Sunday, April 17, 2011

Final Reflection on Bridging Learning Theory, Instruction, and Technology



When I began the Masters of Integrating Technology in the Classroom
Graduate program in January, I knew I would gain irreplaceable knowledge to take back to my classroom and improve the awareness at my school for the importance of the use of technology to educate our students.  My first course in the degree program was so insightful and exciting because it gave me an introduction to technology tools I never imagined using in the classroom, wikis, blogs, and podcasts. This course has helped me deepen my knowledge of technology skills, but also how to bridge the use of technology learning and instructional tools with learning theories and my instructional planning. Throughout this course, I obtained valuable information through all of the resources; the textbooks, journal articles, video programs, discussion boards, and my professor.  I can use the information gained from this course and effectively incorporate technology in my lesson plans, using technology to engage my students’ and teach them the concepts, as well as, allow them to gain experience using the 21st century technology skills they need.  By gaining a better understanding of all of the learning theories and learning strategies that support them, I will provide my students with confidence and experience in the area of technology, and be able to differentiate instruction to meet the needs of all of my students.
   
During the first week of this course I was required to complete an application discussing my own personal views on my own personal learning theory.  At that time, I stated that I construct my lessons and my views demonstrate that I support a combination of the learning theories for my students to get the best instruction possible and produce the best outcomes.  I gained a better understanding of how the learning theories work with the integration of technology as learning and/or instructional tools in the lesson.  I still believe that a combination of the cognitive, social, and behaviorist theories, incorporated together are best practices for classroom instruction and management.  However, I have definitely gained a deeper understanding of how they work in connection with learning strategies, and technology tools to enhance and engage student learning.  The learning theories promote using technology as a tool to help our students learn. Wolfe states that the brain is visual and remembers what it sees (Laureate, 2010). If we provide learning experiences in which students use all of their senses (auditory, visual, and kinesthetic) simultaneously, the brain will process and retain the information (Laureate Education, 2010).

By using technology in our classroom, we give our students the opportunity to view content we teach them, so that they will be able to remember it.  Also, before this course I had heard and believed strongly in the multiple intelligences of students to differentiate instruction, this course strengthened my beliefs int his area.  Howard Gardner’s theory of Multiple Intelligences based on brain research, recognizes 9 intelligences that all people carry to some degree (Orey, 2001). Teaching to the intelligences support the use of educational technology to enhance student learning in the classroom, however the importance for teachers to carefully select activities that not only teach to the intelligences, but also agree with the subject matter of the lesson or unit (Orey, 2001). He goes on to say that the multiple intelligences theory should enhance, not detract from what is being taught. I found the table in this selection extremely beneficial for teacher’s to help with planning toward the multiple intelligences because it gave great examples of how to plan for each of the intelligences. For example, teacher-centered lessons for visual/spatial learners would benefit from power points, cartoons, videos, smartboards, etc… and student-centered activities could include the same along with concept maps. Also, intrapersonal intelligences activities could include web blogging, and creating student portfolios (on the internet or not).  Effective instruction relies on the knowledge of learning theories since the theories tell us how learning might occur. (Lever-Duffy & McDonald 2008). This is required for teachers to plan effectively.

The immediate adjustments I have made due to this course are using technology tools more for learning tools rather than just instructional tools.  Orey explans that when a teacher uses technology to present information, this is an example of an instructional technology tool and when students are actively using technology in a "hands on" way, to learn or expand their knowledge on concepts being taught, this is when technology is being used as a learning tool.(Laureate Education, 2010).  Two technology tools I have begun to use as a result of this program are blogging through the social network site of edmodo.com, and creating digital multi-media posters through edu.glogster.com.  These tools are engaging to the students and enhance their learning through cooperative learning and collaboration which supports the social learning theory.  My repertoire of technology skills has been expanded greatly due to the ideas and feedback from my colleagues and professor throughout the entirety of this course.

Two long term goals are to have my students use technology tools weekly as a learning tool inside and outside of the classroom, incorporating them into my lesson planning regularly, and to have students engage in more meaningful conversations and discussions using higher order thinking skills when working in small groups and pairs, and engaging in whole group discussions as well.  I plan to do this, by planning over the summer and revamping my lesson plans to incorporate the technology regularly with school work and homework and long term projects.  Also, I plan on scheduling two days or more a week to spend in the smart lab with my students to specifically work on technology projects or assignments.  I plan on modeling for students beginning on day one of the school year, and training them how to engage in meaningful discussion encouraging them to use higher order thinking skills, asking and answering “why” questions, more than they do now.

In conclusion, this has been a valuable course for me as an educator.  The information I have gained is priceless, and will prove to help enhance my professional career as an educator.  The textbook and journal articles provided information to help me in all areas of my profession.  Also the video programs provided valuable information as well. My classmates gave the most insightful and creative ideas to expand on what was taught in the resources, through intense communication on the discussion boards.  My professor provided me with feedback on my applications to help me broaden my thinking and responded to my discussion posts so that I could engage effectively in the conversation that was going on.   To sum up this course, it broadened my knowledge and ability to bridge learning theory, instruction and technology in the classroom.  I will continue to grow as an educator, and by using the methods and strategies taught in this course I have already become stronger as a teacher, and by taking what I learned from this course, I will become a leader in my school.  I just did a presentation this week for my principal and reading specialist on the use of edu.glogster.com in the classroom as a learning tool, and they are going to have me present to other classes in the school, as well as the area teamleaders.

References:

Laureate Education, Inc. (Executive Producer). (2010). Program Number 1: Understanding the Brain [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2010). Program Number One: Technology: Instructional Tool vs. Learning Tool [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.

Lever-Duffy, J., & McDonald, J. (2008). Theoretical Foundations. Boston, MA: Allyn and Bacon

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page on March 2, 2011. Section: Multiple Intelligences and Learning Styles




Saturday, April 2, 2011

Cognitivism in Practice


In week 3 of my graduate cource, EDUC 6711I-3, I learned valuable information on instructional strategies which supported Orey’s cognitive learning theory.  Two of the tools that I found very beneficial to allow my students to be engaged and to benefit them by having a visual tool to help them learn and retain information are concept mapping and virtual field trips.  Both of these are tools that lend to a students visual and auditory senses, and allows them to organize their information and transfer it from the short-term memory to long-term memory.
Concept mapping allows students to organize their thoughts, and make connections between what they know, and determine main ideas and supporting details.  They can be used as excellent tools for review of concepts also.
Virtual field trips allow student to visit places and times that they would not normally be able to.  Rather than reading about it, they can go on a trip and see for themselves places, and times in history like never before. 
References:
Laureate Education, Inc. (Executive Producer). (2010). Program Number One: Cognative Learning Theory [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.


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

Thursday, March 31, 2011

Social Learning in the Classroom


Humans are social creatures.  From birth we begin learning from our social interactions with others.  As students enter our classroom, we need to allow them to continue with what they do best – learning through social interactions.  As teachers it is our responsibility to provide them with the knowledge they need to expand on what they already know, and begin to grasp new concepts and work together with classmates in order to continue the learning process.  Orey, 2010 explains how students who are working together constructively on projects or in small groups, they are engaged in conversations which help them learn (Laureate Education, Inc, 2010).
Our learning resources this week gave us valuable information on how technology can enhance student learning through collaboration and social learning.  This is supported biy (Pitler, Hubbell, Kuhn & Malenoski, 2007) who state “technology facilitates group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face”  They explain how the interaction during cooperative learning enhances what is being taught.
My students use blogs and wikis, as well as a social networking education site to complete assignments (edmodo.com). They also create posters online through edu.glogster.com.  They can be assessed, by showing what they have learned and how they mastered the indicators they have been taught, they also have to provide feedback on each other’s work, and this makes them not only more engaged, but more responsible in the work they turn in, knowing that everyone can see it.  Social learning is a key component in my classroom, using these technology tools has not only made my students more engaged than I have ever seen before – it also has improved their test scores on the indicators they are taught.

References:

Laureate Education, Inc. (Executive Producer). (2010) Program Number 8: Social Learning Theories [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.

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

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

Friday, March 25, 2011

Constructivist/Constructionist Learning Theories


The instructional strategies described in the learning resources for this week, correlate with the principles of constructionism learning theory.  Using technology in the constructionist classroom allows students to be engaged and involved in their own learning.  Pitler et al explain the teacher should use technology to maximize instructional time and meet learning objectives (2007).  Constructionism encourages learning through exploration, creating artifacts, and sharing (Laureate Education Inc., 2008).  

Constructionism is used by teachers for student centered learning, where students are engaged and actively participate in their own learning. Orey explains constructionism by stating “it’s constructing anything using whatever tools you choose to use but it is all focused on the students being active and engaged in the constructing of artifacts. That is what constructionism is all about.” (Laureate 2008).

A project that I had my 5th and 4th grade reading/language arts class complete, was to make a “glog” to demonstrate their understanding of the books they were reading in literature circles. They worked in pairs to create their glog on edu.glogster.com. They were given a rubric, and certain criteria in order to demonstrate their understanding of setting, plot, problem/solution, and a response to literature. They were so engaged in the project, that they could not wait to work on their glogs and would login at home, at the library, and relatives homes just so they could continue to create these magnificent posters of their work, adding images, music, and graphics along with the text.

This weekend I will be grading the glogs, and next week my classes will have a presentation for our principal and reading specialist to show off their knowledge, and their wonderful creativity, and work.

The constructionism learning theory states people learn best when they build an external artifact or something they can share with others (Laureate Education, 2008). The glogs my students created for this project was completed by them building an external artifact, they will share with the class and with members of the faculty in our school.

References

Laureate Education, Inc. (Producer). (2008). Program seven. Constructionist and Constructivist 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.

Sunday, March 13, 2011

Application 2


This week in EDUC  6711l-3, the learning resources, and discussion on our discussion board with colleagues and Professor Larson explored the behaviorism theory and it’s relation to instructional strategies in the classroom.  Also, how behaviorism is used in technological instruction in the classroom is being discussed.   Orey explains how the theory is based around Skinner’s operant conditioning theory, which combines reinforcement and punishment (Laureate, 2010). Orey further states, “reinforcing positive behaviors is the key” (Laurente, 2010).

One way the behaviorism theory is used in my classroom through homework via technology.  “As an extension of the classroom, homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills” (Pitler, Hubbel, Kuhn, & Malenoski, 2007, p. 187).  Furthermore students are given homework as an extension to practice what is taught in the classroom, “skills are not acquired without frequent practice” (Smith, 1999).   If students are given effective homework, it can be used to review and practice what is taught during the lessons taught in daily instruction.  I use technology to engage my students in completing their homework assignments.  As often as they can, I allow my students to express what they have learned by creating glogs to show their understanding of a concept.  Also, I am incorporating a blog to respond to our literature circles in the classroom, starting with our current author study.  The use of technology for homework, has also encouraged a few of my students to visit the local library more often, just to use the computer.  I allow my students who don’t have a computer at home, to use their recess or part of lunch time to use the computers in the computer lab for homework purposes.
An example of using software in my classroom which contributes to the behaviorism theory is using “clickers” for review and assessment. Using clickers allows me to create review and testing sessions for items that have been taught and that will be assessed.  I can create the questions and students can choose the correct answer.  The clickers give immediate feedback to the student and teacher as to who gets the correct answer, and who may need to be pulled for individual or small group re-teaching on a concept.  The students receive immediate feedback because the software tells them the correct answer, and this is positive reinforcement.  Students who get incorrect answers, usually seem to try to be more focused and are encouraged to try to get the correct answer the next time.
As with anything else, technology can be very valuable as a teaching tool with the behaviorism theory as long as it is used effectively to enhance student learning.
References
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Laureate Education, Inc. (Executive Producer). (2010). Program Number One: Behaviorist Learning Theory [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author
Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm

Sunday, February 20, 2011

Reflection


Reflection:  Understanding the Impact of Technology on Education, Work, and Society
When I began the Masters of Integrating Technology in the Classroom
Graduate program in January, I knew I would gain irreplaceable knowledge to take back to my classroom and improve the awareness at my school for the importance of the use of technology to educate our students.  I just recently received my Masters degree in Mathematics Education and was eager to begin this graduate program, because this is an area that I am weak in and know that I need to educate myself on in order to provide my students with the best opportunities for their future. I have my strengths however using technology in the classroom is not one of them.  I am familiar with technology and do not have a fear of it, but need to explore how to use it in my daily lesson planning and how to incorporate it within my students work to ensure they are meeting the content standards necessary for success in their education, and in their future in our society and workplace.  This course has helped me develop my own technology skills, deepen my knowledge of the teaching and learning process, and gave me a new perspective on having a teacher-centered to a learner-centered classroom.  Throughout this course, I obtained valuable information through all of the resources; the textbooks, journal articles, video programs, discussion boards, and my professor.  I learned new strategies to strengthen my classroom use of technology.  Through the knowledge I gained in this course, I can effectively incorporate technology in my lesson plans, using technology to engage my students’ and teach them the concepts, as well as, allow them to gain experience using the 21st century technology skills they need.  I will provide my students with confidence and experience in the area of technology.
        This course helped me broaden my own knowledge of the use of technology in my classroom.  Thornburg, 2004 explains how technology has changed the way things are done in our work environment, and the teachers’ role in the process of educating students.  Thornburg also explains that the focus for teachers should be to use technology to do “different things” rather than just doing “things differently” (2004).  Dede reinforces this idea by stating that technology should be used as an agent of “innovation as opposed to “automation.”   When we think about educational technology, changes in “content, pedagogy and effects” should come to mind (Laureate, 2010)(a).  This helped me understand that using the Interwrite board in my classroom to review vocabulary, and review skills is a way to use technology to do things differently, however, using a wiki page or blog to have my students write down their thoughts and ideas on a book club discussion, research a topic, or review and edit their classmates work, is a way to create doing different things in the classroom to teach content and help my students master the concepts being taught.  In addition this allows them to get experience using the technology they will encounter in society and in their future in the workplace and gives them the ability needed to help them master these skills. 
               As far as the classroom no longer being teacher-centered, and now being learning-centered I gained a better understanding for this in week seven of the course..  Teachers are expected to be facilitators in the classroom, and allow their students to learn and teach other the concepts, with guidance only. Dede explains teachers no longer need to lecture, and are facilitators in their classrooms (Laureate, 2010)(b). Thornburg reinforces this statement when he states “Our capacity is to facilitate learning, rather than direct it” (Laureate, 2010)(b).
In conclusion, this has been a valuable course for me as an educator.  The information I have gained is priceless, and will prove to help enhance my professional career as an educator.  The textbook and journal articles provided information to help me in all areas of my profession.  Also the video programs provided valuable information as well. My classmates gave the most insightful and creative ideas to expand on what was taught in the resources, through intense communication on the discussion boards.  My professor provided me with feedback on my applications to help me broaden my thinking and responded to my discussion posts so that I could engage effectively in the conversation that was going on.   To sum up this course, it broadened my knowledge and ability in the area of using technology in my teaching profession.  I will continue to grow as an educator, and by using the methods and strategies taught in this course I have already become stronger as a teacher, and by taking what I learned from this course, I will become a leader in my school.
Two goals for my future of integrating technology in my classroom:
1.     One goal that I plan to implement at the beginning of the new school year in the fall, is to create a classroom website for my parents, my students, and mkyself to communicate about homework, classwork, upcoming events, and classroom procedures.
2.     The second goal that I plan to achieve within the next school year, is to provide feedback from my student created wiki’s and blogs, and take that information back to my team members and colleagues to bring more educators on board in the school, so that hopefully within the next two years every teacher will be using wikis and blogs in their own classroom to teach 21st century skills to all of our students.  I have already begun by discussing this with my principal.
References

Laureate Education, Inc. (Producer). (2010). Program number 1: Emergence of educational technology [DVD]. Understanding the impact of technology on education, work, and society. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2010). The changing role of the classroom teacher part 1. (DVD). Baltimore, MD.

Laureate Education, Inc. (Producer). (2010). The changing role of the classroom teacher part 2. [DVD]. Baltimore, MD,

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


                  

Saturday, January 29, 2011

Partnership for 21st Century Skills.....my thoughts....


For my graduate program, this week’s assignment was to explore and review the website http://www.p21.org, which is the Partnership for 21st Century Skills.  The mission for P21 is to provide tools and resources to help the education system in the Unites States to keep up with other industrialized countries around the world, by incorporating the four C’s (critical thinking and problem solving, communication, collaboration, and creativity and innovation) with the three R’s  (which is no longer identified as Reading, wRiting, and aRithmetic – identified by P21 as english, reading or language arts; mathematics; science; foreign languages; civics; government; economics; arts; history; and geography).  P21 advocates for local, state and federal policies that support this approach for every school (2011).

I loved this website because it emphasizes the importance of using the 4 c’s in the classroom, completely with every subject.  I found the statement “the Partnership views all the components as fully interconnected in the process of 21st century teaching and learning” to be profound because as an educator it is important to understand that these components should be used in the classroom each day, in all subject areas, to prepare our students for the future.  Teachers can use the resources and tools provided on the website to educate themselves on not only the importance of why these skills are needed for our students success, but also strategies we can use in the classroom with our lessons in each of the core subject areas implementing the four c’s with those core subjects.  I found the Route 21 tab @ http://www.p21.org/route21/index.php, extremely beneficial because it is “an online interactive tool that demonstrates the fusion of the three Rs and four Cs and how this can be supported through standards, professional development, assessments and curriculum and instruction.” (2010).  It is a place that I can actually look and see examples of how to incorporate the 4 c’s into my own instruction.

I enjoyed the exploration of this website and have bookmarked it, so I can refer to it often.  It’s vision is consistent with the learning resources we viewed this week in class, where Thornburg explains 21st century skills, and how it is our responsibility as teachers to teach our students “not to survive but thrive” with these new skills because of our changing society (Laureate, 2010). The fact that “students are spending an average of 27 hours a week online at home and an average of 15 minutes a week at school” (Miners & Pascopella, 2007) was definitely an eye-opener for me as an educator.  I have to make changes in my classroom, and be determined to lead by example to make changes in my school.


References
Laureate Education, Inc. (Producer). (2010). Program number 11: Skills for the 21st century  [DVD]. Understanding the impact of technology on education, work, and society. Baltimore, MD: Author.

Miners, Z., & Pascopella, A. (2007). The new literacies. District Administration, 43(10), 26–34

 Partnership for 21st Century Skills. (n.d.). A framework for 21st century learning. Washington DC: Author. Retrieved from http://www.p21.org/

Monday, January 17, 2011

Sidebar...

I'm sitting here on my day off, trying to enjoy Martin Luther King Jr Day, and am thinking, hoping, wishing, that there is no bad weather tonight.  Since winter began, every time there was a hint of snow, my students' and I would make a BIG deal about it.  Snow dancing, turning our pajamas on inside out, and wishing for snow.  EVERY time we get missed!  Well tonight it doesn't look like we will get missed, and we will get a sheet of ice, snow, wintry MIX.....which could be much more dangerous than any snow we have had predicted.  Guess what though?  Tomorrow is our overnight field trip to Camp Schmidt!!!!  If we have a school delay or any closing - NO FIELD TRIP!!!!!   Is there a reverse snow dance?  I told my kids to do one just in case, but oh.....it's looking dreary out there:-(

Sunday, January 16, 2011

Ideas for My Classroom

I need to determine the best way I can get my students to use blogs in the classroom.  It is so exciting to think of this as an option to enhance their learning.  With so many different ideas swimming around in my ahead, I quickly am reminding myself of possible drawbacks.  The biggest drawback I can think of at this time is time constraints, right now my school is on an "MSA push."  Which is basically a push for our students to be prepared for the state assessments to be given in March.  We have not met AYP in three years straight, and are in jeopardy of being taken over by the state this year if we do not make it.  My schedule is so tight already, trying to find time to bring blogging into the daily routines, will be difficult - difficult but not impossible.

I teach reading/language arts to 4th and 5th graders.  My homeroom class is the 5th graders, and I have more time with them during the day and afternoon, so I think I will begin with those students.  We began literature circles last week, and for our second book we will begin an author study on Ronald Dahl.  Students will be responsible for different activities throughout the study, and posting to the blog about their books they are reading, and responding to each other's blog is how it will begin.  I am quite sure that gaining interest in blogging will not be a problem, because any activity with the computers - my students love.

Another idea I have, that I will begin to implement is having them blog about current events.  We do not have very much (if any) time to incorporate social studies in our daily work.  Most social studies is sent home for homework and "brushed" over throughout the week.  However, current events interest the students, and I think if I post a current event article or something of the sort, to a blog, have students respond their feelings on the event, and then read more information about it......blogging could be a useful tool to incorporate social studies and current events in their learning on a regular basis.

Please post any ideas or suggestions or possible problems you foresee with these initial ideas I have in the classroom.  Thanks!

Technology in the Classroom, expectation or consideration???

With all of the demands put on today's educators, through No Child Left Behind and standardized testing, is technology really something that can be expected of them on a regular basis, or should it be a consideration to enhance lesson plans when time permits?

Personally, I believe that technology has to be an expectation of all teachers.  I am not sure how our students will succeed in the world today, or in the future, if they are not accustomed to using different forms of technology on a daily basis.  Cellphones, laptops, video games, gps systems, blogs, wikis, chats, are as common as cars and television.  Technology should be integrated into our students daily learning.  It is our responsibility as teachers to educate our students on modern technology, as much our responsibility as teaching reading, math, science, social studies, and implementing differentiated instruction in the classroom to make sure all of our students succeed.

What are your thoughts?