Students enter today’s classrooms with a wealth of knowledge when it comes to using technology. Educators need to know how to relate different learning theories and educational technology to engage students in the learning process (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The course, Bridging Learning Theory, Instruction, and Technology, discussed in detail different learning theories that educators may use in their instruction. Also, the course demonstrated how to integrate different educational technology to meet the needs of the 21st century learner that revolved around the philosophy of each learning theory.
I considered my personal theory of learning to be more of constructivist approach at the beginning of the course, Bridging Learning Theory, Instruction, and Technology. However, after researching and learning more about the different theories, I would have to change my personal theory to an eclectic approach. The reason I would change my learning personal theory to an eclectic approach is because I agree with different learning theories for certain lessons or for the different learners in my class (Lever-Duffy & McDonald, 2008). Also, as a teacher, it is important to know what types of technology to use along with the learning theory one is applying so students will be engaged in higher-order thinking and problem solving (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I have learned in this course how to use different types of educational technology in my instruction to create lessons that will be student directed to engage everyone in the learning process. For example, students can use Kidspiration to create and fill in graphic organizers to help learners to add and organize information they are leaning.
Throughout the course I have learned about different types of educational technology that can be immediately implemented in the classroom. The first technology tool I would like to incorporate in my teaching instruction for students to use would be concept mapping tools.
Concept mapping tools support Paivio’s dual coding hypothesis because they provide the learner with written information and visuals (Laureate Education, Inc. 2010). Concept mapping tools would enhance my students learning because many of them have trouble keeping information in order. Also, since I have several students on Individualized Learning Plans concept mapping tools will allow me to modify the organizer according to the student’s learning ability. The second technology tool I am looking forward to using with students is VoiceThread. Students will be able to create their own artifacts to share with others by using this educational technology. VoiceThread is another educational technology that could help me to modify lessons according the diverse needs of my students.
Since it is important for educators to learn how to use the latest technology tools in the classroom, I have set two long-term goals for myself. First, I plan on continuing to learn more about the different technology tools that were discussed in the course Bridging Learning Theory, Instruction, and Technology. This was the first time I used concept mapping tools and VoiceThread and hope to become more efficient using each of these educational tools as I implement them into my lessons. My second long-term goal is to continue researching and learning about the different types of educational tools there are available for educators. I plan on doing this through independent research, collaboration with peers, and continuing my education in the Master’s program at Walden University.
While educators may not be able to control how much educational technology is available for their students, they can learn how to use what is available more efficiently. Throughout the course, Bridging Learning Theory, Instruction, and Technology, I have been introduced to new technology tools that help to engage students in their own learning. Understanding how to create lessons that tie in educational technology will give my students more control of their own learning (Pitler, Hubbell, Kuhn, 7 Malenoski, 2007).
The URL for my blog is: http://dforteagle.blogspot.com/
References:
Laureate Education, Inc. (Producer). (2010). Program 5: Cognitive learning theories [DVD]. Bridging learning theory, instruction, and technology. Baltimore, MD: Author.
Lever-Duffy, J., & McDonald, J. (2008) Theoretical foundations (Laureate Education, Inc., custom ed.) Boston, MA: Pearson Education.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Saturday, April 16, 2011
Tuesday, March 29, 2011
Connectivism and Social Learning in Practice
I believe, as each week goes by, that my classroom teaching and management is a mixture of all the learning theories we have been discussing in the course Bridging Learning Theory, Instruction and Technology. However, I would have to say that social learning theory is the predominate theory that I incorporate in lessons and assessments for my students. Social learning theory states that knowledge is created by individuals when they are able to interact with others through conversations and creating an artifact (Laureate Education Inc., 2010). Cooperative learning is one strategy that focuses on students interacting with peers to make connections to new knowledge (Palter, Hubbell, Kunh, & Malenoski, 2997). Cooperative learning involves students working together in a group to complete a task or solve a problem. Students are actively involved in the learning process through conversations that they have with each other as the task is being completed (Orey, 2001).
The following is an example of how I use cooperative learning in my class instruction. Students in my Science class worked in groups to complete an experiment and record all the steps of the Scientific Method. We first brainstormed as a class on what experiments the groups would be able to create in class. Next, the groups were chosen based upon what experiment each student wanted to learn more about first hand. Each group was assigned a rubric detailing what was expected from each group member. Students sign their name on the rubric for the part of the experiment they worked on to ensure all group member participated to complete the experiment.
Technology allows students to collaborate and work on projects with other students from all over the world. Students can network to learn with others through e-mail, blogs, wikis, Skype, and social networks such as Facebook or Myspace. All of these social networking tools correlate to the social learning theory because students can use them to collaborate and correspond with other learning communities from anywhere in the world. Students in my class were able to use district e-mail to correspond with another building in the district to compare a Science experiment both classes were conducting at the same time. One of the advantages of implementing the social learning theory in the classroom is this type of learning environment will prepare students for the real world. Students will develop skills such as leadership, decision-making, strong communication, and conflict-management as they work together. (Orey, 2001).
References:
Laureate Education, Inc. (Producer). 2010. Program 8: Social learning theories [DVD]. 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/indes.php?thtle-MainPage
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
The following is an example of how I use cooperative learning in my class instruction. Students in my Science class worked in groups to complete an experiment and record all the steps of the Scientific Method. We first brainstormed as a class on what experiments the groups would be able to create in class. Next, the groups were chosen based upon what experiment each student wanted to learn more about first hand. Each group was assigned a rubric detailing what was expected from each group member. Students sign their name on the rubric for the part of the experiment they worked on to ensure all group member participated to complete the experiment.
Technology allows students to collaborate and work on projects with other students from all over the world. Students can network to learn with others through e-mail, blogs, wikis, Skype, and social networks such as Facebook or Myspace. All of these social networking tools correlate to the social learning theory because students can use them to collaborate and correspond with other learning communities from anywhere in the world. Students in my class were able to use district e-mail to correspond with another building in the district to compare a Science experiment both classes were conducting at the same time. One of the advantages of implementing the social learning theory in the classroom is this type of learning environment will prepare students for the real world. Students will develop skills such as leadership, decision-making, strong communication, and conflict-management as they work together. (Orey, 2001).
References:
Laureate Education, Inc. (Producer). 2010. Program 8: Social learning theories [DVD]. 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/indes.php?thtle-MainPage
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, March 23, 2011
Constructivism in Practice
Constructivism in Practice
The constructionist and constructivist learning theories focus on the individual learner taking control of his or her own learning. Dr. Orey states that students will learn and create new ideas when they are engaged in producing an external artifact that allows individual reflection and the opportunity to share a final product or result with a group (Laureate Education, Inc., 2010). The strategy generating and testing hypotheses fits the constructionist/constructivist learning theories because it involves students being engaged in higher level thinking processes and applying what they know to enhance understanding of ideas and concepts (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Using spreadsheet software is one way teachers can incorporate educational technology when using the generating and testing hypotheses strategy. Students will be able to work in groups or individually on spreadsheets they create or interactive spreadsheets designed by the teacher (Pitler, Hubbel, Kuhn, & Malenoski, 2001). They will be able to make predictions and compare them to real results when possible, collect data, examine the data for patterns, and create a new hypothesis if necessary by analyzing the information on the spreadsheet. Since I teach Science, my students are engaged weekly in the scientific method which involves creating a hypothesis, observing an experiment, collecting data, and interpreting data. The one negative I could see using spreadsheets in my class is not having enough computers for all the students to work on.
Data collecting tools are another educational technology that can be used for the generating and testing hypotheses strategy. These tools allow students to recognize patterns, gather and graph data quickly and accurately, and enable students to share and compare data with other students online (Pitler, Hubbel, Kuhn, & Malenoski, 2001). Earlier this year a teacher in another building and my class conducted the same Science experiment: Where will mold grow the fastest? Our students used the school email to discuss the results and compare their findings with each other. (Yes, a blog would have been a better way to discuss findings back and forth; however, the district does not allow blogs at this time.) One web resource I use in class is www.teachertube.com to show students science experiments that cannot be done the classroom. Students go through the whole Scientific Method well viewing an experiment. They would not be able to see many of the experiments that have been introduced because of the lack of materials and funding that would be needed to let students create the experiments in class.
The constructivist/constructionist learning theories focuses on the student be an active participant in his or her own learning by addressing a real-world problem or creating a project to share with the group (Orey, 2001). The role of the teacher in the constructivist/constructionist learning theories is to be a facilitator and collaborator for the students. Students will become better at analyzing, synthesizing, and evaluating information if educators allow them to take control of their own learning with a little guidance from the teacher (Orey, 2001).
References
Laureate Education, Inc. (Producer). 2010. Program 7: Constructionist and constructivist learning theories [DVD]. 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/indes.php?thtle=MainPage
Pitler, H., Hubbell, E., Kuhn, M. & Malensoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
The constructionist and constructivist learning theories focus on the individual learner taking control of his or her own learning. Dr. Orey states that students will learn and create new ideas when they are engaged in producing an external artifact that allows individual reflection and the opportunity to share a final product or result with a group (Laureate Education, Inc., 2010). The strategy generating and testing hypotheses fits the constructionist/constructivist learning theories because it involves students being engaged in higher level thinking processes and applying what they know to enhance understanding of ideas and concepts (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Using spreadsheet software is one way teachers can incorporate educational technology when using the generating and testing hypotheses strategy. Students will be able to work in groups or individually on spreadsheets they create or interactive spreadsheets designed by the teacher (Pitler, Hubbel, Kuhn, & Malenoski, 2001). They will be able to make predictions and compare them to real results when possible, collect data, examine the data for patterns, and create a new hypothesis if necessary by analyzing the information on the spreadsheet. Since I teach Science, my students are engaged weekly in the scientific method which involves creating a hypothesis, observing an experiment, collecting data, and interpreting data. The one negative I could see using spreadsheets in my class is not having enough computers for all the students to work on.
Data collecting tools are another educational technology that can be used for the generating and testing hypotheses strategy. These tools allow students to recognize patterns, gather and graph data quickly and accurately, and enable students to share and compare data with other students online (Pitler, Hubbel, Kuhn, & Malenoski, 2001). Earlier this year a teacher in another building and my class conducted the same Science experiment: Where will mold grow the fastest? Our students used the school email to discuss the results and compare their findings with each other. (Yes, a blog would have been a better way to discuss findings back and forth; however, the district does not allow blogs at this time.) One web resource I use in class is www.teachertube.com to show students science experiments that cannot be done the classroom. Students go through the whole Scientific Method well viewing an experiment. They would not be able to see many of the experiments that have been introduced because of the lack of materials and funding that would be needed to let students create the experiments in class.
The constructivist/constructionist learning theories focuses on the student be an active participant in his or her own learning by addressing a real-world problem or creating a project to share with the group (Orey, 2001). The role of the teacher in the constructivist/constructionist learning theories is to be a facilitator and collaborator for the students. Students will become better at analyzing, synthesizing, and evaluating information if educators allow them to take control of their own learning with a little guidance from the teacher (Orey, 2001).
References
Laureate Education, Inc. (Producer). 2010. Program 7: Constructionist and constructivist learning theories [DVD]. 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/indes.php?thtle=MainPage
Pitler, H., Hubbell, E., Kuhn, M. & Malensoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, March 22, 2011
Wednesday, March 16, 2011
Cognitive Learning Theory in the Classroom
This week’s resources focused on the cognitive learning theory and teaching strategies that could be used in the classroom to help enhance lessons. The first chapter, “Summarizing and Note Taking”, discusses ways to incorporate technology to help students enhance their ability to synthesize information and use their own words when restating information (Pitler, Hubbell, Kuhn, & Malenoski, 2007). According to the information processing model discussed in “Cognitive Learning Theories” a person’s short term memory can only process between six and eight pieces of information at one time (Laureate Education Inc., 2010a). When students take notes and summarize information they learn how to organize information which in return helps them to process the information (Pitler, Hubbell, Kuhn, & Malensoski, 2007). Having students summarize information and take notes correlates with the cognitive learning theory because the strategy will provide opportunities to make connections to the material that will enhance long term memory. Concepts maps support the cognitive learning theory because they allow students to use images to make a connection with information (Laureate Education, Inc., 2010a). I introduce note taking to my fourth grade students at the beginning of the year. First, I model for the students how to find the main ideas and supporting details. Next, after about two chapter, depending on the class, I let them work in groups to read and fill in their own graphic organizers. The class meets as a whole group to hear what each group felt was the main idea and supporting details of the material.
“Cues, Questions, and Advance Organizers” correlates with the cognitive learning theory because the strategy focuses on improving a student’s capability to retrieve, use, and organize information about a concept (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Teachers can use Microsoft Word, spreadsheet software, or organizing and brainstorming software to create expository, narrative, or graphic advanced organizers for students to use during lessons. The organizers help students to focus on essential concepts and themes of lessons that will help them to learn (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Using advance organizers correlates with the cognitive theory of learning because students will create a visual to go with the information they are leaning about which ties in with Paivio's dual coding hypothesis (Laureate Education, Inc., 2010a). Virtual field trips are another way of creating a visual connection to material or concepts students are learning. Virtual field trips correlate to the cognitive learning theory because they give students an opportunity to engage in critical thinking activities that will build long term memories (Laureate Education, Inc., 2010b).
References:
Laureate Education, Inc. (Producer). (2010a). Program 5: Cognitive learning theories [DVD]. Bridging learning theory, instruction, and technology. Baltimore, MD: Author.
Laureate Education, Inc. (Producer). (2010b). Program 6: Spotlight on technology: Virtual field trips [DVD]. 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.
“Cues, Questions, and Advance Organizers” correlates with the cognitive learning theory because the strategy focuses on improving a student’s capability to retrieve, use, and organize information about a concept (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Teachers can use Microsoft Word, spreadsheet software, or organizing and brainstorming software to create expository, narrative, or graphic advanced organizers for students to use during lessons. The organizers help students to focus on essential concepts and themes of lessons that will help them to learn (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Using advance organizers correlates with the cognitive theory of learning because students will create a visual to go with the information they are leaning about which ties in with Paivio's dual coding hypothesis (Laureate Education, Inc., 2010a). Virtual field trips are another way of creating a visual connection to material or concepts students are learning. Virtual field trips correlate to the cognitive learning theory because they give students an opportunity to engage in critical thinking activities that will build long term memories (Laureate Education, Inc., 2010b).
References:
Laureate Education, Inc. (Producer). (2010a). Program 5: Cognitive learning theories [DVD]. Bridging learning theory, instruction, and technology. Baltimore, MD: Author.
Laureate Education, Inc. (Producer). (2010b). Program 6: Spotlight on technology: Virtual field trips [DVD]. 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.
Wednesday, March 9, 2011
Behaviorism in Practice
Everyone:
This week’s learning resource focused on the behaviorist learning theory and how certain instructional strategies correlate with the beliefs of behaviorism. The first strategy detailed in Using Technology with Classroom Instruction that Works is called reinforcing effort. The strategy correlates with the principles of behaviorist leaning theory because it uses positive reinforcement to show students how the amount of effort they put into their school work will reflect in the grades they receive. Students are given a teacher created rubric to track their effort during the week. Students fill in a spreadsheet with their grades and the effort rubric score to see the relation between effort and the grades earned on tests (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I use many rubrics for assignments and have never thought to use one for student effort. However, I see this as a powerful use of technology that allows students to see actual data about the importance of paying attention in school and completing homework to achieve success. I have never used a spreadsheet before and look forward to trying to create one to use for the next unit in Science.
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The chapter “Homework and Practice” discussed different ways to incorporate technology to help students develop a stronger understanding of content and become more proficient with specific skills (Pitler, Hubbell, Kuhn, & Malenoski, 2007). One strategy discussed was using web resources for students to practice skills and concepts. The great advantage of using web resources is students can practice skills at school or home. Students enjoy the interactive games on the web resources and the sites allow students, parents, or teachers to monitor the student’s progress (Pitler, Hubbell, Kuhn, & Malenoski, 2007). One web resource my class uses is www.spellingcity.com to practice their weekly list of words. The site is easy to navigate and provides students with fun interactive games to practice their Spelling words. Parents can download their child’s spelling list if the student forgets his or her book at school. Another web resource my students use is www.abcya.com to help reinforce different skills. These two sites allow students to be active learners and to practice skills frequently which will help students to learn (Smith, 1999).
Resources:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Smith, M. K. (1999) The behaviorist orientation to learning. In The encyclopedia of informal education. Retrieved form htpp://www.infed.org/biblio/learning-behavourist.htm
This week’s learning resource focused on the behaviorist learning theory and how certain instructional strategies correlate with the beliefs of behaviorism. The first strategy detailed in Using Technology with Classroom Instruction that Works is called reinforcing effort. The strategy correlates with the principles of behaviorist leaning theory because it uses positive reinforcement to show students how the amount of effort they put into their school work will reflect in the grades they receive. Students are given a teacher created rubric to track their effort during the week. Students fill in a spreadsheet with their grades and the effort rubric score to see the relation between effort and the grades earned on tests (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I use many rubrics for assignments and have never thought to use one for student effort. However, I see this as a powerful use of technology that allows students to see actual data about the importance of paying attention in school and completing homework to achieve success. I have never used a spreadsheet before and look forward to trying to create one to use for the next unit in Science.
\
The chapter “Homework and Practice” discussed different ways to incorporate technology to help students develop a stronger understanding of content and become more proficient with specific skills (Pitler, Hubbell, Kuhn, & Malenoski, 2007). One strategy discussed was using web resources for students to practice skills and concepts. The great advantage of using web resources is students can practice skills at school or home. Students enjoy the interactive games on the web resources and the sites allow students, parents, or teachers to monitor the student’s progress (Pitler, Hubbell, Kuhn, & Malenoski, 2007). One web resource my class uses is www.spellingcity.com to practice their weekly list of words. The site is easy to navigate and provides students with fun interactive games to practice their Spelling words. Parents can download their child’s spelling list if the student forgets his or her book at school. Another web resource my students use is www.abcya.com to help reinforce different skills. These two sites allow students to be active learners and to practice skills frequently which will help students to learn (Smith, 1999).
Resources:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Smith, M. K. (1999) The behaviorist orientation to learning. In The encyclopedia of informal education. Retrieved form htpp://www.infed.org/biblio/learning-behavourist.htm
Saturday, February 19, 2011
Reflection: Understanding the Impact of Technology on Education, Work, and Society
Students enter the classroom with a wealth of knowledge when it comes to using technology. Teachers today are working with students that are digital natives, meaning students are fluent in the digital language of computers, video games, and the Internet (Prensky, 2005).
Teachers need to know about the newest technology and how to use it in the classroom to make learning more meaningful for today’s students. Also, it is important for teachers to learn how to incorporate twenty-first century skills into the curriculum to prepare students for the workforce they will enter as young adults.
The course Understanding the Impact of Technology on Education, Work and Society has helped me to learn how to create and use student blogs, wikis, and podcast for classroom instruction. Prior to this course, I did not know what a wiki was let alone how to use one in my daily instruction. Also, by creating a wiki with other class members I learned how easy it is to collaborate with colleagues around the world to create a finished product for assessment. Learning how to make a podcast helped me know how to create and upload a podcast and the importance to have students create real artifacts that will reach a global audience (Laureate Education, Inc., 2008). Creating blogs for students will help to give all students a voice in the classroom and expand learning past the walls of the classroom by reaching a worldwide audience (Richardson, 2010). My technology skills as a professional teacher are stronger now that I have learned how to use some of the web 2.0 tools that are available online at no cost for an educator.
I feel I am already taking the first steps towards expanding my knowledge of learning, teaching, and leading with technology by continuing my education in a program developed for integrating technology in the classroom. Also, I will continue to learn more about each web tool as I use them in my classroom with my students.
The first goal I plan setting for myself is to create more assignments that will utilize podcast and wikis. Teaching Science and Social Studies allows me to give students assignments that require research about the standards that need to be covered in fourth grade. Students will be able to take ownership of their own learning by researching and collaborating together by using wikis and podcast. I would be able to change my role from a lecture type teacher to more of a facilitator as students work on the assignments and need assistance along the way. The one obstacle I might run into is all students may not have computers at home to work on these types of projects. My plan would be to collaborate with the computer teacher to incorporate the podcast and wiki with the students’ computer time. The second goal I have is to create an environment that is student-centered not just around projects but the total learning process. I find myself sometime just giving students notes instead of letting them find the information on their own. One obstacle I may run into is not having enough time for students to find information or answers on their own. One solution may be to start the year off with teacher notes. However, as students learn how to locate the important information limit the teacher notes until they are finding all the information on their own.
After looking over the checklist from week one, I noticed a few changes in my classroom practice that are for the positive. First, students are now going to be able to create artifacts that will reach a much wider audience than just the classroom. Also, the web tools I have learned about will enable me to create lessons that will allow students to use different types of technology to create, share, and present information. Finally, the course has reinforced the importance of group work and students collaborating together to work on assignments. The communication and interaction skills students learn in group work are skills they will need in the future.
References
Laureate Education, Inc. (Executive Producer). (2008). Understanding the impact of technology on education, work, and society. Baltimore: Author.
Prensky, M. (2005) Listen to the natives. Educational Leadership, 63(4), 8-13.
Richardson, W. (2010). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. 3rd ed. Corwin.
Teachers need to know about the newest technology and how to use it in the classroom to make learning more meaningful for today’s students. Also, it is important for teachers to learn how to incorporate twenty-first century skills into the curriculum to prepare students for the workforce they will enter as young adults.
The course Understanding the Impact of Technology on Education, Work and Society has helped me to learn how to create and use student blogs, wikis, and podcast for classroom instruction. Prior to this course, I did not know what a wiki was let alone how to use one in my daily instruction. Also, by creating a wiki with other class members I learned how easy it is to collaborate with colleagues around the world to create a finished product for assessment. Learning how to make a podcast helped me know how to create and upload a podcast and the importance to have students create real artifacts that will reach a global audience (Laureate Education, Inc., 2008). Creating blogs for students will help to give all students a voice in the classroom and expand learning past the walls of the classroom by reaching a worldwide audience (Richardson, 2010). My technology skills as a professional teacher are stronger now that I have learned how to use some of the web 2.0 tools that are available online at no cost for an educator.
I feel I am already taking the first steps towards expanding my knowledge of learning, teaching, and leading with technology by continuing my education in a program developed for integrating technology in the classroom. Also, I will continue to learn more about each web tool as I use them in my classroom with my students.
The first goal I plan setting for myself is to create more assignments that will utilize podcast and wikis. Teaching Science and Social Studies allows me to give students assignments that require research about the standards that need to be covered in fourth grade. Students will be able to take ownership of their own learning by researching and collaborating together by using wikis and podcast. I would be able to change my role from a lecture type teacher to more of a facilitator as students work on the assignments and need assistance along the way. The one obstacle I might run into is all students may not have computers at home to work on these types of projects. My plan would be to collaborate with the computer teacher to incorporate the podcast and wiki with the students’ computer time. The second goal I have is to create an environment that is student-centered not just around projects but the total learning process. I find myself sometime just giving students notes instead of letting them find the information on their own. One obstacle I may run into is not having enough time for students to find information or answers on their own. One solution may be to start the year off with teacher notes. However, as students learn how to locate the important information limit the teacher notes until they are finding all the information on their own.
After looking over the checklist from week one, I noticed a few changes in my classroom practice that are for the positive. First, students are now going to be able to create artifacts that will reach a much wider audience than just the classroom. Also, the web tools I have learned about will enable me to create lessons that will allow students to use different types of technology to create, share, and present information. Finally, the course has reinforced the importance of group work and students collaborating together to work on assignments. The communication and interaction skills students learn in group work are skills they will need in the future.
References
Laureate Education, Inc. (Executive Producer). (2008). Understanding the impact of technology on education, work, and society. Baltimore: Author.
Prensky, M. (2005) Listen to the natives. Educational Leadership, 63(4), 8-13.
Richardson, W. (2010). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. 3rd ed. Corwin.
Sunday, February 6, 2011
Wednesday, January 26, 2011
Evaluating 21st-Century Skills
I have to admit right from the beginning that I downloaded and printed the whole Partnership for 21st Century Skills report. (http://www.p21.org/images/stories/otherdocs/p21up_Report.pdf) I had a hard time following the material when trying to read the information on the computer. With that said, I do feel the report made some key points about the skills students will need to know as our world has transformed into a global community. Students will need to become life learners due to the constant changes in technology that they will encounter. Teachers need to help students develop stronger critical thinking skills, learn how to apply knowledge to new situations, and collaborate to solve problems and make decisions so they will be ready to use next-generation technology.
I do not think many educators would argue the fact that we need to teach students how to use current technology. However, the main problem for most school district is how to fund the technology schools need to teach students. I disagree with the Partnership for 21st Century Skills when it stated that schools will see an end to current budget constraints. Schools and businesses need to work together to help bring the needed resources into the schools. The website does list specific steps that federal, state, and local policymakers, businesses, and parents can do to work together with education leaders to provide students with the necessary 21st century tools.
As a contemporary educator I will continue to work on having a classroom where collaboration and group work are an important part of the learning process. Students will continue to build strong communication and critical thinking skills as they work with peers on group projects.
I do not think many educators would argue the fact that we need to teach students how to use current technology. However, the main problem for most school district is how to fund the technology schools need to teach students. I disagree with the Partnership for 21st Century Skills when it stated that schools will see an end to current budget constraints. Schools and businesses need to work together to help bring the needed resources into the schools. The website does list specific steps that federal, state, and local policymakers, businesses, and parents can do to work together with education leaders to provide students with the necessary 21st century tools.
As a contemporary educator I will continue to work on having a classroom where collaboration and group work are an important part of the learning process. Students will continue to build strong communication and critical thinking skills as they work with peers on group projects.
Wednesday, January 12, 2011
Using Blogs in a Fourth Grade Classroom
One way I would use a blog in my classroom would be to display examples of students’ work. I teach fourth grade Science and Social Studies to 94 students. Students work on different projects through the year for each unit we are studying in both subjects. While I have examples of completed projects to show students what I am looking for, parents do not have the opportunity to see these examples. Utilizing a blog to post pictures of examples would be one way to help parents have a visual of a project their child is working on. I receive numerous letters, phone calls, and emails about projects even after sending home rubrics and detailed directions of what each assignment requires. Therefore, I would use my classroom blog as another way to communicate with parents.
Another way I would like to use a blog in the classroom would be to post a question of the week that deals with what we are studying at the moment. Students could respond to the question and each other’s responses. One way this enhances the lesson is that every student will have the opportunity to respond to the question instead of two or three students. Also, by reading each student’s response I will be able to make a quick assessment of who understands what we are discussing in class and who does not.
Saturday, January 8, 2011
Learning as I go
Blogging is very new to me and I have already managed to delete my first post! I will try this one more time. I am very excited to be taking classes to learn how to integrate technology in my classroom. I do not want to be a teacher who is hesitant to try ideas and lessons with all the new technology resources that continue to become available. Granted, right not my classroom consist of an overhead projector, seven computers (which I am grateful for), and a digital camera. I am hoping to receive an Interwrite board some time this school year. I am amazed how some schools seem to have so much technology and other schools have a limited amount of resources. My colleagues and I are collaborating writing a grant to purchase an ELMO to be shared between the four of us. My question for anyone who would like to respond is what kind of technology do you have in your classroom?
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