GAME

Reading the NETS-T standards on the ITSE website allowed me to reflect on what I need to work on as a teacher in the 21st century.  My students need me to teach them the necessary skills that will allow them to be successful in the future.  The first step in becoming a self-directed learner is setting goals(Cennamo, Ross, & Ertmer, 2009, p. 3).  The first goal that I set is based on NET-S standard #1, “Facilitate and Inspire Student Learning and Creativity”.  The second goal is based on standard #2, “Design and Develop Digital-Age Learning Experiences and Assessments”.

Goal - 

Both of these goals will allow me to use technology in my classroom effectively and purposefully with genuine authenticity in the lesson.  Using the first standard, my goal is to plan to find ways to inspire creativity with my students by asking opened questions that require a complex thought process that will also require some experimenting.  My second goal is to develop an assessment that will require the use of a SMARTboard for each student.

Action - 

References

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Bridging Learning Theory, Instruction, and Technology

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).

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.

Cooperative Learning

The topic covered this week is "Cooperative Learning" and how it relates to social learning theories.  When I think of cooperative learning I usually picture groups of students solving problems together or putting together some kind of project, which is very similar to how Pitler, Hubbell, Kuhn, and Malenoski describe it, though they add that it enhances student learning (2007).  I love to use collaborative learning in my class, though I know it is not as effective as it could be.  As Pitler et al recommend, I try to vary the ways in which I group students (2007).  I have let students choose their groupings, which can be very useful depending on the assignment or task, though usually I find that they would rather use this as social hour than time to complete their work.  I have assigned groups based on who I know can work together (without constant fighting and argument) taking into account ability of teh students.  I have never really grouped with all high functioning in one group, all middle range in a group, and all low functioning in a group, as I do not think this to be an effective grouping technique.  I usually pair a high with a low and one to two middle range depending on the assignment.  This way I feel I have somewhat of a group leader and someone who can help the others over the hump of they need the push.  I have even grouped kids by having each student pick a playing card from a deck and pairing up with the same number.  

As for using technology to facilitate cooperative learning I have used a few different types for projects.  I have used Xtranormal.com to have students create review videos (which they loved) and present them to the class.  I have had students create PowerPoint presentations to introduce, extend, and review topics covered in class and present these as well.  The presentation aspect I think is important in that it offers the students the opportunity to brag about their work a bit, but also, it gives the kids a chance to teach their peers.  They will learn better by teaching and becoming what Dr. Orey calls a "more knowledgeable other" (2010).

There are many social media sites available to students and sites that are already in high use by students, and they are slowly finding their way into the schools.  I found a couple of interesting videos talking about using Twitter in the classroom.  I would love to see more information about how it is actually used and some ideas for other content areas like math.


References

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.

Constructivism and Constructionism

Constructivism and Constructionism

Dr. Orey mentioned in the Constructionist and Constructivist Learning Theories video this week that students can access their schema on different topics and build upon those existing schemas by constructing something like an external artifact (Laureate Education, Inc., 2010).  The artifact does not necessarily have to be something extravagant, a simple writing of a few sentences is perfectly acceptable.  

Reading chapter 11 in our text by Pitler, “Generating and Testing Hypothesis” is the strategy which lends itself to constructivism and constructionism in such a way that students can focus on their schema to make their hypothesis.  The tested hypothesizes will create the external artifact mention earlier which provides feedback.  This feedback is essential in building the knowledge base.  

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 seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Cognitivism in Practice

A concept map is a way of helping students organize their ideas and also a way to help visual learners organize their notes.  I like using this graphic organizer for all of the students in my 8th grade Industrial technology course when they design and build CO₂ powered cars.  There are many specifications and the mind map is a great tool to keep all of the information organized.  Before I began using the mind maps, it was frustrating for a few students as they tried to keep all of the information organized and were experiencing some difficulty in doing so.  I have seen great improvements in the students work simply by requiring the use of a mind map.  According to cognitive theorists, people forget things because they have lost a connection to that piece of information and that if they could create a network of ideas that could strengthen that connection, they would remember (Laureate Education, Inc., 2010).  This visual method of taking notes also taps into dual coding theory because students visually see lines connecting certain ideas and the size of various shapes on the concept map establishing ideas that are more dominant or important than others (Laureate Education, Inc., 2010).




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

Behaviorist Learning Theory

A behaviorist perspective requires rewards or reinforcing responses for learning to take place (Lever-Duffy & McDonald, 2008).  Homework must be returned promptly to the students or it will be considered a wasted teaching opportunity.  This puts a bit of pressure on teachers that assign a lot of homework as it needs to be graded and returned as soon as possible.  Displaying grades online via moodle or blackboard has really helped the teachers in this area. Using BrainPop can create practice opportunities that a student can use anywhere that have internet access. Reflecting upon the assignments in class is also a great way to further the learning of the material.

Behaviorist Theory is based on repetition and feedback. The example presented by Dr. Orey (Laureate Education Inc. 2010) of tutorials fit the Behaviorist model through the use of feedback supporting a behavior.  Keep in mind, the behavior can be positive or negative.  A user is asked to respond after a small set of instructions is given.  If the user responds correctly, they are allowed to move on to the next set of instructions.  If an incorrect answer is give, the same set of instructions are repeated and a response is requested again.  This demonstrates the method to mold the user’s behavior.  The Examples from Pitler, Hubbell, and Kuhn (Pitler 2007) are similar.  Behaviorism is used through charting.  This type of visual evidence is crucial as it allows the students to see the correlation between effort an performance.  Typically, the better the effort is, the better the feedback will be.  Conversely, the negative feedback shows a lack of effort.

I feel the behaviorism theories definitely have a place in the classroom if used properly by the teacher.  Used in conjunction with other teaching strategies, behaviorism can be extremely helpful.

Resources

Laureate Education, Inc. (Executive Producer). (2010). Bridging Learning Theory, Instruction, and Technology. Program Number 4: Behaviorist Learning Theory [Webcast]. Baltimore: Author.

Lever-Duffy, J., & McDonald, J. (2008). Teaching and learning with technology (3rd ed. pp. 2–35). Boston: Pearson Education.

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

Walden Course Reflection:

Reflection on Understanding the Impact of Technology on Education, Work, and Society masters course from Walden University.  

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

This course has opened my eyes to technology and more importantly, how to use it.  I have known about wiki’s, blogs, and podcasts for a while, but have never used any of them.  This course gave me the necessary tools to not only use them effectively, but also inspired me to use them in my teaching.  

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

My knowledge of the teaching and learning process has improved considerably.  I understand that not all students have the same resources across the nation.  I had a feeling that certain students had it better than other students in a different part of the country, but I did not realize how lucky I truly am to be teaching where I am.  I have experienced how teachers in this course make due with what they have available to them.  Students can learn in any situation, it is all abut how the instruction is delivered. 

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

I have become more observant with my classroom procedures and lessons.  I am hoping to make the learning experiences of students in my classroom happen with ease.  I understand that teachers can learn right along side students.  Some students know much more about technology that we give them credit for and I can honestly say on more occasions than I care to count that I have learned something from a student during a lesson that I felt very comfortable teaching thinking that I was an expert in the knowledge base.  Many of my students have engineers as parents or other family members and I welcome comments and constructive criticism.   

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

The most obvious way to continue to expand my knowledge is to continue my masters program at Walden University.  This program came highly recommended by a few colleagues of mine stating that I would enjoy the courses as well as learning a ton about technology.  I will also continue to browse the blogs that were developed during this course hoping for other teachers to keep updating and talking about their experiences with certain techniques they have tried in their classrooms or new technologies they have gotten to use.  

Step 2: 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?

     One long term goal I would like to accomplish in the next couple of years is to be the “go-to” tech guy in my school as it seems to take forever to get our Information Services Technician to fix an issue.  The issue I will face is the ridiculous amount of restrictions that are placed on the computers in our building.  I would like to present an option to our IS department to allow certain teachers in the district the ability to fix simple computer issues in their respective buildings.  This would ease the burden of the technicians being buried with work and not having enough time to get the jobs completed in a respectable amount of time.  Currently, we have an issue in one of our computer labs that has needed service for quite some time now.  It is a simple java update and install that requires a tech with administrator privileges to accomplish.  If there was a building specific tech, this kind of stuff would be completed quickly and leave the tough fixes for the technicians that require special training to complete.

Another goal I am setting is utilizing a working blog for all of my classes.  I know our district blocks most blogging sites, so I’d have to petition Information Services and ask to allow my blog address to be accessed on a school computer.  

Step 3: Refer to your checklist from Week 1. Have any of your answers changed after completing this course?

     I responded to a checklist at the beginning of this course that asked questions about being technologically savvy.  I felt fairly comfortable with the technology that I use everyday, but I did not know much about what were were going to be studying in this course, such as wikis, blogs, and podcasts.  Upon completion, I feel much more comfortable with using the technologies studied and used in this course.  Implementation of this knowledge and information into my curriculum is definitely on my list to accomplish in the upcoming years.  I would not say that I am a totally different teacher after this course, but I know that it has definitely changed the way I think and feel technology can be utilized in my classroom.  I will be a better teacher and students will hopefully enjoy my course even more than before.