out there that I can tap into?” I have been told that Audacity is the best free software for recording, but what are my alternatives? I am currently looking at some of those alternatives through a website, appropriately named, http://alternativeto.net. This website provides information on software programs that provide an alternative to what you are currently using. It lists both commercial and free software.
Continuing into a new International Baccalaureate unit on Constructive and Destructive forces, there will be some places that will allow for audio podcasts and voicethreads. The unit, though, seems more suited towards visuals. In keeping with my goal to equip my students with the tools that they need to move into the digital age, incorporating graphic tools into our repertoire seems to be the next obvious step. Viewing it, not as a new direction, but an addition to our voicethreads and podcasts, my plan is now expanding.
Resources
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final k
I think that the thing that I have learned in this process is the importance of planning and structure for the students. Helping them to develop storyboards and scripts for their voicethreads has been a growing process for all of us. They understand sequencing better through their development of the voicethread. They are developing their writing in ways that will elicit responses from a listener rather than just delivering information. They are finding ways to leave things open-ended to draw out questions from the listener, creating an active rather than a passive audience. Going through the planning and discussion phases with them has allowed them to bring out all of these things in their writing.
As they say, “a little bit of knowledge can be a dangerous thing.” My question has become, “Now what? What else is out there that I can tap into?” I have been told that Audacity is the best free software for recording, but what are my alternatives? I am currently looking at some of those alternatives through a website, appropriately named, http://alternativeto.net. This website provides information on software programs that provide an alternative to what you are currently using. It lists both commercial and free software.
Continuing into a new International Baccalaureate unit on Constructive and Destructive forces, there will be some places that will allow for audio podcasts and voicethreads. The unit, though, seems more suited towards visuals. In keeping with my goal to equip my students with the tools that they need to move into the digital age, incorporating graphic tools into our repertoire seems to be the next obvious step. Viewing it, not as a new direction, but an addition to our voicethreads and podcasts, my plan is now expanding.
Resources
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final k
Monday, November 23, 2009
Monitoring My GAME Plan Progress
As is usually the case, finding the information and resources that I need to achieve my goal is not the problem. It is narrowing them down and choosing the ones that are going to best suit my need. My goal is to equip myself with the tools that I need to move my students into the digital-age. In order to do that, I must find tools that are readily accessible to them at school, as many of them do not have computers at home. In my search, and through my colleagues, I have been introduced to freeware, portable versions of software, and Web 2.0 applications. Freeware, of course, is always good. Being on a limited budget, free and open-source software affords me the ability to provide my students with exposure to powerful programs that enhance their communication abilities. Audacity has been a great program for creating audio files for podcasts. Portable applications, such as the portable version of Audacity, allow me to use the programs without installing them on the school’s computer. Through this course, I have been introduced to voice threads, a further extension of what can be done with sound files with the added bonus of graphics. I have also found a free add-on to PowerPoint that turns my presentations into Flash files for posting on the web from iSpring.
My original goal, as stated in the NETS-T Goal of Engaging in Professional Growth and Leadership, said thatI need to participate in local and global learning communities to explore creative applications of technology to improve student learning. Having dabbled with Audacity for just a short while, I don’t feel the need to continue with my action plan of visiting the forums. I am comfortable enough with the program at this stage to be using it with my students already. My plan should instead move deeper into how I can get my students to develop ideas for projects using this technology. The combination of voice threads and podcasts is a new and exciting approach for my students to consider. I am now ready to move toward finding global learning communities that will allow my students to connect and share their learning through technology with others.
I have learned that there are a great number of ways for me to present my material. The thing that I am questioning now is how to best aggregate the myriad of ways into a single cohesive unit. Do I want to create a web page that links to each of these various sites, or do I find a way to keep all of these things together on a single page. A colleague of mine has a blog, with a podcast page, with an application that allows visitors to record a response from the page and send it to him as an MP3 file. The visitors never leave the site and all of the materials they need are there. I am thinking that something along that line would help the students stay focused and not so fragmented. And so, the next questions that come to mind are all based on what do I do once I have my finished product. I need to explore the options that are out there for websites. What can they contain? Is there an extra charge if you have a lot of sound files and video files? My colleague uses a program called WordPress to create his site and I would like to know if Blogger has the same capabilities.
Resources
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final k
My original goal, as stated in the NETS-T Goal of Engaging in Professional Growth and Leadership, said thatI need to participate in local and global learning communities to explore creative applications of technology to improve student learning. Having dabbled with Audacity for just a short while, I don’t feel the need to continue with my action plan of visiting the forums. I am comfortable enough with the program at this stage to be using it with my students already. My plan should instead move deeper into how I can get my students to develop ideas for projects using this technology. The combination of voice threads and podcasts is a new and exciting approach for my students to consider. I am now ready to move toward finding global learning communities that will allow my students to connect and share their learning through technology with others.
I have learned that there are a great number of ways for me to present my material. The thing that I am questioning now is how to best aggregate the myriad of ways into a single cohesive unit. Do I want to create a web page that links to each of these various sites, or do I find a way to keep all of these things together on a single page. A colleague of mine has a blog, with a podcast page, with an application that allows visitors to record a response from the page and send it to him as an MP3 file. The visitors never leave the site and all of the materials they need are there. I am thinking that something along that line would help the students stay focused and not so fragmented. And so, the next questions that come to mind are all based on what do I do once I have my finished product. I need to explore the options that are out there for websites. What can they contain? Is there an extra charge if you have a lot of sound files and video files? My colleague uses a program called WordPress to create his site and I would like to know if Blogger has the same capabilities.
Resources
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final k
Tuesday, November 17, 2009
GAME Plan: NETS-T Goals into Action
As I review my GAME plan, I recognized my challenge as equipping myself with the tools that I need to move my students into the digital-age. In order to do that, I have to identify the resources that I need to gather. I then categorized them into software, information, and human resources. In order for me to explore the production of podcasts, I determined that I needed the software to record and edit the podcast. The recorder software that is part of Windows is entirely inadequate, as it does not allow editing. Through research and discussions with colleagues, I found that Audacity seems to be the software of choice. Having recorded the podcast, I would want to hear it and experience it the way that my listeners will. iTunes seemed to be the logical choice, as podcasts are developed for listening on an iPod. As it turns out, there are a lot of other options out there both from the software side of listening and the hardware side of MP3 players, but since I have an iPod, iTunes was my choice. Having equipped myself with software to record and a microphone to record with, I am ready to move on to the podcast.
Through exploring the Internet and finding other teachers that are making classroom websites, I found a great booklet online called Podcasting For Teachers and Students , a 35 page booklet with step by step instructions on using Audacity. It also provided information on how to set up my podcast to be available on iTunes. This was a part of the information that I realized that I was missing. Once I made the podcast, how DO other people get access to it? This required me to turn to a colleague that maintains his own website and also does podcasts. As it turns out, I was not done with the acquisition of software yet. I still needed a program that would allow me to send my podcast to a server that would allow people to access it. And this led, of course, to needing more information. Where do I upload it to? I am currently looking into options. Do I want to have a website, separate from the school, where I can post a blog or host a podcast? Would it be easier, and certainly more economical, to send it to the tech people at my school and have them post it on the school’s website? I will have to talk with them and find out if that is even feasible.
And so, with microphone in hand and software on the screen, I am ready to begin the production process. I have several ideas of what I would like to use the podcast for. I want to explore a little further and find out what types of podcasts are already out there, so I don’t reinvent the wheel. I need to look into the production of the podcast and plan a storyboard or script.
Resources
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final k
Through exploring the Internet and finding other teachers that are making classroom websites, I found a great booklet online called Podcasting For Teachers and Students , a 35 page booklet with step by step instructions on using Audacity. It also provided information on how to set up my podcast to be available on iTunes. This was a part of the information that I realized that I was missing. Once I made the podcast, how DO other people get access to it? This required me to turn to a colleague that maintains his own website and also does podcasts. As it turns out, I was not done with the acquisition of software yet. I still needed a program that would allow me to send my podcast to a server that would allow people to access it. And this led, of course, to needing more information. Where do I upload it to? I am currently looking into options. Do I want to have a website, separate from the school, where I can post a blog or host a podcast? Would it be easier, and certainly more economical, to send it to the tech people at my school and have them post it on the school’s website? I will have to talk with them and find out if that is even feasible.
And so, with microphone in hand and software on the screen, I am ready to begin the production process. I have several ideas of what I would like to use the podcast for. I want to explore a little further and find out what types of podcasts are already out there, so I don’t reinvent the wheel. I need to look into the production of the podcast and plan a storyboard or script.
Resources
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final k
Monday, November 9, 2009
Developing My Personal GAME Plan: The NETS-T
Reading over the National Education Standards for Teachers that ISTE has developed, it is difficult to narrow down things that I feel less confidant or proficient in as there appears to be so much overlapping. The NETS-T, as they are listed, seem to be a bottom up approach to me. The professional development occurs first, followed by the design and the facilitation of learning that involves technology, creativity, and innovation. During the course of the instruction, the teacher models how the students are to engage in digital-age work and learning. Through discussions as the work and learning are taking place, digital citizenship and responsibility are taught.
That having been said, my challenges, then, are to equip myself with the tools that I need to move my students into the digital-age. As stated in the NETS-T Goal of Engaging in Professional Growth and Leadership, I need to participate in local and global learning communities to explore creative applications of technology to improve student learning. Setting my goal to improve my skills on one new tool for the upcoming unit in Science allows me to focus my planning on how I will utilize the tool best. Whether it is using Audacity to create a podcast, learning how to better mix the different sound channels and add music or to create a WIKI and learn about how students can create and edit the content, focusing on just using one technology will allow me to grow in meaningful increments. In order to do that, I plan to participate in the forums for Audacity to utilize the global community of Audacity users. On a local level, I plan to collaborate with a teaching partner that is already utilizing Audacity to create podcasts to showcase his students’ writings. My progress will be monitored and measured through submitting my podcast at each step of production for review. The final product will be put up for downloading on a website or through iTunes. The podcast could be a review of the topic covered and an evaluation could be in the grades of the tests after having students use the podcast for a study guide. Extending my use of the podcast and my learning leads into my next goal.
Having always taught, for the most part, in the confines of my own classroom, collaborating with students, peers, parents, and community members using digital tools and resources to support student success and innovation , as indicated in the NETS-T Goal of Modeling Digital-Age Work and Learning, is an area that I see as a challenge. Certainly not with my own students, as I am always in contact with their growth and learning. I also have a great working relationship with my peers on a local level. The challenge, as I see it, is to expand that collaboration to the parents and community. Using blogging to establish dialogue on a global level would seem to be a good place for me to start. Knowing how to create a podcast, posting it on a blog and inviting comments and additions from other students, parents, and teachers from around the world would help me to grow as a teacher. It would help my students become better digital citizens through practicing etiquette in social networking situations. To achieve this goal, I will have to explore the viable options that are available in my county to create a classroom blog. Participating in global classroom projects will help me to learn how to structure my own units by seeing the strengths or shortcomings of other projects. Monitoring my progress would be done through a series of steps. The first step is the creation and development of the blog. The success of my utilization of the tool, then, would be measured in the number and quality of the responses of my own students to the topics presented in the blog. The extension of my learning would be through presenting the blog and webcast to the global community through websites that aggregate teaching projects from around the world. Collaborating through writing and posts on the blog, learning from listening to podcasts that others develop on the same topic, and creating a global dialogue on our shared experiences, my students and I will both grow as responsible and involved digital learners as we explore real-world issues and solve authentic problems. As always, the success of my learning is measured through the success of my students through their engagement and achievement across the content areas.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final
That having been said, my challenges, then, are to equip myself with the tools that I need to move my students into the digital-age. As stated in the NETS-T Goal of Engaging in Professional Growth and Leadership, I need to participate in local and global learning communities to explore creative applications of technology to improve student learning. Setting my goal to improve my skills on one new tool for the upcoming unit in Science allows me to focus my planning on how I will utilize the tool best. Whether it is using Audacity to create a podcast, learning how to better mix the different sound channels and add music or to create a WIKI and learn about how students can create and edit the content, focusing on just using one technology will allow me to grow in meaningful increments. In order to do that, I plan to participate in the forums for Audacity to utilize the global community of Audacity users. On a local level, I plan to collaborate with a teaching partner that is already utilizing Audacity to create podcasts to showcase his students’ writings. My progress will be monitored and measured through submitting my podcast at each step of production for review. The final product will be put up for downloading on a website or through iTunes. The podcast could be a review of the topic covered and an evaluation could be in the grades of the tests after having students use the podcast for a study guide. Extending my use of the podcast and my learning leads into my next goal.
Having always taught, for the most part, in the confines of my own classroom, collaborating with students, peers, parents, and community members using digital tools and resources to support student success and innovation , as indicated in the NETS-T Goal of Modeling Digital-Age Work and Learning, is an area that I see as a challenge. Certainly not with my own students, as I am always in contact with their growth and learning. I also have a great working relationship with my peers on a local level. The challenge, as I see it, is to expand that collaboration to the parents and community. Using blogging to establish dialogue on a global level would seem to be a good place for me to start. Knowing how to create a podcast, posting it on a blog and inviting comments and additions from other students, parents, and teachers from around the world would help me to grow as a teacher. It would help my students become better digital citizens through practicing etiquette in social networking situations. To achieve this goal, I will have to explore the viable options that are available in my county to create a classroom blog. Participating in global classroom projects will help me to learn how to structure my own units by seeing the strengths or shortcomings of other projects. Monitoring my progress would be done through a series of steps. The first step is the creation and development of the blog. The success of my utilization of the tool, then, would be measured in the number and quality of the responses of my own students to the topics presented in the blog. The extension of my learning would be through presenting the blog and webcast to the global community through websites that aggregate teaching projects from around the world. Collaborating through writing and posts on the blog, learning from listening to podcasts that others develop on the same topic, and creating a global dialogue on our shared experiences, my students and I will both grow as responsible and involved digital learners as we explore real-world issues and solve authentic problems. As always, the success of my learning is measured through the success of my students through their engagement and achievement across the content areas.
References
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final
Monday, October 26, 2009
New Literacy Skills: Reflection
This is a fascinating, exhilarating, perplexing time for educators and students. We live in a world defined by technical transformation and social challenge. Today’s teachers are asked to prepare students for a future world whose citizens will have to combine old and new skills and old and new knowledge in ways we cannot fully imagine. The internet and multimedia software offer us new teaching and learning tools that change even as we learn to use them (Laureate Education, Inc., 2009). Like any powerful new technology, computers not only help us do things, they change what we do; they simultaneously offer new ways to teach literacy and redefine what literacy is.
Warlick defines literacy as “skills involved in using information to accomplish goals” (Laureate Education, Inc., 2009). Since technology is always changing, Warlick contends that learning how to learn new strategies when new interfaces and new tools emerge is really the most valuable skill our students and teachers need (Laureate Education, Inc., 2009). The new literacies are deictic, or regularly change as defining technologies change every year (Leu, Kinzer, Coiro, & Cammack, 2004). This makes it imperative that teachers keep up with the changes, and actively teach students what they need to be successful in the 21st century.
Throughout the course EDUC-6712I-1 Supporting Information Literacy and Online Inquiry in the Classroom, I created a guided inquiry unit on the political, social and economic causes of the American Civil War. It addressed 21st century skills as well as Georgia fifth grade language arts and social studies standards. The unit explicitly teaches skills and strategies students need to develop essential questions that guide their inquiry projects. Throughout the unit, students ascertain effective ways to search the Internet to find reliable resources and avoid biased or inappropriate content. Students learn to synthesize information from multiple sources and cultivate their critical thinking skills that enable them to effectively communicate what they have learned based on their research. They explore copyright and trademark laws they could be in violation of as they create products, as well as how to write a basic bibliography. Students learn and apply the criteria they need to consider when determining what form of representation they will create to exhibit their learning. The most striking revelation I had about the teaching of new literacy skills to my students as a result of this course was how easy it is to infuse these skills across content areas.
A personal and professional goal of mine is to help quell some of the concerns that many of my colleagues have about the uses of technology, especially the internet. I plan to share what I have learned about the new literacies with my faculty. It is my belief that any teacher, with good professional development and collegial support, can learn how to teach with technology and avoid many of the pitfalls that they think it will cause; if they understand what students need to know in order to be successful. Once I am able to introduce the new literacy skills, more teachers will be successfully modeling and teaching them to their students- it’s a win-win situation.
Will Richardson (2009) proffers, “Before the students leave us, we can let them design and deliver their own curriculum built around the passions that they want to pursue, showing us their network-building prowess in the process” (p. 31). This course has pushed me in the direction to do just that, and I am thrilled to push my colleagues.
References
Laureate Education, Inc. (Executive Producer). (2009). Program One. Skills For The Future [Motion picture]. Supporting Information Literacy and Online Inquiry in the Classroom. Baltimore: Author.
Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the internet and other information and communication technologies. In Ruddell, R.B. & Unrau, N.J., (Eds.), Theoretical models and processes of reading (5th ed.). (pp. 1570–1613). Newark, DE: International Reading Association.
Richardson, W. (2009, March). Becoming network-wise. Educational Leadership, 66(6), 26-31.
Warlick defines literacy as “skills involved in using information to accomplish goals” (Laureate Education, Inc., 2009). Since technology is always changing, Warlick contends that learning how to learn new strategies when new interfaces and new tools emerge is really the most valuable skill our students and teachers need (Laureate Education, Inc., 2009). The new literacies are deictic, or regularly change as defining technologies change every year (Leu, Kinzer, Coiro, & Cammack, 2004). This makes it imperative that teachers keep up with the changes, and actively teach students what they need to be successful in the 21st century.
Throughout the course EDUC-6712I-1 Supporting Information Literacy and Online Inquiry in the Classroom, I created a guided inquiry unit on the political, social and economic causes of the American Civil War. It addressed 21st century skills as well as Georgia fifth grade language arts and social studies standards. The unit explicitly teaches skills and strategies students need to develop essential questions that guide their inquiry projects. Throughout the unit, students ascertain effective ways to search the Internet to find reliable resources and avoid biased or inappropriate content. Students learn to synthesize information from multiple sources and cultivate their critical thinking skills that enable them to effectively communicate what they have learned based on their research. They explore copyright and trademark laws they could be in violation of as they create products, as well as how to write a basic bibliography. Students learn and apply the criteria they need to consider when determining what form of representation they will create to exhibit their learning. The most striking revelation I had about the teaching of new literacy skills to my students as a result of this course was how easy it is to infuse these skills across content areas.
A personal and professional goal of mine is to help quell some of the concerns that many of my colleagues have about the uses of technology, especially the internet. I plan to share what I have learned about the new literacies with my faculty. It is my belief that any teacher, with good professional development and collegial support, can learn how to teach with technology and avoid many of the pitfalls that they think it will cause; if they understand what students need to know in order to be successful. Once I am able to introduce the new literacy skills, more teachers will be successfully modeling and teaching them to their students- it’s a win-win situation.
Will Richardson (2009) proffers, “Before the students leave us, we can let them design and deliver their own curriculum built around the passions that they want to pursue, showing us their network-building prowess in the process” (p. 31). This course has pushed me in the direction to do just that, and I am thrilled to push my colleagues.
References
Laureate Education, Inc. (Executive Producer). (2009). Program One. Skills For The Future [Motion picture]. Supporting Information Literacy and Online Inquiry in the Classroom. Baltimore: Author.
Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a theory of new literacies emerging from the internet and other information and communication technologies. In Ruddell, R.B. & Unrau, N.J., (Eds.), Theoretical models and processes of reading (5th ed.). (pp. 1570–1613). Newark, DE: International Reading Association.
Richardson, W. (2009, March). Becoming network-wise. Educational Leadership, 66(6), 26-31.
Wednesday, June 24, 2009
Reflection
"What is important is to keep learning, to enjoy challenge, and to tolerate ambiguity. In the end there are no certain answers."
-Martina Horner, President of Radcliffe College
We want students to gain knowledge and skills that they can use both in school and outside of school, immediately and in the future. To be an effective teacher, one must find ways of building bridges between one’s subject matter and one’s students. As we plan instruction, we need to weigh our options carefully, making decisions about which methods best meet the instructional goals and the needs of the students for a given unit of instruction. Understanding how students learn is essential to creating an environment conducive to learning, and making effective use of technology.
On completion of this course, Bridging Learning Theory, Instruction, and Technology , my core beliefs regarding student acquisition of knowledge and skills have not changed, but have been reinforced by research. The lessons and activities I plan and implement focus on mentally, physically and emotionally involving the students, generating connections between what they already know and are expected to learn, and utilizing their individual experiences as well as their collaborative encounters. Orey maintains it is imperative that the student is involved in the learning process. Lessons should be memorable, active, and a complete experience in order for the transmission of information to occur (Laureate Education, Inc. 2008d). I have come to the conclusion that part of learning must still involve lecture, drill, and practice. Wolfe contends a great way to move learning into memory is to practice (Laureate Education, Inc., 2008a). Students must learn some basic knowledge to the point where it can be effortlessly retrieved, so that it can inform interpretation and debate. However, students also need to spend time working in alternative arrangements— small and large groups—talking to each other, making public their personal knowledge and beliefs, constructing and testing their knowledge with peers and teachers. This course helped me see the benefits of utilizing a wide range of instructional strategies, and supplied me with the knowledge of when and how to make advantageous use of them.
After reviewing the nine research-based instructional strategies throughout this course, the technology initiative that makes the most sense is one that emphasizes how technology will enhance those teaching strategies. By pairing the use of instructional strategies with appropriate technology applications, teachers can seamlessly integrate the two and are less likely to view them as competing priorities. I have already begun reflecting on how I incorporate technology into my lessons. It is imperative that I remain cognizant of the difference between utilizing technologies as a teaching tool versus as a learning tool (Laureate Education, Inc., 2008c). This will enable my students to gain the maximum benefits from the technology I incorporate.
In the past, I have been very frustrated because many of the technological applications that we have learned about are blocked in my county. However, in the text Using Technology with Classroom Strategies That Work, Pitler, Hubbell, Kuhn, & Malenoski (2007) point out the many research-based uses for applications that are available. One application I plan to infuse more frequently is organizing and brainstorming software, more specifically Inspiration, because it is readily available to my students. Inspiration is a great tool for brainstorming and organizing information. Concept maps allow students to take what they know and have learned, and build a network with it (Laureate Education, Inc., 2008a). This network, or map, will allow the students to create visual connections similar to what occurs in the brain (Laureate Education, Inc., 2008a). Creating links allows for easier retrieval the information. Concept maps work well as advanced organizers and as a summarizing tool, and enable students to make sense of the material (Pitler, et al., 2007).
Another technology tool that I am excited to utilize with my students is virtual field trips. They provide the opportunity to bring the world to our students, until our students can go to the world. Virtual field trips, if done correctly and in an educationally sound way, can provide students with the background information they need, as well as providing the all important visuals that allow students to connect and retrieve information(Laureate Education Inc., 2008a).. An entirely new world of experiences will be opened to all students regardless of the school field trip budget, as they can all experience firsthand the potential of the Internet as a valid curricular device.
Although this course showed me ways to incorporate technology and research-based strategies, my goal is to become more proficient at designing lessons that effectively infuse the two. Having experienced a learning environment that helped me collaborate with other colleagues , and continually extend and deepen my thinking, as well as use various technologies myself, I have developed a better understanding of the supports that are needed to further the growth of my students. As my learning at Walden progresses, I plan to continually apply what I learn to create better lesson plans that seamlessly integrate technology to support and facilitate student learning.
Lastly, I plan to continue my work on a research proposal to be presented to my county so they can reconsider their filtering of certain web-based technology like VoiceThreads, blogs and wikis. The technology tools and proven instructional strategies that incorporate technology presented in this course will allow me to frame my arguments in terms of time tested research. As I begin to work towards my first goal, I will also have real-life applications that will support the research I plan to present.
If technology is used effectively as learning tool for creative work, students can be more autonomous, collaborative, and reflective than in classrooms where the technology is not present. This course has helped me begin to see how to incorporate technology into my current instructional practices and how to select technology tools that are effective and appropriate for students’ learning needs.
References
Laureate Education, Inc. (Producer). (2008a). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008b). Program one. Understanding the Brain [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008d). Program three. Instructional Theory vs. Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008c). Program thirteen. Technology: Instructional Tool vs. Learning Tool [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
-Martina Horner, President of Radcliffe College
We want students to gain knowledge and skills that they can use both in school and outside of school, immediately and in the future. To be an effective teacher, one must find ways of building bridges between one’s subject matter and one’s students. As we plan instruction, we need to weigh our options carefully, making decisions about which methods best meet the instructional goals and the needs of the students for a given unit of instruction. Understanding how students learn is essential to creating an environment conducive to learning, and making effective use of technology.
On completion of this course, Bridging Learning Theory, Instruction, and Technology , my core beliefs regarding student acquisition of knowledge and skills have not changed, but have been reinforced by research. The lessons and activities I plan and implement focus on mentally, physically and emotionally involving the students, generating connections between what they already know and are expected to learn, and utilizing their individual experiences as well as their collaborative encounters. Orey maintains it is imperative that the student is involved in the learning process. Lessons should be memorable, active, and a complete experience in order for the transmission of information to occur (Laureate Education, Inc. 2008d). I have come to the conclusion that part of learning must still involve lecture, drill, and practice. Wolfe contends a great way to move learning into memory is to practice (Laureate Education, Inc., 2008a). Students must learn some basic knowledge to the point where it can be effortlessly retrieved, so that it can inform interpretation and debate. However, students also need to spend time working in alternative arrangements— small and large groups—talking to each other, making public their personal knowledge and beliefs, constructing and testing their knowledge with peers and teachers. This course helped me see the benefits of utilizing a wide range of instructional strategies, and supplied me with the knowledge of when and how to make advantageous use of them.
After reviewing the nine research-based instructional strategies throughout this course, the technology initiative that makes the most sense is one that emphasizes how technology will enhance those teaching strategies. By pairing the use of instructional strategies with appropriate technology applications, teachers can seamlessly integrate the two and are less likely to view them as competing priorities. I have already begun reflecting on how I incorporate technology into my lessons. It is imperative that I remain cognizant of the difference between utilizing technologies as a teaching tool versus as a learning tool (Laureate Education, Inc., 2008c). This will enable my students to gain the maximum benefits from the technology I incorporate.
In the past, I have been very frustrated because many of the technological applications that we have learned about are blocked in my county. However, in the text Using Technology with Classroom Strategies That Work, Pitler, Hubbell, Kuhn, & Malenoski (2007) point out the many research-based uses for applications that are available. One application I plan to infuse more frequently is organizing and brainstorming software, more specifically Inspiration, because it is readily available to my students. Inspiration is a great tool for brainstorming and organizing information. Concept maps allow students to take what they know and have learned, and build a network with it (Laureate Education, Inc., 2008a). This network, or map, will allow the students to create visual connections similar to what occurs in the brain (Laureate Education, Inc., 2008a). Creating links allows for easier retrieval the information. Concept maps work well as advanced organizers and as a summarizing tool, and enable students to make sense of the material (Pitler, et al., 2007).
Another technology tool that I am excited to utilize with my students is virtual field trips. They provide the opportunity to bring the world to our students, until our students can go to the world. Virtual field trips, if done correctly and in an educationally sound way, can provide students with the background information they need, as well as providing the all important visuals that allow students to connect and retrieve information(Laureate Education Inc., 2008a).. An entirely new world of experiences will be opened to all students regardless of the school field trip budget, as they can all experience firsthand the potential of the Internet as a valid curricular device.
Although this course showed me ways to incorporate technology and research-based strategies, my goal is to become more proficient at designing lessons that effectively infuse the two. Having experienced a learning environment that helped me collaborate with other colleagues , and continually extend and deepen my thinking, as well as use various technologies myself, I have developed a better understanding of the supports that are needed to further the growth of my students. As my learning at Walden progresses, I plan to continually apply what I learn to create better lesson plans that seamlessly integrate technology to support and facilitate student learning.
Lastly, I plan to continue my work on a research proposal to be presented to my county so they can reconsider their filtering of certain web-based technology like VoiceThreads, blogs and wikis. The technology tools and proven instructional strategies that incorporate technology presented in this course will allow me to frame my arguments in terms of time tested research. As I begin to work towards my first goal, I will also have real-life applications that will support the research I plan to present.
If technology is used effectively as learning tool for creative work, students can be more autonomous, collaborative, and reflective than in classrooms where the technology is not present. This course has helped me begin to see how to incorporate technology into my current instructional practices and how to select technology tools that are effective and appropriate for students’ learning needs.
References
Laureate Education, Inc. (Producer). (2008a). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008b). Program one. Understanding the Brain [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008d). Program three. Instructional Theory vs. Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008c). Program thirteen. Technology: Instructional Tool vs. Learning Tool [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, June 3, 2009
My First VoiceThread: School, Safety, and an Open Door
Please click on this link to view my VoiceThread. Enjoy, it was quite an experience to create!
Tuesday, June 2, 2009
Social Constructivism, Cooperative Learning, and Technology
“Through others, we become ourselves” Lev Vygotsky
“Cooperative learning is not so much learning to cooperate as it is cooperating to learn.” Wong & Wong, 1998
Dr. Orey elucidates the difference between constructivism and social constructivism boils down to other people (Laureate Education, Inc. 2008). A core element of social constructivism is providing students with opportunities to interact with each other in groups in ways that enhance their learning. Cooperative Learning theory, an offshoot of Constructivism, incorporates the idea that the best learning occurs when students are actively engaged in the learning process and working in collaboration with other students to accomplish a shared goal. There are many implications for utilizing technology in cooperative learning situations (Laureate Education, Inc. 2008). However, it is important to remember that the teacher must be a facilitator in a cooperative learning environment, and not to fall into the trap of letting students totally "construct" their knowledge on their own. The teacher is still a very important resource and the computer is also a resource that will be used to guide students in the acquisition of knowledge.
The research indicates that when technology is used collaboratively, there is a modest increase in learning (Pitler, Hubbell, Kuhn, Malenoski, 2007). A teacher’s understanding of the use of collaborative social network websites, WebQuests, multimedia, blogs and wikis, can benefit in the ability to differentiate instruction, increase writing across all content areas, and ultimately, build a community of learning that not only encourages success and participation, but motivation to discover new ideas and new ways to solve problems with others (Laureate Education, Inc., 2008).
Web 2.0 by nature subscribes to social constructivist theory, and makes the marriage of technology and cooperative learning an easy fit. “Students and teachers can collaborate over the Web by logging on to sites that allow them to share and edit calendars, bookmark and share web links, and create online learning communities” (Pitler, et al., 2007, p.149). Examples of such sites are: Google Calendar, del.icio.us, Skype and The Global Schoolhouse.(Pitler, et al., 2007)
Multimedia, and specifically creating a video, is a perfect way to structure student learning cooperatively (Pitler, et al., 2007). When students work in teams to create a video, it forces them to construct meaning and convey it to others as well. One big caveat about using video projects is best stated by Pitler, et al.(2007), “Creating a video is a complex task that requires many roles and responsibilities. By nature, both multimedia projects and cooperative learning groups require attention to detail in the planning process” (p.141). As with any work, having a rubric to frame a video assignment is essential (Pitler, et al., 2007). The website Rubistar has many different examples of multimedia rubrics that can easily be refined and revised. I have used them many times as a resource, and then altered them to include content-specific criteria in addition to technical criteria.
Webquests are another technological tool that promotes cooperative learning. They are an inquiry-oriented activity in which most or all of the information used by students is online. By providing links necessary to complete the quest, the student is able to focus on the material rather than spend time looking for it. The five-part WebQuest (Introduction, Task, Resources, Process, Evaluation, and Conclusion) promotes critical thinking at the levels of analysis, synthesis and evaluation (Pitler, et al., 2007). Pitler, et al. (2007) proffer, “A well designed WebQuest task is practical, engaging, and elicits student thinking” (p.146); all elements of social constructivism.
Wikis and blogs are technological tools that also can further advance the cooperative and social aspects of the learning environment. Blogs offer an authentic audience for their writing, and offer a forum for others to add their thoughts or experiences. This allows the blogger to be exposed to other perspectives and offer an opportunity to develop a deeper understanding of the content or issue. Wikis provide some of the same advantages as blogs, except they provide a more bona fide collaborative experience.
Pitler et al. (2007), make four recommendations for utilizing cooperative learning in the classroom:
1. Use a variety of criteria to group students.
2. Use informal, formal, and base groups.
• Informal: you just put it together and no grouping reasons
• Formal: you develop it and put people where you want them.
• Base groups: a group that is partnered for a long period of time
3. Keep groups to a manageable size.
4. Combine cooperative learning with other classroom structures (p. 140).
They also counsel that cooperative learning should be used “consistently and systematically but should not be overused” (p.139). I would venture to add the same can be said for the utilization of technology. Unless it adds value to the learning experience, it should not be used.
References
Laureate Education, Inc. (Producer). (2008). Program eight. Social Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
“Cooperative learning is not so much learning to cooperate as it is cooperating to learn.” Wong & Wong, 1998
Dr. Orey elucidates the difference between constructivism and social constructivism boils down to other people (Laureate Education, Inc. 2008). A core element of social constructivism is providing students with opportunities to interact with each other in groups in ways that enhance their learning. Cooperative Learning theory, an offshoot of Constructivism, incorporates the idea that the best learning occurs when students are actively engaged in the learning process and working in collaboration with other students to accomplish a shared goal. There are many implications for utilizing technology in cooperative learning situations (Laureate Education, Inc. 2008). However, it is important to remember that the teacher must be a facilitator in a cooperative learning environment, and not to fall into the trap of letting students totally "construct" their knowledge on their own. The teacher is still a very important resource and the computer is also a resource that will be used to guide students in the acquisition of knowledge.
The research indicates that when technology is used collaboratively, there is a modest increase in learning (Pitler, Hubbell, Kuhn, Malenoski, 2007). A teacher’s understanding of the use of collaborative social network websites, WebQuests, multimedia, blogs and wikis, can benefit in the ability to differentiate instruction, increase writing across all content areas, and ultimately, build a community of learning that not only encourages success and participation, but motivation to discover new ideas and new ways to solve problems with others (Laureate Education, Inc., 2008).
Web 2.0 by nature subscribes to social constructivist theory, and makes the marriage of technology and cooperative learning an easy fit. “Students and teachers can collaborate over the Web by logging on to sites that allow them to share and edit calendars, bookmark and share web links, and create online learning communities” (Pitler, et al., 2007, p.149). Examples of such sites are: Google Calendar, del.icio.us, Skype and The Global Schoolhouse.(Pitler, et al., 2007)
Multimedia, and specifically creating a video, is a perfect way to structure student learning cooperatively (Pitler, et al., 2007). When students work in teams to create a video, it forces them to construct meaning and convey it to others as well. One big caveat about using video projects is best stated by Pitler, et al.(2007), “Creating a video is a complex task that requires many roles and responsibilities. By nature, both multimedia projects and cooperative learning groups require attention to detail in the planning process” (p.141). As with any work, having a rubric to frame a video assignment is essential (Pitler, et al., 2007). The website Rubistar has many different examples of multimedia rubrics that can easily be refined and revised. I have used them many times as a resource, and then altered them to include content-specific criteria in addition to technical criteria.
Webquests are another technological tool that promotes cooperative learning. They are an inquiry-oriented activity in which most or all of the information used by students is online. By providing links necessary to complete the quest, the student is able to focus on the material rather than spend time looking for it. The five-part WebQuest (Introduction, Task, Resources, Process, Evaluation, and Conclusion) promotes critical thinking at the levels of analysis, synthesis and evaluation (Pitler, et al., 2007). Pitler, et al. (2007) proffer, “A well designed WebQuest task is practical, engaging, and elicits student thinking” (p.146); all elements of social constructivism.
Wikis and blogs are technological tools that also can further advance the cooperative and social aspects of the learning environment. Blogs offer an authentic audience for their writing, and offer a forum for others to add their thoughts or experiences. This allows the blogger to be exposed to other perspectives and offer an opportunity to develop a deeper understanding of the content or issue. Wikis provide some of the same advantages as blogs, except they provide a more bona fide collaborative experience.
Pitler et al. (2007), make four recommendations for utilizing cooperative learning in the classroom:
1. Use a variety of criteria to group students.
2. Use informal, formal, and base groups.
• Informal: you just put it together and no grouping reasons
• Formal: you develop it and put people where you want them.
• Base groups: a group that is partnered for a long period of time
3. Keep groups to a manageable size.
4. Combine cooperative learning with other classroom structures (p. 140).
They also counsel that cooperative learning should be used “consistently and systematically but should not be overused” (p.139). I would venture to add the same can be said for the utilization of technology. Unless it adds value to the learning experience, it should not be used.
References
Laureate Education, Inc. (Producer). (2008). Program eight. Social Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, May 27, 2009
Constructivist/Constructionist Learning Theories and Technology
“The best way to create interest in a subject is to render it worth knowing, which means to make the knowledge gained usable in one’s thinking beyond the situation in which learning has occurred.”
— Jerome Bruner, 1960
Having content knowledge is necessary, but not sufficient, to be successful in the 21st century. The power of technology is to transform teaching and learning as we know it, to make it more student-centered, individualized (yet also more community-based), relevant, and meaningful. It allows each student to connect to each other, to the world, to knowledge, and to learning, in the way that works best for that student. Embracing the constructivism and constructionism theories, as well as technology, in the classroom enable educators to provide a tangible expression of the knowledge students build (Orey, 2001).
In an ongoing look at the book, Using Technology with Classroom Instruction that Works (Pitler , Hubbell, Kuhn, Malenoski, 2007) the next strategy is generating and testing hypotheses. The strategy of generating and testing hypotheses facilitates constructionism and contructivism because it requires students to apply their knowledge and thus deepens their understanding. Several processes encourage students to generate and test hypotheses, including systems analysis, invention, experimental inquiry, decision making, and problem solving. Within this strategy, students plan and conduct simple investigations (e.g., formulate a testable question, make systematic observations, and develop logical conclusions).
It is imperative students spend time interpreting data because it is vital for students to know how to explain themselves and their conclusions. This is more likely to happen if learners can spend their time analyzing data instead of just collecting and inputting it. Data collecting is the most time consuming; analyzing is the most brain consuming. Technological advances including probeware, interactive simulations, and spreadsheets, allow classroom time to be devoted to interpreting data. By using spreadsheet programs, students will lessen the time focused on collecting data and be able to concentrate on the effects of the data making the learning experience more meaningful (Pitler, et al., 2007).
In the science classroom, digital microscopes and digital sensors allow students to easily capture information and focus on analysis. Even without having such resources, Pitler et al. (2007) make the point that the Internet itself is a huge data collection tool for any curriculum. For example, a social studies class could collect data from the U.S. Census Bureau and import it into Excel to create charts regarding population shifts. Math students could use the NASA FlyByMath site to work on distance-rate-time problems. ELA students who paste their writing into Wordle get a unique visual representation of their work. Online simulations at Explore Learning allow science and math students to test many different concepts (Pitler, et al., 2007).
The array of tools available through software, hardware and the Internet provide vast opportunities for enhancing students’ understanding of, and ability to use knowledge by engaging them in mental processes that involve making and testing hypotheses.
References
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.
— Jerome Bruner, 1960
Having content knowledge is necessary, but not sufficient, to be successful in the 21st century. The power of technology is to transform teaching and learning as we know it, to make it more student-centered, individualized (yet also more community-based), relevant, and meaningful. It allows each student to connect to each other, to the world, to knowledge, and to learning, in the way that works best for that student. Embracing the constructivism and constructionism theories, as well as technology, in the classroom enable educators to provide a tangible expression of the knowledge students build (Orey, 2001).
In an ongoing look at the book, Using Technology with Classroom Instruction that Works (Pitler , Hubbell, Kuhn, Malenoski, 2007) the next strategy is generating and testing hypotheses. The strategy of generating and testing hypotheses facilitates constructionism and contructivism because it requires students to apply their knowledge and thus deepens their understanding. Several processes encourage students to generate and test hypotheses, including systems analysis, invention, experimental inquiry, decision making, and problem solving. Within this strategy, students plan and conduct simple investigations (e.g., formulate a testable question, make systematic observations, and develop logical conclusions).
It is imperative students spend time interpreting data because it is vital for students to know how to explain themselves and their conclusions. This is more likely to happen if learners can spend their time analyzing data instead of just collecting and inputting it. Data collecting is the most time consuming; analyzing is the most brain consuming. Technological advances including probeware, interactive simulations, and spreadsheets, allow classroom time to be devoted to interpreting data. By using spreadsheet programs, students will lessen the time focused on collecting data and be able to concentrate on the effects of the data making the learning experience more meaningful (Pitler, et al., 2007).
In the science classroom, digital microscopes and digital sensors allow students to easily capture information and focus on analysis. Even without having such resources, Pitler et al. (2007) make the point that the Internet itself is a huge data collection tool for any curriculum. For example, a social studies class could collect data from the U.S. Census Bureau and import it into Excel to create charts regarding population shifts. Math students could use the NASA FlyByMath site to work on distance-rate-time problems. ELA students who paste their writing into Wordle get a unique visual representation of their work. Online simulations at Explore Learning allow science and math students to test many different concepts (Pitler, et al., 2007).
The array of tools available through software, hardware and the Internet provide vast opportunities for enhancing students’ understanding of, and ability to use knowledge by engaging them in mental processes that involve making and testing hypotheses.
References
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.
Wednesday, May 20, 2009
Cognitive Learning Theories and Technology
“The principle goal of education is to create men who are capable of doing new things, not simply of repeating what other generations have done—men who are creative, inventive and discoverers”
-Jean Piaget
Cognitivists argue that while things like the environment are important contributions to learning, learning is more than simply the collection of inputs and the production of outputs. Cognitivism refocuses research on the mind in the learning process, which the behaviorists had neglected to address. The mind has the ability to synthesize, analyze, formulate, and extract received information and stimuli in order to make a product (Orey, 2001).
Dr. Orey advises that there are limitations to how much a learner can attend to at one time. Therefore educators need to “chunk” information and keep things manageable for the learner. It is also imperative that new information connects to prior knowledge. These connections allow students to get back to the information and utilize it (Laureate Education, Inc. 2009).
Under cognitive learning theory, it is believed that learning occurs when information is processed. The input, processing, storage, and retrieval of information are the processes that are at the heart of learning (Laureate Education, Inc. 2009). The teacher remains the manager of the information-input process; but the learner is more active in planning and carrying out his/her own learning than in the behaviorist environment (Orey, 2001). The goal is for information to be accessible from long-term memory and available at any time, not just the day of an exam.
Educators can facilitate effective storage and retrieval of information by utilizing specific aspects of cognitivism. Elaboration theory is the primary mechanism for storing information in long term memory. Learning new things must be related to prior knowledge. The more connections made to a new piece of information, the easier it is to get back to it. According to Dr. Orey, forgetting is a misnomer and is actually a loss of connections to information. The Dual Coding Hypothesis supports this belief in which states of mind can recall images and scents better than text. Storage of the image and the accompanied label allows for easier retrieval.
Technology has afforded powerful new ways to represent knowledge, summarize learning, and visualize information (Pitler, Hubbell, Kuhn and Malenoski, 2007). Simple examples of information visualizations are tables, concept maps, graphs, and diagrams. The advent and accessibility of new digital technologies and media have provided effective strategies to create information connections and summaries that chunk information for easier retrieval from long term memory. These technologies have afforded dynamic and interactive ways of modeling and organizing information. O’Bannon, Puckett, and Rakes (2006) offer, “tools provide a framework for student-teacher interaction, empowering students to take responsibility for their learning as they develop a shared meaning relationship” (p.129). Pitler et al. (2007) recommend Kidspiration and Inspiration software, as well as word processing programs and spreadsheet software like Microsoft Excel to increase learning, application, and retrieval. They further advocate the use of wikis, powerpoints and blogs as avenues for students to summarize and organize their learning and further those necessary connections.
References
Laureate Education, Inc. (Producer). (2009). Program five. Cognitive Learning Theories [Motion Picture].Bridging learning theory, instruction, and technology. Baltimore: Author.
O'Bannon, B., Puckett, K. and Rakes, G. (2006). Using Technology to Support Visual Learning Strategies. Computers in Education, 23 (1/2) p. 125-137.
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.
-Jean Piaget
Cognitivists argue that while things like the environment are important contributions to learning, learning is more than simply the collection of inputs and the production of outputs. Cognitivism refocuses research on the mind in the learning process, which the behaviorists had neglected to address. The mind has the ability to synthesize, analyze, formulate, and extract received information and stimuli in order to make a product (Orey, 2001).
Dr. Orey advises that there are limitations to how much a learner can attend to at one time. Therefore educators need to “chunk” information and keep things manageable for the learner. It is also imperative that new information connects to prior knowledge. These connections allow students to get back to the information and utilize it (Laureate Education, Inc. 2009).
Under cognitive learning theory, it is believed that learning occurs when information is processed. The input, processing, storage, and retrieval of information are the processes that are at the heart of learning (Laureate Education, Inc. 2009). The teacher remains the manager of the information-input process; but the learner is more active in planning and carrying out his/her own learning than in the behaviorist environment (Orey, 2001). The goal is for information to be accessible from long-term memory and available at any time, not just the day of an exam.
Educators can facilitate effective storage and retrieval of information by utilizing specific aspects of cognitivism. Elaboration theory is the primary mechanism for storing information in long term memory. Learning new things must be related to prior knowledge. The more connections made to a new piece of information, the easier it is to get back to it. According to Dr. Orey, forgetting is a misnomer and is actually a loss of connections to information. The Dual Coding Hypothesis supports this belief in which states of mind can recall images and scents better than text. Storage of the image and the accompanied label allows for easier retrieval.
Technology has afforded powerful new ways to represent knowledge, summarize learning, and visualize information (Pitler, Hubbell, Kuhn and Malenoski, 2007). Simple examples of information visualizations are tables, concept maps, graphs, and diagrams. The advent and accessibility of new digital technologies and media have provided effective strategies to create information connections and summaries that chunk information for easier retrieval from long term memory. These technologies have afforded dynamic and interactive ways of modeling and organizing information. O’Bannon, Puckett, and Rakes (2006) offer, “tools provide a framework for student-teacher interaction, empowering students to take responsibility for their learning as they develop a shared meaning relationship” (p.129). Pitler et al. (2007) recommend Kidspiration and Inspiration software, as well as word processing programs and spreadsheet software like Microsoft Excel to increase learning, application, and retrieval. They further advocate the use of wikis, powerpoints and blogs as avenues for students to summarize and organize their learning and further those necessary connections.
References
Laureate Education, Inc. (Producer). (2009). Program five. Cognitive Learning Theories [Motion Picture].Bridging learning theory, instruction, and technology. Baltimore: Author.
O'Bannon, B., Puckett, K. and Rakes, G. (2006). Using Technology to Support Visual Learning Strategies. Computers in Education, 23 (1/2) p. 125-137.
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.
Wednesday, May 13, 2009
Behaviorism and Technology
“Success is the sum of small efforts, repeated day in and day out.”
Robert Collier
Reinforcing Effort
Self-initiated effort is the goal of each individual to attain on their own. This life skill must be molded by teachers and parents while children are still young. Our goal as educators is for children to realize that effort and hard work pay off, and by putting forth effort one can achieve. If a child does not learn that effort pays off that child engages in learned helplessness. This debilitating condition results in failure and the notion that if I do well it is a result of luck. Therefore, it is imperative that teachers weave into their classroom structure the strategies of “reinforcing effort” and “homework practice” (Pitler, Hubbell, Kuhn, Malenoski, 2007). These two strategies can utilize technology as the base for both. Both strategies work to teach students the benefit of effort.
What does reinforcing effort mean and how does this strategy play out in the classroom setting?
In behavioral terms, reinforcing effort is accomplished through visual motivation of effort and constant feedback. For example, a teacher can use technology to create a simple bar graph or spreadsheet to monitor a student’s improving skill of the multiplication chart (Pitler, et al, 2007). Also, spreadsheet software and data collection tools reinforce effort by allowing students to visualize the direct correlation between effort and achievement. By pairing homework practice on the memorization of the 2’s times table, giving constant mad minute quizzes, and charting student progress through technology, a student can visually see their progress. This combined with a teacher’s error analysis of the answers or procedures that are difficult for the student and the use of a computer program such as Successmaker(SME) improves the error rate. The student’s improvement can be monitored daily on a computer generated chart. By seeing the charted progress, which can be printed out and sent home, a student can internalize that the more time and effort put into the learning of the new skill the more successful they become; thus reinforcing the skill of effort. In addition to this type of simple chart and monitoring program, other types of computer monitoring can be done.
Read 180 and Successmaker are examples of programs that figure out levels of functioning that make it possible for students to be successful at the academic level determined by the computer program. These programs have built in visual reinforcement systems that positively reinforce correct responses. Making the attempt fun and reinforcing effort will motivate the child to try harder and eventually gain success. The behaviorist idea of successive approximations can be reinforced to get students with little effort to keep working and achieving success.
The use of organizing and brainstorm software such as Webspiration or Spinscape helps to develop visual models that aid memorization. The structure of the organizing and brainstorm software creates an avenue to grab kids into learning new information (Pitler, et al, 2007).This in turn reinforces the effort to learn the new skill. Utilizing these types of software then become strategies that a student can utilize to learn any kind of new information. This sets the path to lifelong learning.
Keeping the behaviorist’s view in mind, how does “homework practice” work to improve effort and then new learning?
First homework must be an organized practice and procedure in the classroom. It must be structured so that it occurs every day and in the same format. To keep up with this, technology can be used (Pitler, et al, 2007). Technology can be used to keep homework assignment, homework grades, and homework tutorials organized and easily accessible in school and at home. This will help students to always know what is expected.
For homework to reinforce correct learning it must have daily feedback (Pitler, et al, 2007). If the teacher cannot grade it daily and give immediate feedback to prevent error patterns from becoming learned, don’t give it. This is where technology can come in and provide corrective feedback immediately. Programs such as Accelerated Math take the time consuming task of correction away from the teacher. Yet the teacher can view errors on homework to focus where remediation needs to take place. When learning new information, it is necessary for children to have many exposures to the information for it to go to long term memory where it stays and can be retrieved when questioned. (Laureate Education Inc., 2009) For mastery of information to be learned each child needs their own exposure level based on their motivation to learn that subject and their cognitive ability. Technology can give students the opportunity to go over similar information but presented in different formats to prevent boredom. For students with learning issues the teacher must use homework that the student can complete on their own. When the parents get too involved, the child grows into a learned helpless state. This means that they have to depend on others to learn. It is imperative for teachers to be mindful of each student’s learning needs, and devise homework that will strengthen the desired concepts in order for homework to be effective, for effort to increase, and learning to occur (Laureate Education, Inc., 2009).
So as educators we see how it is imperative that teachers weave into their classroom structure the strategies of “reinforcing effort” and “homework practice”. These two strategies can utilize technology as the base for both (Pitler, et al, 2007). Both strategies have worked to teach students the benefit of effort. As effort increases, so does learning. Technology creates the immediate and constant feedback that reinforces effort and motivates students to have successful learning experiences.
References
Laureate Education, Inc. (Producer). (2009). Program four. Behaviorist Learning Theory [Motion Picture].Bridging learning theory, instruction, and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009). Program two. Brain Research and Learning [Motion Picture].Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Robert Collier
Reinforcing Effort
Self-initiated effort is the goal of each individual to attain on their own. This life skill must be molded by teachers and parents while children are still young. Our goal as educators is for children to realize that effort and hard work pay off, and by putting forth effort one can achieve. If a child does not learn that effort pays off that child engages in learned helplessness. This debilitating condition results in failure and the notion that if I do well it is a result of luck. Therefore, it is imperative that teachers weave into their classroom structure the strategies of “reinforcing effort” and “homework practice” (Pitler, Hubbell, Kuhn, Malenoski, 2007). These two strategies can utilize technology as the base for both. Both strategies work to teach students the benefit of effort.
What does reinforcing effort mean and how does this strategy play out in the classroom setting?
In behavioral terms, reinforcing effort is accomplished through visual motivation of effort and constant feedback. For example, a teacher can use technology to create a simple bar graph or spreadsheet to monitor a student’s improving skill of the multiplication chart (Pitler, et al, 2007). Also, spreadsheet software and data collection tools reinforce effort by allowing students to visualize the direct correlation between effort and achievement. By pairing homework practice on the memorization of the 2’s times table, giving constant mad minute quizzes, and charting student progress through technology, a student can visually see their progress. This combined with a teacher’s error analysis of the answers or procedures that are difficult for the student and the use of a computer program such as Successmaker(SME) improves the error rate. The student’s improvement can be monitored daily on a computer generated chart. By seeing the charted progress, which can be printed out and sent home, a student can internalize that the more time and effort put into the learning of the new skill the more successful they become; thus reinforcing the skill of effort. In addition to this type of simple chart and monitoring program, other types of computer monitoring can be done.
Read 180 and Successmaker are examples of programs that figure out levels of functioning that make it possible for students to be successful at the academic level determined by the computer program. These programs have built in visual reinforcement systems that positively reinforce correct responses. Making the attempt fun and reinforcing effort will motivate the child to try harder and eventually gain success. The behaviorist idea of successive approximations can be reinforced to get students with little effort to keep working and achieving success.
The use of organizing and brainstorm software such as Webspiration or Spinscape helps to develop visual models that aid memorization. The structure of the organizing and brainstorm software creates an avenue to grab kids into learning new information (Pitler, et al, 2007).This in turn reinforces the effort to learn the new skill. Utilizing these types of software then become strategies that a student can utilize to learn any kind of new information. This sets the path to lifelong learning.
Keeping the behaviorist’s view in mind, how does “homework practice” work to improve effort and then new learning?
First homework must be an organized practice and procedure in the classroom. It must be structured so that it occurs every day and in the same format. To keep up with this, technology can be used (Pitler, et al, 2007). Technology can be used to keep homework assignment, homework grades, and homework tutorials organized and easily accessible in school and at home. This will help students to always know what is expected.
For homework to reinforce correct learning it must have daily feedback (Pitler, et al, 2007). If the teacher cannot grade it daily and give immediate feedback to prevent error patterns from becoming learned, don’t give it. This is where technology can come in and provide corrective feedback immediately. Programs such as Accelerated Math take the time consuming task of correction away from the teacher. Yet the teacher can view errors on homework to focus where remediation needs to take place. When learning new information, it is necessary for children to have many exposures to the information for it to go to long term memory where it stays and can be retrieved when questioned. (Laureate Education Inc., 2009) For mastery of information to be learned each child needs their own exposure level based on their motivation to learn that subject and their cognitive ability. Technology can give students the opportunity to go over similar information but presented in different formats to prevent boredom. For students with learning issues the teacher must use homework that the student can complete on their own. When the parents get too involved, the child grows into a learned helpless state. This means that they have to depend on others to learn. It is imperative for teachers to be mindful of each student’s learning needs, and devise homework that will strengthen the desired concepts in order for homework to be effective, for effort to increase, and learning to occur (Laureate Education, Inc., 2009).
So as educators we see how it is imperative that teachers weave into their classroom structure the strategies of “reinforcing effort” and “homework practice”. These two strategies can utilize technology as the base for both (Pitler, et al, 2007). Both strategies have worked to teach students the benefit of effort. As effort increases, so does learning. Technology creates the immediate and constant feedback that reinforces effort and motivates students to have successful learning experiences.
References
Laureate Education, Inc. (Producer). (2009). Program four. Behaviorist Learning Theory [Motion Picture].Bridging learning theory, instruction, and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009). Program two. Brain Research and Learning [Motion Picture].Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, February 25, 2009
Podcasts and Wikis and Blogs, OH MY!
This reflection is written with a sense of accomplishment, and a deep sigh. When I first perused the assignments for this course I was overwhelmed and extremely apprehensive. How on earth was I going to complete a blog, wiki, and podcast all within the first five weeks? I thought to myself, if this is what a 21st Century teacher does, I am clearly behind the times. However, as each week progressed, I became more self-assured, and my angst dissipated.
As a teacher, I realize advancements in technology have greatly impacted the ways in which my students learn. The students in classrooms today have grown up in a digital age and technology is part of their daily lives. It would remiss of me not to teach to their changing learning styles. Learning that a 21st Century teacher is not only one that utilizes technology, but one that incorporates and teaches skills such as cooperative learning, problem solving, critical thinking and expert decision making, was quite edifying. These are skills I teach in my classroom on a daily basis. It was then that my confidence grew.
There is no question; this course has developed my technology skills, both personally and professionally. Although I had utilized many Web 2.0 applications prior to this adventure, I had never created any. Today, I can be proud as I have created a blog, cooperatively constructed a wiki with colleagues located all over the world, and have a podcast I produced with my students on TeacherTube for a global audience to hear. Prior to this course, I also never really thought about how these Web 2.0 technologies could be implemented in my classroom to enhance my students’ learning. Currently, it is all I think about. Unfortunately, I work in a county that prohibits many of these applications; however, I am in the process of writing a research-based proposal in hopes of over-turning some of their decisions. In the meanwhile, I realized from discussions with my colleagues in this course, that it is important for me to focus on the technology I am able to incorporate within my classroom, and not dwell on what I am unable to utilize.
Throughout this course I have struggled with ways to purposefully, and meaningfully integrate technology into my lessons. Utilizing technology properly and effectively within my classroom will enhance my lessons and impact my students’ motivation; however this is no easy task. It is entirely too simple to use technology for technology’s sake, and not in a way that enhances what is being taught. One goal I would like to accomplish is the implementation of a classroom math wiki. In my classroom, I use Math Journals as a way for students to synthesize the mathematical concepts they’ve been taught. By doing this I will immediately be incorporating technology, but as I learned firsthand, there are numerous skills required for making and maintaining a wiki in a group. My students would be solving problems that arise within their groups, as well as technological issues. Collaboration and communication would also be fostered as the group decides how to set up their page, in addition to what content to add, or edit. My students would also be fostering their creativity as they design the wiki and begin to add their content with the new venue of an authentic audience. Collaboratively, my students would become experts in the math curriculum, by incorporating 21st century skills. Another goal I have is to consistently make use of Webquests. Webquests allow students to conduct safe, teacher-controlled searches to find useful information while creating connections with the greater community. Overall, these sites will help students become global, computer literate citizens. It will also enable the class to utilize inquiry skills in order to make global connections, through the use of technology. Most importantly, they are readily available to be utilized at my school, and also foster 21st Century skills.
This course, Understanding the Impact of Technology on Education, Work, and Society, has really enabled me to increase my knowledge of learning, teaching and leading with technology. It has placed me in uncomfortable positions as a learner of new technologies, forced me to reevaluate every lesson I teach, and enabled me to solidify my realization that I am no longer my students’ primary source of information. It has also directed me to seek out the technology savvy educators in my school. Together we have begun to dialogue, and work in partnership to come up with innovative strategies that effectively infuse technology integration practices. I cannot wait to see what Walden has in store for us through the progression of our studies in the integration of technology.
As a teacher, I realize advancements in technology have greatly impacted the ways in which my students learn. The students in classrooms today have grown up in a digital age and technology is part of their daily lives. It would remiss of me not to teach to their changing learning styles. Learning that a 21st Century teacher is not only one that utilizes technology, but one that incorporates and teaches skills such as cooperative learning, problem solving, critical thinking and expert decision making, was quite edifying. These are skills I teach in my classroom on a daily basis. It was then that my confidence grew.
There is no question; this course has developed my technology skills, both personally and professionally. Although I had utilized many Web 2.0 applications prior to this adventure, I had never created any. Today, I can be proud as I have created a blog, cooperatively constructed a wiki with colleagues located all over the world, and have a podcast I produced with my students on TeacherTube for a global audience to hear. Prior to this course, I also never really thought about how these Web 2.0 technologies could be implemented in my classroom to enhance my students’ learning. Currently, it is all I think about. Unfortunately, I work in a county that prohibits many of these applications; however, I am in the process of writing a research-based proposal in hopes of over-turning some of their decisions. In the meanwhile, I realized from discussions with my colleagues in this course, that it is important for me to focus on the technology I am able to incorporate within my classroom, and not dwell on what I am unable to utilize.
Throughout this course I have struggled with ways to purposefully, and meaningfully integrate technology into my lessons. Utilizing technology properly and effectively within my classroom will enhance my lessons and impact my students’ motivation; however this is no easy task. It is entirely too simple to use technology for technology’s sake, and not in a way that enhances what is being taught. One goal I would like to accomplish is the implementation of a classroom math wiki. In my classroom, I use Math Journals as a way for students to synthesize the mathematical concepts they’ve been taught. By doing this I will immediately be incorporating technology, but as I learned firsthand, there are numerous skills required for making and maintaining a wiki in a group. My students would be solving problems that arise within their groups, as well as technological issues. Collaboration and communication would also be fostered as the group decides how to set up their page, in addition to what content to add, or edit. My students would also be fostering their creativity as they design the wiki and begin to add their content with the new venue of an authentic audience. Collaboratively, my students would become experts in the math curriculum, by incorporating 21st century skills. Another goal I have is to consistently make use of Webquests. Webquests allow students to conduct safe, teacher-controlled searches to find useful information while creating connections with the greater community. Overall, these sites will help students become global, computer literate citizens. It will also enable the class to utilize inquiry skills in order to make global connections, through the use of technology. Most importantly, they are readily available to be utilized at my school, and also foster 21st Century skills.
This course, Understanding the Impact of Technology on Education, Work, and Society, has really enabled me to increase my knowledge of learning, teaching and leading with technology. It has placed me in uncomfortable positions as a learner of new technologies, forced me to reevaluate every lesson I teach, and enabled me to solidify my realization that I am no longer my students’ primary source of information. It has also directed me to seek out the technology savvy educators in my school. Together we have begun to dialogue, and work in partnership to come up with innovative strategies that effectively infuse technology integration practices. I cannot wait to see what Walden has in store for us through the progression of our studies in the integration of technology.
Friday, February 20, 2009
My First Podcast: Fifth Graders and Technology
Here it is. I have been suffering with a horrid cold; I don't usually sound like Louis Armstrong! Please click on the title to hear it on Teachertube. Enjoy!
Wednesday, January 28, 2009
Skills and Dispositions for the 21st Century
The Partnership for 21st Century Skills is a support organization focused on instilling 21st century skills into education. The organization's Framework for 21st Century Learning, defines the skills, outcomes, and support systems needed to ensure quality “21st century teaching and learning.” This framework is currently being implemented by ten states that are committed to providing their students the skills necessary for success in learning, life and work in the 21st century. Although most states have their own technology standards, it is puzzling why more states have not committed to these standards. It would make sense to have a national framework.
However, I must admit that I became quite addled over some of the so called 21st century skills. Each one of them, problem solving, cooperative learning, expert decision making, critical thinking and communicative skills to name a few, are in no way ‘new.’ Often times I feel as if I am the small boy in “The Emperor’s New Clothes” who sees that the emperor is naked and everyone is acting as if he is beautifully dressed. Thus the analogy fits here. These are not new skills or twists on existing skills. They are skills that any good teacher has been instilling in her/his students for the past 100 years or more. Furthermore, I am concerned that someone has suggested that these skills will diminish in desirability and will simply grow old and fade away. The emperor is naked and someone must tell him.
With that being said, I consider an important aspect of the Partnership for 21st Century Skills website to be Route 21 which highlights how 21st century skills can be supported through standards, assessments, professional development, curriculum and instruction and learning environments. According to the Partnership, this site represents the first comprehensive, “go-to,” online resource for high-quality content, best practices, relevant reports, articles and research. These tools assist practitioners in implementing 21st century teaching practices and learning outcomes. Contemporary educators can easily navigate Route 21 to gather tips, obtain lesson plans, and watch videos that pertain directly to classroom instruction. The information in this area allows users to tag, rank, organize, collect and share Route 21 content based on their personal interests which is a great use of Web 2.0 social networking.
Overall, I enjoyed navigating my way through the Partnership website. I felt it was an invaluable support system for contemporary educators and one that supported best practices and the infusion of technological skills. While perusing the site, I became more aware of the need for advocates who, “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”.
However, I must admit that I became quite addled over some of the so called 21st century skills. Each one of them, problem solving, cooperative learning, expert decision making, critical thinking and communicative skills to name a few, are in no way ‘new.’ Often times I feel as if I am the small boy in “The Emperor’s New Clothes” who sees that the emperor is naked and everyone is acting as if he is beautifully dressed. Thus the analogy fits here. These are not new skills or twists on existing skills. They are skills that any good teacher has been instilling in her/his students for the past 100 years or more. Furthermore, I am concerned that someone has suggested that these skills will diminish in desirability and will simply grow old and fade away. The emperor is naked and someone must tell him.
With that being said, I consider an important aspect of the Partnership for 21st Century Skills website to be Route 21 which highlights how 21st century skills can be supported through standards, assessments, professional development, curriculum and instruction and learning environments. According to the Partnership, this site represents the first comprehensive, “go-to,” online resource for high-quality content, best practices, relevant reports, articles and research. These tools assist practitioners in implementing 21st century teaching practices and learning outcomes. Contemporary educators can easily navigate Route 21 to gather tips, obtain lesson plans, and watch videos that pertain directly to classroom instruction. The information in this area allows users to tag, rank, organize, collect and share Route 21 content based on their personal interests which is a great use of Web 2.0 social networking.
Overall, I enjoyed navigating my way through the Partnership website. I felt it was an invaluable support system for contemporary educators and one that supported best practices and the infusion of technological skills. While perusing the site, I became more aware of the need for advocates who, “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”.
Tuesday, January 13, 2009
Blogging In My Classroom: My Vision
My classroom is an inclusion group of special and regular education students. Thus I am forever seeking activities that level the playing feel and give all students frequent opportunities to contribute in some meaningful way. As a result, I would use my blog as a class archive. In order to make this work, I’d have one student serve as a class recorder who enters a summary of activities and material learned. This allows children the opportunity to review materials, check on materials missed in class, and practice for our standardized testing. Students would enjoy the added responsibility of “checking on-line” at their class site.
This provides help for students who miss class and review materials for everyone, especially before our major CRCT test at the end of the year. The rest of the class can add additional information and corrections in the comments. Students would need to be able to synthesize, one of my major goals for my students, what they have learned in order to be able to be successful. By reading the blogs I would be able to quickly assess my students understanding of what was taught. Also, other students would be adding their ideas and making any necessary corrections of their classmate, thus providing an authentic audience.
Additionally, students can post questions and comments to me. Although it is secondary that I believe these posts would provide me with hours of enjoyment, it will offer me an insight into the children’s mind as well as a snapshot into their comprehension. But the greatest achievement comes with the less active students posting ideas and suggestions free of embarrassment and fear of ridicule. If my vision is fulfilled, students would feel free to correct others and provide support and encouragement.
This provides help for students who miss class and review materials for everyone, especially before our major CRCT test at the end of the year. The rest of the class can add additional information and corrections in the comments. Students would need to be able to synthesize, one of my major goals for my students, what they have learned in order to be able to be successful. By reading the blogs I would be able to quickly assess my students understanding of what was taught. Also, other students would be adding their ideas and making any necessary corrections of their classmate, thus providing an authentic audience.
Additionally, students can post questions and comments to me. Although it is secondary that I believe these posts would provide me with hours of enjoyment, it will offer me an insight into the children’s mind as well as a snapshot into their comprehension. But the greatest achievement comes with the less active students posting ideas and suggestions free of embarrassment and fear of ridicule. If my vision is fulfilled, students would feel free to correct others and provide support and encouragement.
Monday, January 12, 2009
Blogging Rules for Educators
I came across this wiki page (click on my title to access), and was inspired to start something similar here. Since this week, we need to think about ways to incorporate our blogs into our classroom, I felt it's important to establish generic rules for the students when using educational blogs. Here's where I am asking for your help. Please post any rules you deem appropriate. In the near future, I will compile the list and give access to all of you. Thank your for your time and valuable input!
Friday, January 9, 2009
Believe it or not, you can read this:
I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of th huan mnid Aoccdrnig to rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig huh?
Monday, January 5, 2009
Why Johnny Can't Write Even Though He Went to Princeton
The state of Georgia mandates a writing exam for fifth graders. Our county takes it a step further and makes passing this test a gateway for promotion to sixth grade. Much has been written about why students write poorly, but nothing has been more interesting than this article on Ivy League kids who can't write well. Let me know what you think about the article. Make sure you just click on the title to reach the article. Happy reading!
Family as we grow older
As a Christmas surprise, my family came to Atlanta for the holidays. It is quite a journey from Brooklyn, New York. David, my adorable big brother, did all the right things and brought all the best gifts. My parents brought all the comforts of a family Christmas and I was lavished with love. The excitement of the holidays often fades as we age and time and distance separate us from family and friends. Santa isn't really coming and the tingling excitement of reindeer on rooftops has faded away. But wakening up to the smell of brewing coffee and seeing my mom and dad busily fixing breakfast brought tears to my eyes. Christmas morning was more subdued than previous ones in my earlier childhood, but the joy that morning of love and being loved, grateful for the gifts of my dear family, and the blessings of good health superseded all privious ones. I hope everyone had a wonderful time with their familes.
The Great Return
Two fabulous weeks off for the holidays and I must say I enjoyed each and every day. With Walden put to rest and my job on hiatus, I played, read, slept, lunched with friends, and explored the night which usually evades me during the school year. I graded no tests, fretted not once over my students, and generally felt free! I kept waiting to feel a tad quilty, but the feeling never came. A teacher's work day helped lessen the shock of returning kids. Did anyone else feel like an adult this holiday? So often I mentally 'take the kids' home with me worrying about this and that. I don't feel hardened; I feel like I've taken a giant mental health step. I wonder how other teachers learned to 'let go' long before I did?
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