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
Monday, November 23, 2009
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.
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