Voice Thread

Parent Involvement

Connectivism and Social Learning in Practice

            In his lecture, Dr. Michael Orey explains that social learning occurs when students are actively engaged in constructing artifacts and conversing with others (Laureate Education Inc., 2010). While the students are conversing, they are sharing ideas, validations, and boosting each other’s confidence. I think that allowing students to work together is very important strategy to use in any classroom. In fact, I have my students work together as much as possible. I have had students work together to complete projects using power points, Wiki spaces, word processing, and podcasting. The results have always been fantastic and the learning powerful.

            Cooperative learning and the social learning theories go hand in hand. Cooperative learning is when students work together in groups to enrich their learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Cooperative learning is also an important strategy to help with interpersonal skills and decision making. These are skills that work to prepare students for the future workplace.

            Adding technology to cooperative learning is fantastic way to make collaboration more interesting, fun, and exciting for everyone in the classroom. Technology can also help to add some structure to projects and assignments. The idea of cooperative learning is not a new strategy to me; I have been using it for years. However, some of the tools presented in this week’s resources are very novel. I am very anxious to try tools such as ePALS, iWeb, Jigsaw classroom, and Voicethreading in my classroom. I think that students will enjoy working together with tools like these and they will do a lot to boost learning.

            Also, the possibly of reaching out to other classrooms all over the world is amazing. I think it is important for our students to be able to socialize and collaborate with students of different cultures. It is so easy for our students to communicate with each other through texting and Facebook. Why not allow them to bring that into the classroom and communicate globally with other students? We live in a connected society; it is time for education to catch up with what is happening in the global community.

Resources:

Laureate Education, Inc. (Executive Producer). (2010). Program eight. Social learning theories [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.

HELP

Is anyone else having trouble posting comments to eachother? I have spent the better part of an hour trying to post comments to you all and I keep getting booted out and asked for my user name and password over and over again. Any insight would be great because obviously I have been able to post in the past. HELP!

Constructionism/constructivism in Practice

            I feel that I have gained a lot of insight from this week’s resources on the Constructivist and Constructionist learning theories. I have learned that I agree with a lot of what the theories represent. Students should be at the center of learning while teachers facilitate. Student are learning more when they are constructing their own meanings and creating artifacts to share. I especially liked Dr. Orey’s chair explanation for the constructivist learning theory (Laureate Education Inc., 2010). It allowed me to grasp the concept a bit better. We all really do have different ideas and meanings for the world around us. My chair is an overstuffed leather chair with a comfy blanket. What is yours?

            In learning more about Constructionism and Constructivism, I really appreciated reading about the strategies mentioned in our books. Chapter 11 in “Using Technology with Classroom Instruction that Works” there are summaries of six activities that teachers can utilize to help their students generate and test hypotheses. They are systems analysis, problem solving, historical investigation, inventions, experimental inquiry, and decision making. When completing any of these activities students could use technology such as the web, data collection tools, and spreadsheets to help them interpret their data (Pittler, Hubbell, Kuhn, & Malenoski, 2007).

            These activities lend themselves very well to the Constructivist and Constructionist learning theories. The activities allow students to work together to make predictions, conduct experiments, solve problems, make decisions, and work with real world tasks. The teacher is just a guide in these processes. Most, if not all of the activities will have an end product or artifact for the students to share with others and explain.  Of course adequate reflection time is a must.

            As I mentioned in my discussion post, I really do love the ideas in this week’s resources. This is what should be going on in all classrooms around the country. But, I have a strong feeling it is not. There are many obstacles such as budget constraints, curriculum, standardized testing woes, and time that can get in the way. For now, I will continue to learn and appreciate these theories while striving to make them a part of my classroom.

Resources:

Laureate Education, Inc. (Executive Producer). (2010). Program seven. Constructionist and constructivist learning theories [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.

Cognitivism in Practice

            In his lecture, Dr. Michael Orey explained the information processing model in the cognitive learning theory. In this model, when a student is exposed to new information through sensory input, the information is then moved to short term/working memory, and then through further processing it is moved to long term memory. Dr. Orey then went on to explain that when information is presented while integrating multiple senses, deeper learning takes place (Laureate Education, Inc., 2010). The more connections that can be made by students through images, sounds, emotions, and text, the greater the chances are that the information can be cemented into long term memory.

            This week’s reading provided me with two instructional strategies that fit directly into the cognitive learning theory. They are cues, questions, and advance organizers and summarizing and note taking. When students use cues, questions, and advanced organizers, they are exercising their ability to retrieve, use, and organize information (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Using different types of advance organizers help students to understand and keep focus on the information that is being presented. Summarizing and note taking help students to synthesize information (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Teachers can use various types of note taking plans and summary frames with students. Students can also use their summaries and notes to teach each other the information again.

            There are numerous ways to integrate technology into the strategies mentioned above. Word processing, spreadsheets, online concept mapping tools, multimedia, wikis, and online resource are just to name a few. They can help teachers to involve students in their learning in a far grander scale. Virtual field trips are yet another way to help access multiple senses. The episodic experiences help to build the critical connections that aid students in storing new information.

            I am very excited to begin to use the strategies with the technology I learned about this week. I think it will be very exciting to see the benefits of adding new technology to strategies I am already using, such as concept mapping. My students seem to enjoy concept mapping and I am sure they will like it even more when we complete it online.

Resources:

Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Pitler, H., Hubbell, E. R., & Kuhn, M. (2007). Using Technology with Classroom Instruction That Works . Alexandria: ASCD.

Behaviorism in Practice

            As stated in this week’s discussion, I definitely feel that behaviorist theories have a place in the classroom. In this week’s reading I explored two instructional strategies, reinforcing effort and homework and practice. I feel that these two important strategies directly relate to behaviorist theories. I was pleasantly surprised to learn some new ways to incorporate technology into these instructional strategies. It was also nice to affirm that I am already using some of the strategies in my classroom right now.

            I am a strong believer in reinforcing the efforts of my students. Students who display the correct behavior and study habits deserve to be recognized. It is that positive attention that really makes a difference and it is great for behavior management. As Dr. Michael Orey mentioned in his lecture, the reinforcement of desirable behavior is more powerful than the punishment of undesirable behavior (Laureate Education, Inc., 2010). I have also noticed that other students tend to look up to the ones who are getting the positive attention and try to emulate them.

            In my classroom, I always set high expectations for all of my students. To help them obtain their goals, I provide them with clear learning objectives and direct feedback on their learning. One way I do this is through the use of rubrics. I like to use rubrics for different kinds of assignments such as writing, group projects, and technology projects. A rubric is a great way for students to see the relationship between their effort and the grade they receive (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I am anxious to explore some of the websites mentioned in the literature this week to find new ways to incorporate technology into my rubrics.

            I do not currently use spreadsheets or other data collection tools with my students. My use of spreadsheets is more for my own organization and examination of their grades. I never thought to include students in that process. I really like that it gives students something concrete to look at and it also cements the fact that effort is linked to achievement (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

            The other instructional strategy discussed in this week’s videos and reading is homework and practice. Homework and practice is an integral part of the learning process. Regular practice and practice in different forms is essential for learning to happen (Smith, 1999). These activities must be authentic and the students should understand what skills the homework is reinforcing. Even though it does take some time, I make sure the review most of my homework assignments and provide immediate feedback.

            A great way to incorporate technology into homework and practice is to use word processing, spreadsheets, and educational websites. I think that using this technology takes the monotony out of skill and drill homework. I love to use practice websites like Brain Pop in the classroom. However, as Dr. Michael Orey explained, the overuse of some online tutoring sites can actually backfire causing them lose effectiveness.

            I think that if a teacher can harness the power of using the combination of behaviorism, instructional strategies, and technology in the classroom, great success will be achieved by all. Students will be able to see the rewards of their efforts and have better understanding of expectations. Similarly, I think that teachers will see that their instruction becomes more meaningful and their job just may become a bit easier.

References

Laureate Education, Inc. (Executive Producer). (2010). Program four. Behaviorist 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.

Smith, K. (1999). The behaviorist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm

Reflection: Final Blog Posting

In what ways has this course helped you to develop your own technology skills as a professional teacher?

            This course has helped me to become more proficient in many areas of technology use. For one, I have been able to develop my skills in using Wiki Spaces, blogs, and podcasts. I am very happy to have had the chance to incorporate these valuable tools in my classroom and will continue to use them even more in the future. These tools will help to transform my teaching and my students’ learning. This course has also deepened my understanding and appreciation of how technology enhances the classroom experience. I now realize how important it is for me as an educator to embrace technology. My desire to learn how to use other technological tools is stronger and I will continue to seek out more opportunities to advance my skills.

In what ways have you deepened your knowledge of teaching and learning process?

            My knowledge of the teaching and learning process has definitely grown through taking this course. I now understand that students in today’s classrooms are expecting more from their teachers. With increased access to technology, students are coming to school wanting to be more engaged in the classroom. It is also necessary for me to help prepare my students for today’s workplace by integrating 21^st century skills into my lessons. I plan to increase the use of skills such as group collaboration, communication, problem solving, and critical thinking. I owe it to my students to make their educational experience as rich as possible.

In what ways have you changed your perspective from being teacher-centered to learner-centered?

            With the increased use of technology in the classroom, my role as a teacher begins to change. Instead of me being the bringer knowledge, I become more of a facilitator. I have the ability to show my students the tools they need to access a wide array of information. I will be their guide to help them explore those tools and show them how to use them responsibly. My students will also need to become more critical of the information they find and must learn to weed out what is not accurate. Finally, I have become more familiar with the many ways my students can communicate their projects and ideas. For example, through the use of Wiki spaces, blogs, and podcasts, my students now have more ways to share their work with the world. With the increased use of technology, my students become masters of their own learning with me as their guide.

In what ways can you continue to expand your knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement?

            There are many avenues through which I will continue to expand my knowledge of learning, teaching, and leading. I plan to seek out more opportunities to be trained in the newest technological tools. By attending such trainings, I will deepen my knowledge of technology use and then pass on that knowledge to coworkers and students. I will also continue to sing the praises of increased technology use in the classroom so that my peers and administrators begin to see its value. I think by doing what I can to expand my knowledge of technology and how to use it in the classroom I can increase student achievement. Also, by spreading the word I can collaborate with other teachers to help them to increase their students’ achievement as well.

Set two long term goals (within two years) for transforming your classroom environment by which you may have to overcome institutional or systemic obstacles in order to achieve them. How do you plan to accomplish these goals?

            My first goal is to increase the amount of 21^st century skills into my lessons. I would like to add more of the critical skills that my students will need for the future. These skills include problem solving, critical thinking, collaboration, communication, and innovation. This goal will entail some changes to my teaching that may raise some questions from administration. I am certain that when I show that I able to integrate these skills into the regular curriculum, I will be free to continue.

            My second goal is to maintain the use of podcasting, blogging, and Wiki spaces in my teaching. When I introduced Wiki spaces to my students recently, it generated so much excitement. It was a long process and a lot of hard work. However, two groups of my students finally finished a Wiki space of their own. The Wikis are very simple, but they are very proud of their work and cannot wait to add to them. Also, podcasting was a lot easier than I thought it would be, so I will definitely be using it more in the future. Finally, blogging is going to take some research on my part. Most blogging sites are blocked by my district, so I must investigate some other sites that are school safe.

Refer to your checklist from week 1. Have any of your answers changed after completing this course?

            Most of my answers have remained the same on my check list. In the beginning, I answered sometimes to all of the questions. I cannot say that I can move any of the answers to often yet. However, there are some areas of my teaching that are almost there. For example, I have been providing more opportunities for my students to collaborate, self-reflect, and engage in problem solving. Also, my students have been able to share their thoughts and ideas through different mediums such as podcasting and Wiki spaces. Finally, I have been seeking the advice and expertise of other professionals through blogging. This has helped me tremendously and I have learned a lot by communicating with others. As I continue to use and explore technology, I am sure that more of my answers will move to often in the future.