"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.
Wednesday, June 24, 2009
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.
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