EDUC 6713
Week 8 - Final Reflection
The content of this course has provided me with the information and tools needed to "Use technology to accomplish my goals" (Laureate Education, Inc., 2009), beginning with the GAME Plan (Cennamo, Ross, & Ertmer ,2009) methodology. Establishing Goals, taking Action to meet goals, Monitoring progress, and Evaluating strategies used when integrating technology into daily classroom lessons will help me engage my students and better their own understanding of content.
The original GAME Plan I established during this course addressed the two following NETS-T standards:
1) NETS-T-2. Design and Develop Digital-Age Learning Experiences and Assessments
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
2) NETS-T-3. Model Digital-Age Work and Learning
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
Working on these two standards the past weeks has allowed me to establish and adjust the teaching practices I use in the classroom and also provided me with “self-directed learning activities needed to set goals for my own professional growth” (Cennamo, Ross, & Ertmer ,2009, p. 11). Working daily to address the standards I chose was not as easy as I thought it would be. I encountered several obstacles such as blocks on blog sites from my technology department and administration, students and parents who had no access to technology at home and feedback that was not quite what I expected, due to the economy and financial status of our community.
A main accomplishment for me in this course that addressed NETS-T-2 and the NETS-S (NETS-S, 2007) standards during this course was the development of a content unit plan, using three separate lessons to engage students in online networking and collaboration skills. This assignment gave me the opportunity to incorporate digital technology and authentic learning experiences with specific performance standards in my content area.
I have also learned that concentrating on a few standards at a time with my students is something my students and I can work together on to achieve success with future GAME plans. And, by also using projects and assignments that take advantage of online networking technology, students can demonstrate their abilities for using 21st Century skills.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Producer). (2009). Program twelve. Spotlight on Technology: Digital Storytelling, Part 1 [Motion picture]. Integrating Technology Across the Content Areas. Baltimore: Author.
National Education Standards for Students (NETS-S) located at http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
Monday, December 21, 2009
Wednesday, December 16, 2009
Using the GAME Plan Process with Students
My GAME plan is something that will continue to be a work-in-progress for the reflecting, modifying, and constant guidance of what I need to do in the classroom to make my students successful with digital technology. “Learning, in general, and about technology specifically, is an ongoing process" (Cennamo, Ross, & Ertmer, 2009, p. 7). Choosing goals from the NETS-S (NETS-S, 2007) and including items the list of “student performance profiles” (Cennamo, et.al, 2009, p. 8) for my students to focus on, will help them meet certain required competency standards for technology use. Most of the forty performance profiles are organized to team up with the NETS-S (NETS-S, 2007) categories, making it easier to apply them to classroom assignments and activities.
Goal: Concentrating on a few standards at a time with my student is how I will begin to implement a GAME plan that includes standards for students to start with. The “student performance profile: Identify a complex global issue, develop a systematic plan of investigation, and present innovative sustainable solutions” (Cennamo, et.al, 2009, p. 8) covers NETS-S 1, 2, 3, & 4 and I believe this is something my students and I can work together to achieve.
Action: Using projects and assignments that take advantage of technology use is a way I can have students address skills and performance profiles.
Monitor: I will encourage students in my class to use “educational networking” (Laureate Education, Inc., 2009) and participate in journaling, blogging, and discussion board to promote collaborative networking, like I have done through Walden’s courses.
Evaluate: Using different forms of assessments and feedback is “critical” to knowing if my lesson have supported content and student learning. I will constantly reflect and discuss with students the stages of instruction for classroom assignments, presentations, and new situations we encounter as we work through our GAME plans to achieve success.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Producer). (2009). Program Ten. Spotlight on Technology: Social Networks and Online Collaboration, Part 1 [Motion picture]. Integrating Technology Across the Content Area. Baltimore: Author.
National Education Standards for Students (NETS-S) located at http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm
Tuesday, December 8, 2009
Revising My GAME Plan
WEEK 6 – EDUC 6713
• What have you learned so far that you can apply in your instructional practice?
• What goals are you still working toward?
• Based on the NETS-T, what new learning goals will you set for yourself?
• If you are not ready to set new learning goals, how will you extend what you have learned so far?
• What learning approaches will you try next time to improve your learning?
As I continue to evaluate my GAME plan and examine the progress I am making toward my goals I have found that the applications in this course are helping tremendously for meeting the NETS-T goals I chose at the beginning of this assignment: 1) NETS-T 2C- Design and Develop Digital-age Learning Experiences and Assessments and 2)NETS-T 3C Model Digital-Age Work and Learning.
The goals listed above are still in “works in progress” and since students today spend countless hours using popular technologies, I am constantly trying to incorporate ways to use technology to my advantage. I have already conducted a survey to see how many students and parents have computers or other forms of technology with Internet access to use as their first choice for communication with technology. There is a huge percent of my students and parents/guardians that have a preference to communicate by the use of technology, but it is not 100% yet. Due to the economy many families have found it necessary to temporarily disconnect their Internet and cell phone services until their budgets are a little more stable.
I feel my progress is going well and I have gained a great deal of information and exposure to new technology tools that I will use in my instructional practice. The tools I believe will be most helpful in my instructional practices are the social networking tools such as blogs, voice threads, wikis and other collaborative tools. All of these can be used to allow for students collaborating and discussing ideas around real-world issues. A way to help them to become immersed in learning experiences and use their higher order thinking skills instead of the “old-school” way of just lecture and notes.
One of the new goals I would like incorporate into my GAME plan involves as Cennamo, Ross, and Ertmer (2009) point out; to “constantly assess my technology integration skills to identify the new knowledge and skills I need” (p. 4) to stay current with how students want to access technology in the classroom. It is going to take constant research and a great deal of effort and time, but the rewards in the classroom will be quite worth the energy I put into the task.
I went to school in an era where there was not much choice for technology to take place in the classroom. This makes me realize what a powerful position technology has in the instructional process and for students in today’s classroom, not to say that learning can’t happen with out technology. If schools will provide, and teachers implement technology with instruction as we are learning in these courses, meaningful education can connect students with real-world socialization processes needed to be successful in the 21st Century.
I will continue to keep researching and trying new learning approaches for implementing technology in my instructional plans. I am requesting to attend the technology conference being held in Atlanta, GA in 2010. I have never been a conference like this and after all the great ideas for implementing technology I have gained through these courses, I am hoping the request will be approved so I can actually see what is available to use in the classroom and the countless ways to mix new information with technological tools.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
• What have you learned so far that you can apply in your instructional practice?
• What goals are you still working toward?
• Based on the NETS-T, what new learning goals will you set for yourself?
• If you are not ready to set new learning goals, how will you extend what you have learned so far?
• What learning approaches will you try next time to improve your learning?
As I continue to evaluate my GAME plan and examine the progress I am making toward my goals I have found that the applications in this course are helping tremendously for meeting the NETS-T goals I chose at the beginning of this assignment: 1) NETS-T 2C- Design and Develop Digital-age Learning Experiences and Assessments and 2)NETS-T 3C Model Digital-Age Work and Learning.
The goals listed above are still in “works in progress” and since students today spend countless hours using popular technologies, I am constantly trying to incorporate ways to use technology to my advantage. I have already conducted a survey to see how many students and parents have computers or other forms of technology with Internet access to use as their first choice for communication with technology. There is a huge percent of my students and parents/guardians that have a preference to communicate by the use of technology, but it is not 100% yet. Due to the economy many families have found it necessary to temporarily disconnect their Internet and cell phone services until their budgets are a little more stable.
I feel my progress is going well and I have gained a great deal of information and exposure to new technology tools that I will use in my instructional practice. The tools I believe will be most helpful in my instructional practices are the social networking tools such as blogs, voice threads, wikis and other collaborative tools. All of these can be used to allow for students collaborating and discussing ideas around real-world issues. A way to help them to become immersed in learning experiences and use their higher order thinking skills instead of the “old-school” way of just lecture and notes.
One of the new goals I would like incorporate into my GAME plan involves as Cennamo, Ross, and Ertmer (2009) point out; to “constantly assess my technology integration skills to identify the new knowledge and skills I need” (p. 4) to stay current with how students want to access technology in the classroom. It is going to take constant research and a great deal of effort and time, but the rewards in the classroom will be quite worth the energy I put into the task.
I went to school in an era where there was not much choice for technology to take place in the classroom. This makes me realize what a powerful position technology has in the instructional process and for students in today’s classroom, not to say that learning can’t happen with out technology. If schools will provide, and teachers implement technology with instruction as we are learning in these courses, meaningful education can connect students with real-world socialization processes needed to be successful in the 21st Century.
I will continue to keep researching and trying new learning approaches for implementing technology in my instructional plans. I am requesting to attend the technology conference being held in Atlanta, GA in 2010. I have never been a conference like this and after all the great ideas for implementing technology I have gained through these courses, I am hoping the request will be approved so I can actually see what is available to use in the classroom and the countless ways to mix new information with technological tools.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Tuesday, December 1, 2009
GAME Plan Progress
The following are questions to use, assess and review my GAME plan progress:
• How effective were your actions in helping you meet your goals?
• What have you learned so far that you can apply in your instructional practice?
• What do you still have to learn? What new questions have arisen?
• How will you adjust your plan to fit your current needs?
Measuring my progress and evaluating to see if there is any thing I can do to improve my strategies and actions can be perpetual when meeting goals for my GAME plan.
My immediate goal for developing lessons with the implementation of technology to supplement activities and lessons is going well. At present I have reconstructed my lesson plans for this semester into an electronic format. This will allow me to evaluate and review information I need for planning lessons with digital-age experiences and content. In addition this action will also help me to include more problem-based learning activities to help my students work in groups or in self-directed activities, developing their creative-thinking skills. Cennamo, Ross, & Ertmer (2009) advocate teachers use the “ GAME plan for self-directed learning to work with students to set learning goals, take action to help them achieve those goals, monitor learning progress and evaluate both their learning and my teaching.”
For my second goal, I am doing some research to gather data for my administration to see how Blogs can be used as a useful tool in the classroom. I am still awaiting an answer about the Blogs being blocked from student use in our school. This is a county-wide policy so there is a huge amount of red-tape to go through. On a more positive note, there are several teachers who are in support of taking the block off of Blogs sites. I think eventually we will be successful, hopefully by next semester!
At this particular time I do not have any new questions and will continue to work on my GAME plan with adjustments as needed and as time allows.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
• How effective were your actions in helping you meet your goals?
• What have you learned so far that you can apply in your instructional practice?
• What do you still have to learn? What new questions have arisen?
• How will you adjust your plan to fit your current needs?
Measuring my progress and evaluating to see if there is any thing I can do to improve my strategies and actions can be perpetual when meeting goals for my GAME plan.
My immediate goal for developing lessons with the implementation of technology to supplement activities and lessons is going well. At present I have reconstructed my lesson plans for this semester into an electronic format. This will allow me to evaluate and review information I need for planning lessons with digital-age experiences and content. In addition this action will also help me to include more problem-based learning activities to help my students work in groups or in self-directed activities, developing their creative-thinking skills. Cennamo, Ross, & Ertmer (2009) advocate teachers use the “ GAME plan for self-directed learning to work with students to set learning goals, take action to help them achieve those goals, monitor learning progress and evaluate both their learning and my teaching.”
For my second goal, I am doing some research to gather data for my administration to see how Blogs can be used as a useful tool in the classroom. I am still awaiting an answer about the Blogs being blocked from student use in our school. This is a county-wide policy so there is a huge amount of red-tape to go through. On a more positive note, there are several teachers who are in support of taking the block off of Blogs sites. I think eventually we will be successful, hopefully by next semester!
At this particular time I do not have any new questions and will continue to work on my GAME plan with adjustments as needed and as time allows.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Tuesday, November 24, 2009
Monitoring My GAME Plan Progress
The next logical step in my GAME plan is to "reflect on whether the strategies I have chosen are working" (Cennamo, Ross, & Ertmer, 2010) and then consider the following questions:
· Are you finding the information and resources you need?
· Do you need to modify your action plan?
· What have you learned so far?
· What new questions have arisen?
The class resources and supplementary materials in this course are providing a majority of the information needed for me to successfully reach my GAME plan goals. I have also found that an enormous amount of the material in this course is information and data that will align with my curriculum and classroom goals as I work to incorporate technology into my classroom projects and assessments.
As I continue to gain information, it leads me to the investigation of what technology resources I have that are immediately available and where I can get assistance for obstacles that are in my way and will try to prevent me from reaching the goals I have established for my personal GAME plan. Dr. Ross provided information for “Using Assistive Technologies by utilizing local, regional state and organization websites that are developing lesson plans, lesson ideas, supportive websites and attending conferences or asking colleagues where I can gain additions help (Laureate Education, Inc., 2009a). This is information that will definitely help me as my effort continues.
At this particular time, I do not feel that I need to modify my action plan. I do however, realize that I must be willing to accept constructive criticism from my colleagues and use the feedback given to redirect my action plans when it is necessary.
I have learned new information about new technologies, NETS-T and Universal Design for Learning (UDL) and how I can implement this in the development of new lesson plans for my content area. Also I have learned that being flexible and incorporating different types of technology to support and facilitate assessment of students’ content area learning in the classroom needs to be a priority (Laureate Education, Inc., 2009b).
One question that has come into play for my GAME plan is how to deal with my county’s policies and procedures for student use of blogs in the class. This is an area that is currently at a stand off, since there are blocks that can only be lifted officially by the technology department. I am being persistent, maybe even annoying, but only until I am successful at getting the answer I want for using blogs in the classroom since it is a positive way to increase the learning and communication process by technology use.
References:
Cennamo, K., Ross, J. & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Producer). (2009a). Program Five. Meeting Students Needs With Technology, Part 1[Motion picture]. Integrating Technology Across the Content Area. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009). Program Seven. Assessing Student Learning with Technology [Motion picture]. Integrating Technology Across the Content Area. Baltimore: Author.
· Are you finding the information and resources you need?
· Do you need to modify your action plan?
· What have you learned so far?
· What new questions have arisen?
The class resources and supplementary materials in this course are providing a majority of the information needed for me to successfully reach my GAME plan goals. I have also found that an enormous amount of the material in this course is information and data that will align with my curriculum and classroom goals as I work to incorporate technology into my classroom projects and assessments.
As I continue to gain information, it leads me to the investigation of what technology resources I have that are immediately available and where I can get assistance for obstacles that are in my way and will try to prevent me from reaching the goals I have established for my personal GAME plan. Dr. Ross provided information for “Using Assistive Technologies by utilizing local, regional state and organization websites that are developing lesson plans, lesson ideas, supportive websites and attending conferences or asking colleagues where I can gain additions help (Laureate Education, Inc., 2009a). This is information that will definitely help me as my effort continues.
At this particular time, I do not feel that I need to modify my action plan. I do however, realize that I must be willing to accept constructive criticism from my colleagues and use the feedback given to redirect my action plans when it is necessary.
I have learned new information about new technologies, NETS-T and Universal Design for Learning (UDL) and how I can implement this in the development of new lesson plans for my content area. Also I have learned that being flexible and incorporating different types of technology to support and facilitate assessment of students’ content area learning in the classroom needs to be a priority (Laureate Education, Inc., 2009b).
One question that has come into play for my GAME plan is how to deal with my county’s policies and procedures for student use of blogs in the class. This is an area that is currently at a stand off, since there are blocks that can only be lifted officially by the technology department. I am being persistent, maybe even annoying, but only until I am successful at getting the answer I want for using blogs in the classroom since it is a positive way to increase the learning and communication process by technology use.
References:
Cennamo, K., Ross, J. & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Producer). (2009a). Program Five. Meeting Students Needs With Technology, Part 1[Motion picture]. Integrating Technology Across the Content Area. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009). Program Seven. Assessing Student Learning with Technology [Motion picture]. Integrating Technology Across the Content Area. Baltimore: Author.
Tuesday, November 17, 2009
GAME Plan Review
The NETS-T standards I am reviewing in my GAME plan are:
1 Design and Develop Digital-Age Learning Experiences and Assessments
NETS-T-2c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
2 Model Digital-Age Work and Learning
NETS-T-3c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
· For the first strategy, I must establish ways to help my students “understand ‘what’ should be learned, ‘how it can be learned, and ‘why the learning is important” (Cennamo, Ross, & Ertmer, 2010, p. 121). I can do this by addressing content standards and gaining resources, such as “utilizing local, regional, state, and organizational websites for developing lesson plans, lesson ideas, and supportive websites in conjunction with other places to learn about assistive technology” (Laureate Education, Inc., 2009). Providing activities and work strategies for diverse learning styles to address the use of digital tools can be assessed by individual student performance data to and class performance as a whole. At present I have reviewed current lesson plans to create goals to address the diverse learning needs of students. For this semester, my lesson plans have been prepared electronically for easy access or modifications as needed.
· The second strategy requires I survey communication options for using technology to see exactly how many students and parents have computers with Internet access, and if they would find it beneficial to receive information this way.
My development in this area so far has been to contact my administration to see what (if any) is the policy for classroom blogs or wiki use in our county. The establishment of a classroom blog or wiki is currently pending, dependent on policy since there are blocks on blog and wiki sites in our county. Until then I am using monthly newsletters, comment sections on the electronic gradebook, and open house nights to communicate important information to parents, advisory colleagues, and students outside of the classroom that do not have access to e-mail.
Once established, a classroom blog site will certainly improve communications with students, parents, teachers and other professionals.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
Laureate Education, Inc. (Producer). (2009). Program Five. Meeting Students Needs With Technology, Part 1[Motion picture]. Integrating Technology Across the Content Area. Baltimore: Author.
1 Design and Develop Digital-Age Learning Experiences and Assessments
NETS-T-2c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources.
2 Model Digital-Age Work and Learning
NETS-T-3c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
· For the first strategy, I must establish ways to help my students “understand ‘what’ should be learned, ‘how it can be learned, and ‘why the learning is important” (Cennamo, Ross, & Ertmer, 2010, p. 121). I can do this by addressing content standards and gaining resources, such as “utilizing local, regional, state, and organizational websites for developing lesson plans, lesson ideas, and supportive websites in conjunction with other places to learn about assistive technology” (Laureate Education, Inc., 2009). Providing activities and work strategies for diverse learning styles to address the use of digital tools can be assessed by individual student performance data to and class performance as a whole. At present I have reviewed current lesson plans to create goals to address the diverse learning needs of students. For this semester, my lesson plans have been prepared electronically for easy access or modifications as needed.
· The second strategy requires I survey communication options for using technology to see exactly how many students and parents have computers with Internet access, and if they would find it beneficial to receive information this way.
My development in this area so far has been to contact my administration to see what (if any) is the policy for classroom blogs or wiki use in our county. The establishment of a classroom blog or wiki is currently pending, dependent on policy since there are blocks on blog and wiki sites in our county. Until then I am using monthly newsletters, comment sections on the electronic gradebook, and open house nights to communicate important information to parents, advisory colleagues, and students outside of the classroom that do not have access to e-mail.
Once established, a classroom blog site will certainly improve communications with students, parents, teachers and other professionals.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
Laureate Education, Inc. (Producer). (2009). Program Five. Meeting Students Needs With Technology, Part 1[Motion picture]. Integrating Technology Across the Content Area. Baltimore: Author.
Thursday, November 12, 2009
EDUC 6713: “Personal GAME Plan”
Creating a plan to monitor and evaluate my teaching practices with technology integration will provide a different perspective for “self-directed learning activities needed to set goals for my own professional growth” (Cennamo, Ross, & Ertmer ,2009, p. 11). The plan itself will included two main principles conveyed by the International Society for Technology in Education (ISTE) concerning the National Education Standards for Teacher (NETS-T) and four elements: goal setting, taking action, monitoring, and evaluating to help me recognize areas of needed improvement, tweak them, and then progress forward with my professional development. According to Cennamo, Ross, & Ertmer (2009), "The GAME plan enables you to customize your approach to learning tasks, to develop relevant skills that are important to you, and prepares you for lifelong learning" (p. 3-4).
The NETS-T standards and performance indicators I would like to feel more confident with are:
NETS-T-2. Design and Develop Digital-Age Learning Experiences and Assessments
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources
Goals—To develop lessons that address content standards and the diverse needs of my students with the implementation of technology to supplement activities and lessons
Action—Collect student data through formal and informal assessments, observations, and use digital tools that connect information accumulated.
Monitor— Examine and compare students’ performances with ongoing classroom assessments to determine if students are reaching their academic potential
Evaluate—Review individual student performance data to assess individual and class performance. Review lesson plans that have been prepared electronically.
NETS-T-3. Model Digital-Age Work and Learning
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
Goals—To formulate a variety of options to communicate with my students, parents and colleagues.
Action—Create a daily class blog or wiki with assignments and important information. Use of e-mail to send a monthly classroom newsletter for class messages or consider designing class Web page to post assignments and information. Do a survey to see what form of communication works best for all parties involved.
Monitor—Request frequent feedback from students, parents and colleagues to evaluate the options of communication.Evaluate—Look at feedback to see if goals are being met or if actions need to be revised.
Cennamo, et al., (2009) advocate teachers use the “ GAME plan for self-directed learning to work with students to set learning goals, take action to help them achieve those goals, monitor learning progress and evaluate both their learning and my teaching.” The combination of a GAME Plan and addressing the NETS-T will enrich strategies and assessments to support learning in the classroom.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
The NETS-T standards and performance indicators I would like to feel more confident with are:
NETS-T-2. Design and Develop Digital-Age Learning Experiences and Assessments
c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources
Goals—To develop lessons that address content standards and the diverse needs of my students with the implementation of technology to supplement activities and lessons
Action—Collect student data through formal and informal assessments, observations, and use digital tools that connect information accumulated.
Monitor— Examine and compare students’ performances with ongoing classroom assessments to determine if students are reaching their academic potential
Evaluate—Review individual student performance data to assess individual and class performance. Review lesson plans that have been prepared electronically.
NETS-T-3. Model Digital-Age Work and Learning
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.
Goals—To formulate a variety of options to communicate with my students, parents and colleagues.
Action—Create a daily class blog or wiki with assignments and important information. Use of e-mail to send a monthly classroom newsletter for class messages or consider designing class Web page to post assignments and information. Do a survey to see what form of communication works best for all parties involved.
Monitor—Request frequent feedback from students, parents and colleagues to evaluate the options of communication.Evaluate—Look at feedback to see if goals are being met or if actions need to be revised.
Cennamo, et al., (2009) advocate teachers use the “ GAME plan for self-directed learning to work with students to set learning goals, take action to help them achieve those goals, monitor learning progress and evaluate both their learning and my teaching.” The combination of a GAME Plan and addressing the NETS-T will enrich strategies and assessments to support learning in the classroom.
References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
Wednesday, October 28, 2009
Reflection: Blog Posting EDUC 6712
EDUC 6712 :
Supporting Information Literacy and Online Inquiry in the Classroom
“In constructivist classrooms, teachers encourage students to make their own discoveries rather than always relying on the teacher to tell them what to think” (Eagleton & Dobler, 2007, p. 9). I believe this is the revelation that makes a huge difference in a student’s personal learning environment and can help to make smooth transitions to becoming life-long learners as we progress into the 21st Century. In the beginning of this course, the determination of how to impart the skills from the "21st Century Fluencies Quotient Insta-Audit" (Jukes, 2007) allowed me to have a launching point to see areas where many of my students struggle with learning as active participants. Having this information and using it productively will provide me with future teaching opportunities to engage each of my students in activities for sorting through the huge amounts of information they experience daily with the Internet, while as Dr. David Warlick states, “they learn to teach themselves to do what they need to do to use the contemporary tools available to them” (Laureate Education, Inc., 2009).
The survey activity at the beginning of the course also permitted me to initiate a plan to aid students to develop, enhance, and adapt their Web literacy skills with plans such as “QUEST"(Questioning, Understanding Resources, Evaluating, Synthesizing, and Transforming), explained by Eagleton and Dobler (2007) as being a guide to engage students in internet inquiry.
Nowadays, students must know and understand that their success depends greatly on "behaving in a responsible manner without supervision"(Laureate Education, Inc., 2009). The information I have gathered from this course will be used to ensure that every one of my students independently combines old literacy experiences with new literacy skills to help them read with purpose, select materials of interest and use those materials to learn, and make the distinction for fact from opinion when using technology resources. Incorporating the use of Web logs (blogs), Wikis, World Wide Web browsers, e-mail, virtual worlds, and other information sources used by students will help students to use information skills. As stated by Richardson (2002), “The Future Is Here…considering they barely existed just five years ago, online networks have quickly changed the landscape in terms of how we connect with others”.
One professional development goal that I have is “Being better prepared when lesson plans go awry” (Eagleton and Dobler, 2007. Incorporating the “new literacy strategies: questioning, searching, evaluating, synthesizing, and communicating” (Laureate Education, Inc., 2009), will better able me to anticipate how to help students as they engage in skills from the "21st Century Fluencies List” (Jukes, 2007) for success. Exploring professional educational sites and keeping up to date with resources that provide support and information on the new literacies will be a priority. Professionally modeling of these skills and providing my students with exposure will demonstrate to them how “the shift to Web 2.0 is not simply the development of new ways of doing things, as in an upgrade. Rather it’s an entirely new worldview” (Knobel & Wilber, 2009, p. 21) for substance they will require for their futures.
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.
Jukes, Ian. (2007). 21st Century Fluencies Quotient Insta-Audit and the Info Savvy Group. Retrieved: September 7, 2009, from http://www.committedsardine.com/handouts/tfcfia.pdf.
Knobel, M., & Wilber, D. (2009, March). Let's talk 2.0. Educational Leadership, 66(6), 20–24.
Laureate Education, Inc. (Executive Producer). (2009). Program one. Skills for the Future. [Motion picture]. Supporting Information Literacy and Online Inquiry in the Classroom. Baltimore: Author.
Richardson, W. (2009, March). Becoming network-wise. Educational Leadership, 66(6), 26–31.
Supporting Information Literacy and Online Inquiry in the Classroom
“In constructivist classrooms, teachers encourage students to make their own discoveries rather than always relying on the teacher to tell them what to think” (Eagleton & Dobler, 2007, p. 9). I believe this is the revelation that makes a huge difference in a student’s personal learning environment and can help to make smooth transitions to becoming life-long learners as we progress into the 21st Century. In the beginning of this course, the determination of how to impart the skills from the "21st Century Fluencies Quotient Insta-Audit" (Jukes, 2007) allowed me to have a launching point to see areas where many of my students struggle with learning as active participants. Having this information and using it productively will provide me with future teaching opportunities to engage each of my students in activities for sorting through the huge amounts of information they experience daily with the Internet, while as Dr. David Warlick states, “they learn to teach themselves to do what they need to do to use the contemporary tools available to them” (Laureate Education, Inc., 2009).
The survey activity at the beginning of the course also permitted me to initiate a plan to aid students to develop, enhance, and adapt their Web literacy skills with plans such as “QUEST"(Questioning, Understanding Resources, Evaluating, Synthesizing, and Transforming), explained by Eagleton and Dobler (2007) as being a guide to engage students in internet inquiry.
Nowadays, students must know and understand that their success depends greatly on "behaving in a responsible manner without supervision"(Laureate Education, Inc., 2009). The information I have gathered from this course will be used to ensure that every one of my students independently combines old literacy experiences with new literacy skills to help them read with purpose, select materials of interest and use those materials to learn, and make the distinction for fact from opinion when using technology resources. Incorporating the use of Web logs (blogs), Wikis, World Wide Web browsers, e-mail, virtual worlds, and other information sources used by students will help students to use information skills. As stated by Richardson (2002), “The Future Is Here…considering they barely existed just five years ago, online networks have quickly changed the landscape in terms of how we connect with others”.
One professional development goal that I have is “Being better prepared when lesson plans go awry” (Eagleton and Dobler, 2007. Incorporating the “new literacy strategies: questioning, searching, evaluating, synthesizing, and communicating” (Laureate Education, Inc., 2009), will better able me to anticipate how to help students as they engage in skills from the "21st Century Fluencies List” (Jukes, 2007) for success. Exploring professional educational sites and keeping up to date with resources that provide support and information on the new literacies will be a priority. Professionally modeling of these skills and providing my students with exposure will demonstrate to them how “the shift to Web 2.0 is not simply the development of new ways of doing things, as in an upgrade. Rather it’s an entirely new worldview” (Knobel & Wilber, 2009, p. 21) for substance they will require for their futures.
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.
Jukes, Ian. (2007). 21st Century Fluencies Quotient Insta-Audit and the Info Savvy Group. Retrieved: September 7, 2009, from http://www.committedsardine.com/handouts/tfcfia.pdf.
Knobel, M., & Wilber, D. (2009, March). Let's talk 2.0. Educational Leadership, 66(6), 20–24.
Laureate Education, Inc. (Executive Producer). (2009). Program one. Skills for the Future. [Motion picture]. Supporting Information Literacy and Online Inquiry in the Classroom. Baltimore: Author.
Richardson, W. (2009, March). Becoming network-wise. Educational Leadership, 66(6), 26–31.
Wednesday, June 24, 2009
Reflection: Blog Posting
EDUC 6711—Bridging Learning Theory, Instruction, and Technology
What does it mean to have a “Personal Theory of Learning”?
When I think about this question one declaration that comes to mind from this course is Lever-Duffy & McDonald’s (2008) consideration: “Learning is a complex activity that can be explained differently depending on one’s perspective on how and why people do what they do” (p. 12).
I realize, through this course, I have been made to (1) consider the different types of learning theory and styles, and (2) establish a foundational knowledge of what learning theory is best to use for transferring knowledge for a certain outcome desired for my students.
Learning can happen anytime or anywhere, not just in the classroom and with or without a teacher present. Through this course I have come to accept, learning occurs everywhere with different styles but, we as teachers must use techniques that enhance what is important for students to be successful. Dr. Michael Orey enlightens us with the information of how students need to become active learners (Laureate Education, Inc., 2009b) to make connections with information being taught. "It is important for teachers to carefully select activities that not only teach to the intelligences, but also realistically mesh with the subject matter of the lesson or unit" (Orey, M., 2001).
The current focus on how students learn best and the ways they are being taught to make connections for learning transition are valuable when concentrating on the anatomy and physiology of the human brain and its memory construction with recovery of information stored for recall (Laureate Education, Inc., 2009a). As we move forward into the 21st Century, the days of the traditional classroom where the teacher stands in front of the class and lectures will be limited. In many ways using educational technology such as computers will be the new classroom most students will experience, using an online learning environment that is very different from the listening to lecture, reading text material, rote memorization, and then taking a test to show they have knowledge of the course material. A former style that never really considered weather or not learning was actually happening, it was just the way of education in the classroom.
My two long-term goals which include technology tools are: (1) to change the way I currently use technology, specifically Powerpoints that I already have will be changed by using technology for an instructional purpose to include images and presenting the information to the class in a way that “will allow students to process the information from chosen images instead of all text” (Laureate Education, Inc. 2009c) as Dr. Orey suggests. (2) Using social constructionism by Voice Threads, having all students work interactively with more cooperative lessons. "Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face." (Pitler, et al, 2007). I know using voice Threads as a learning tool will provide interactive and meaningful learning for each of my students, while providing them with a Web 2.0 tool that is constructive and a way to stimulate their visual sense to make a connection in the brain for learning.
To implement these two goals, I will give students more control over their own learning by the use of frequent collaboration with each other to learn for a specific purpose. My presentations of information will be organized to allow students to involve the use of their senses when possible, “since the brain has different areas that must be activated for someone to learn” (Laureate Education, Inc., 2009a). Strategies I use will include the use technology allowing me to create subject matter outlines, concept maps, and flow diagrams to be used in helping process information for my subject area. I will also incorporate other Web 2.0 tools that help with teaching to learn for a purpose and continue to integrate them into my classroom curriculum to help my students be successful and actively engaged.
As a teacher, I need to understand what learning is and how it happens in the classroom. My individual perspective and personal theory for learning will help me apply the concepts necessary for guiding and manipulating my students to achieve successful learning and skills they need as they progress into the 21st Century.
Laureate Education, Inc. (Executive Producer). (2009a). Program one. Understanding the Brain [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.Laureate Education, Inc. (Executive Producer). (2009b). Program three. Instructional Theory vs. Learning Theory [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009c). Program thirteen. Technology: Instructional Tool vs. Learning Tool [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc. custom ed.). Boston, MA: Pearson Education, Inc.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
What does it mean to have a “Personal Theory of Learning”?
When I think about this question one declaration that comes to mind from this course is Lever-Duffy & McDonald’s (2008) consideration: “Learning is a complex activity that can be explained differently depending on one’s perspective on how and why people do what they do” (p. 12).
I realize, through this course, I have been made to (1) consider the different types of learning theory and styles, and (2) establish a foundational knowledge of what learning theory is best to use for transferring knowledge for a certain outcome desired for my students.
Learning can happen anytime or anywhere, not just in the classroom and with or without a teacher present. Through this course I have come to accept, learning occurs everywhere with different styles but, we as teachers must use techniques that enhance what is important for students to be successful. Dr. Michael Orey enlightens us with the information of how students need to become active learners (Laureate Education, Inc., 2009b) to make connections with information being taught. "It is important for teachers to carefully select activities that not only teach to the intelligences, but also realistically mesh with the subject matter of the lesson or unit" (Orey, M., 2001).
The current focus on how students learn best and the ways they are being taught to make connections for learning transition are valuable when concentrating on the anatomy and physiology of the human brain and its memory construction with recovery of information stored for recall (Laureate Education, Inc., 2009a). As we move forward into the 21st Century, the days of the traditional classroom where the teacher stands in front of the class and lectures will be limited. In many ways using educational technology such as computers will be the new classroom most students will experience, using an online learning environment that is very different from the listening to lecture, reading text material, rote memorization, and then taking a test to show they have knowledge of the course material. A former style that never really considered weather or not learning was actually happening, it was just the way of education in the classroom.
My two long-term goals which include technology tools are: (1) to change the way I currently use technology, specifically Powerpoints that I already have will be changed by using technology for an instructional purpose to include images and presenting the information to the class in a way that “will allow students to process the information from chosen images instead of all text” (Laureate Education, Inc. 2009c) as Dr. Orey suggests. (2) Using social constructionism by Voice Threads, having all students work interactively with more cooperative lessons. "Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face." (Pitler, et al, 2007). I know using voice Threads as a learning tool will provide interactive and meaningful learning for each of my students, while providing them with a Web 2.0 tool that is constructive and a way to stimulate their visual sense to make a connection in the brain for learning.
To implement these two goals, I will give students more control over their own learning by the use of frequent collaboration with each other to learn for a specific purpose. My presentations of information will be organized to allow students to involve the use of their senses when possible, “since the brain has different areas that must be activated for someone to learn” (Laureate Education, Inc., 2009a). Strategies I use will include the use technology allowing me to create subject matter outlines, concept maps, and flow diagrams to be used in helping process information for my subject area. I will also incorporate other Web 2.0 tools that help with teaching to learn for a purpose and continue to integrate them into my classroom curriculum to help my students be successful and actively engaged.
As a teacher, I need to understand what learning is and how it happens in the classroom. My individual perspective and personal theory for learning will help me apply the concepts necessary for guiding and manipulating my students to achieve successful learning and skills they need as they progress into the 21st Century.
Laureate Education, Inc. (Executive Producer). (2009a). Program one. Understanding the Brain [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.Laureate Education, Inc. (Executive Producer). (2009b). Program three. Instructional Theory vs. Learning Theory [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009c). Program thirteen. Technology: Instructional Tool vs. Learning Tool [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc. custom ed.). Boston, MA: Pearson Education, Inc.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, June 2, 2009
Connectivism and Social Learning in Practice
With the use of educational technology, I can use projects and student-oriented lessons in my classes that incorporate technology and the social learning theory given that they go together with ease. Lessons such as web site creation, multimedia (videos), blogs, wikis, shared bookmarking, web-enables and multiplayer simulation games (Pitler, Hubbell, Kuhn, & Malenoski, 2007) use collaboration with classroom instruction that work successfully. Dr. Orey reminds us that "work not only being student centered, but peer centered" (Laureate Education, 2008) fits into the social constructivism outlook.
Learning itself has an undeniable cooperative and social component that as we progress into the 21st century is becoming a necessity for student success. “Technology provides a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members to communicate over distances.” (Pitler et al., 2007).
In today’s classrooms it is essential for our students to utilize cooperative situations and collaboration for multiple benefits. By following the appropriate structuring for cooperative learning, students are able to develop and practice skills that will be needed to function and be responsible in society and the workplace. These skills include: leadership, decision-making, trust building, communication and conflict-management" (Orey, 2001).
The everyday up-to-the-minute world of connections in society require computers, cell phones, text messages, I-pods, internet access and additional uses of other technology we need to prepare our students for. “We are living in a time when learning and innovation are increasingly global” (Pitler et al., 2007) and technology changes in education are occurring at a rapid pace where students must interact with technology tools to be successful.
Laureate Education, Inc. (Executive Producer). (2008). Program eight Social Learning Theories [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Learning itself has an undeniable cooperative and social component that as we progress into the 21st century is becoming a necessity for student success. “Technology provides a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members to communicate over distances.” (Pitler et al., 2007).
In today’s classrooms it is essential for our students to utilize cooperative situations and collaboration for multiple benefits. By following the appropriate structuring for cooperative learning, students are able to develop and practice skills that will be needed to function and be responsible in society and the workplace. These skills include: leadership, decision-making, trust building, communication and conflict-management" (Orey, 2001).
The everyday up-to-the-minute world of connections in society require computers, cell phones, text messages, I-pods, internet access and additional uses of other technology we need to prepare our students for. “We are living in a time when learning and innovation are increasingly global” (Pitler et al., 2007) and technology changes in education are occurring at a rapid pace where students must interact with technology tools to be successful.
Laureate Education, Inc. (Executive Producer). (2008). Program eight Social Learning Theories [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, May 26, 2009
Constructivist/Constructionist Practices
There are a few essential words and phrases that come to my mind after reading and viewing this week’s lessons. When considering “Constructivism in Practice”, problem-solving, teacher facilitated, learner initiated, thinking about thinking and more than anything, how students learn seem to be the expressions I consider. Letting students construct their own questions, knowledge and understanding through experience, and then reflecting on the experiences they have had to assess what has been learned is cognitive learning and thinking at its best. Using the constructivist theory with learner initiated inquiry and exploration creates meaningful learning. “Learners don't get ideas; they create ideas. Moreover, constructionism suggests that new ideas are most likely to be created when learners are actively engaged in building some type of external artifact that they can reflect upon and share with others” (Orey, 2001). Use of technologies such as Web/Internet searches, Powerpoint, spreadsheet software, and data collection tools can “actively engage” students with instructional strategies that link to constructivism. One first-rate example from the textbook is using a “teacher-created interactive spreadsheet to enter data so patterns can be seen and technology is used to maximize instruction” (Pitler et al., 2007, p. 207).
Dr Orey acknowledges, “Constructionism supports the constructivist viewpoint--that the learner is an active builder of knowledge” (2001). However, also stressed is how external items such as social interaction and different types of communication can have an influence on what knowledge is learned, shared or considered. Students engaging in the application of content should be guided by teachers using a variety of the “six tasks to help students generate and test hypotheses: (1) system analysis, (2) problem solving, (3) historical investigations, (4) invention, (5) experimental inquiry, and (6) decision making” (Pitler et al., 2007, p. 76).
Teachers that are considered to be “constructivist” help students to create knowledge rather than just replicate and repeat information or facts. In constructivism, students are continuously being guided by the teacher whose function is more a facilitator that mediates and prompts students from passive learners to active participants in their own learning process.
Jean Piaget, who initially is responsible for the constructivist theory, called for teachers to understand the “building blocks” for learning (Laureate Education, Inc. 2009). To reach an understanding involving experiences, children must discover relationships and ideas that are built by a step by step involvement of building blocks Piaget identified as assimilation, accommodation, equilibration and schema (Laureate Education, Inc. 2009). It is by this process that children accept ideas and become involved in activities of interest in the classroom.
References:
Laureate Education, Inc. (Executive Producer). (2009). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Dr Orey acknowledges, “Constructionism supports the constructivist viewpoint--that the learner is an active builder of knowledge” (2001). However, also stressed is how external items such as social interaction and different types of communication can have an influence on what knowledge is learned, shared or considered. Students engaging in the application of content should be guided by teachers using a variety of the “six tasks to help students generate and test hypotheses: (1) system analysis, (2) problem solving, (3) historical investigations, (4) invention, (5) experimental inquiry, and (6) decision making” (Pitler et al., 2007, p. 76).
Teachers that are considered to be “constructivist” help students to create knowledge rather than just replicate and repeat information or facts. In constructivism, students are continuously being guided by the teacher whose function is more a facilitator that mediates and prompts students from passive learners to active participants in their own learning process.
Jean Piaget, who initially is responsible for the constructivist theory, called for teachers to understand the “building blocks” for learning (Laureate Education, Inc. 2009). To reach an understanding involving experiences, children must discover relationships and ideas that are built by a step by step involvement of building blocks Piaget identified as assimilation, accommodation, equilibration and schema (Laureate Education, Inc. 2009). It is by this process that children accept ideas and become involved in activities of interest in the classroom.
References:
Laureate Education, Inc. (Executive Producer). (2009). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, May 19, 2009
Instructional Strategies/Cognitive Learning Theory
Dr. Michael Orey indicates that “forgetting is loss of connections to information” (Laureate Education, Inc. 2009). Consequently, with this in mind it is understood that learning is a complex process when the right circumstances and elements for learning are not connected. So what can teachers in today’s classrooms do to eliminate challenges and train students to use cognitive skills for recalling what they have learned or stored in long term memory?Cognitive learning theory focuses on creating ways to help students gain knowledge, store information, recall data, and use what they have learned to demonstrate enhanced higher-order thinking skills. Combining learning strategies with educational technology can help to engage students in learning and activities that will “help teachers help their students hone skills and knowledge that will serve them the rest of their lives” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Students are required to retain a great deal of information from each of their classes daily and since our school is on the 4 x 4 schedule, this increases what they must retain to equal double the amount for a full years worth of information in a 90 day period of time. Learning at this pace, students must have strategies that will help them to effectively retain the information. Also, in view of the fact that most all students learn in different ways, summarizing and note taking can provide tools for identifying and understanding what is to be learned and what is most important. It is also critical that students must be guided through the note taking and summarizing process to ensure understanding of material to be recalled when needed. This can be challenging for students given that “short term memory can only process seven (plus or minus two) pieces of information at one time” and “especially if they can not find a pre-existing hook or link to connect the information to” as Dr. Orey validates in “Cognitive Learning Theories” (Laureate Education, Inc. 2009).
Summarizing and note taking are important activities throughout a students learning process. Summarizing involves evaluating information, identifying the important bits of information, and connecting the information in a personal and meaningful way. Note-taking is the process of organizing and writing pieces of information that can be used later. “Technology can scaffold, or provide support, while students are learning the summarizing process. It can also provide collaborative summarizing experiences that facilitate reciprocal teaching, a very structured format for helping students to teach each other” (Pitler et al., 2007, p.120).
This week, in Using Technology with Classroom Instruction That Works (Pitler et al., 2007), it is recommended that students learn and use a variety of note taking formats to pull important information and facts from reading and instructional materials in order to be successful. Many of the technology tools discussed in the text such as word processing applications, organizing and brainstorming software, multimedia, web resources and communications softwares can be helpful to advocate higher-level thinking to classifying information in an organized system for recall when needed. They can also modify, substitute, delete, and select pieces of information and prioritize information in categories with the use of these technologies.
Cues, questions and advance organizers are a way of activating prior knowledge. They allow students to get an idea of what they already know about a subject and make a connection to what they are going to be learning. Focusing specifically on what students need to know and using “technologies that support cues, questions and advance organizers assist teachers in quickly capturing student responses and organizing the responses into useful information.” ” (Pitler et al., 2007. p.75). One thing to remember about using cues, questions and organizers is that they do not have to be used at the end of the learning, but at the beginning, so students can become focused on what they are about to be learning. Technology use of word processing applications to create “Expository, Narrative, and Graphic” advance organizers can help students “focus on essential concepts and themes what will prepare them to learn” (Pitler et al., 2007. p. 76.)
References:
Laureate Education, Inc. (Executive Producer). (2009). Program five. Cognitive 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.
Tuesday, May 12, 2009
" BEHAVIORISM IN PRACTICE"
Over the past two decades there have been ample discussions about how students learn. This has been done by a means of studies and events associated with knowledge and education, establishing some fundamental issues about learning. The new concept in today’s classroom is using educational technology-based learning tools. This genre gives consideration to the social craze of the digital revolution and the millennial generation’s use of technology daily and never having been without it in their lifetime. So with this in mind education must merge with a blend of educational philosophies to meet the needs of today’s students.
Looking at behaviorism, we know it is based on an observable approach that concentrates on evaluating and modifying behavior. Focusing on behavioral patterns and repeating them until the behavior becomes automatic was studied by B. F. Skinner who developed the concept of operant conditioning. “His model was based on the premise that satisfying responses are conditioned, while unsatisfying ones are not” (Orey, 2001. p.2). Education is a process of constant reinforcement and attempts to impart knowledge through informative experience. The combination of the behaviorist theory and the use of educational instructional technology in the classroom are parallel since they both provide a way “for students and teachers to track the effects of effort and facilitates more immediate feedback” in classroom practices (Pitler, Hubbell, Kuhn, & Malenoski, 2007. p. 156).
I believe all learning has behavioral outcomes, and through technology students can obtain information through an assortment of resources and participate in the use of numerous computer programs that provide enrichment of desired learning outcomes. "Technology facilitates homework and practice by providing a wealth of resources for learning outside of the classroom, making it easy for students to work on collaborative homework assignments and providing "drill and practice" resources that help students refine their skills" (Pitler, Hubbell, Kuhn, & Malenoski, 2007. p. 189). Through the use of technology, students can also exhibit a behavior by resolving a question or choosing an outcome with direct feedback that is measurable. So as we continue to explore the best concepts for learning we can not completely disregard Behaviorism as a choice.
It is very important for today’s students to have an understanding of effort and achievement in relation to behaviorism. Technology used in the classroom such as spreadsheet programs and other data collection tools can reinforce behaviorism. By using these technology items, students can become familiar with the reward that their effort leads to achievement and success. “Not all students realize the importance of believing in effort but they can learn to operate from a belief that effort pays off even if they do not initially have this belief” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 155). When used in the right perspective, connecting technology, classroom instruction and Behaviorism can be a very useful way to implement how and what students can learn in today’s classroom.
References:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved:May 11, 2009, from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Looking at behaviorism, we know it is based on an observable approach that concentrates on evaluating and modifying behavior. Focusing on behavioral patterns and repeating them until the behavior becomes automatic was studied by B. F. Skinner who developed the concept of operant conditioning. “His model was based on the premise that satisfying responses are conditioned, while unsatisfying ones are not” (Orey, 2001. p.2). Education is a process of constant reinforcement and attempts to impart knowledge through informative experience. The combination of the behaviorist theory and the use of educational instructional technology in the classroom are parallel since they both provide a way “for students and teachers to track the effects of effort and facilitates more immediate feedback” in classroom practices (Pitler, Hubbell, Kuhn, & Malenoski, 2007. p. 156).
I believe all learning has behavioral outcomes, and through technology students can obtain information through an assortment of resources and participate in the use of numerous computer programs that provide enrichment of desired learning outcomes. "Technology facilitates homework and practice by providing a wealth of resources for learning outside of the classroom, making it easy for students to work on collaborative homework assignments and providing "drill and practice" resources that help students refine their skills" (Pitler, Hubbell, Kuhn, & Malenoski, 2007. p. 189). Through the use of technology, students can also exhibit a behavior by resolving a question or choosing an outcome with direct feedback that is measurable. So as we continue to explore the best concepts for learning we can not completely disregard Behaviorism as a choice.
It is very important for today’s students to have an understanding of effort and achievement in relation to behaviorism. Technology used in the classroom such as spreadsheet programs and other data collection tools can reinforce behaviorism. By using these technology items, students can become familiar with the reward that their effort leads to achievement and success. “Not all students realize the importance of believing in effort but they can learn to operate from a belief that effort pays off even if they do not initially have this belief” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 155). When used in the right perspective, connecting technology, classroom instruction and Behaviorism can be a very useful way to implement how and what students can learn in today’s classroom.
References:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved:May 11, 2009, from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, February 24, 2009
Week 8: Reflection - A Mindset Change
Walden University – Masters in Education EDUC-6710I-1 Understanding the Impact of Technology on Education, Work, and Society
Week 8: Reflection: A Mindset Change
Week 8: Reflection: A Mindset Change
I have enjoyed taking this class and participating with my classmates to accomplish the goals of establishing digital tools that I can use in the classroom. A BIG THANKS to everyone for all of your help and support!
In what ways has this course helped you to develop your own technology skills as a professional teacher?
Reflecting back on this course I realize that I have developed a mindset change about how my students can be engaged within the classroom by incorporating technology related activities and using the most appropriate tools with the lesson. Learning about Web 2.0 tools (Blogs, Wikis, and Podcasts) and applying them to the content I teach will allow me to instruct my students in different ways to help them use these new tools effectively. If I had not experienced these new tools for myself in this course, I would never have thought to implement them into my digital tools collection for students to experience.
This course has helped me realize that teachers with fixed mindsets often believe that there is nothing that they can do to change their teaching styles and they are very stationary by way of their teaching techniques. In today’s education, you have to challenge yourself to succeed and expand. Students today are born into and begin using technology at an early age; I see this everyday with my own children at home, it is almost like something out of a sci-fi movie watching them talk to no-one on a headset as they play their games with virtual contacts.
In what ways have you deepened your knowledge of the teaching and learning process?
As I think back over this course, I believe that I have deepened my knowledge of the teaching and learning process by developing my own personal style for using technology with content related requirements for my students. Before, I had very little knowledge of how to embrace any of the “Web 2.0” tools that could be used in the classroom. I now have the self-confidence to incorporate blogs, Wikis, and podcasts with content that will help students with their 21st Century skill requirements. I have also gained the knowledge that good teachers are good because they work hard at what they do and because they learn through experience or trial and error at times. If what I try doesn’t work then I have to revise the lesson and try again.
I have also become aware of how teaching today’s students requires a change to incorporate creativity, flexibility, and use of multimedia tools that surround students in their everyday life. Teaching students to learn means giving them experiences where they can discovery what they need to learn. This also means establishing enough structured practice to ensure that students get the experiences needed to make a learning connection to why they are learning a specific content.
In what ways have you changed your perspective from being teacher-centered to learner-centered?
I have looked at both viewpoints for the classroom, teacher-centered and learner-centered, and have come to the conclusion that it takes both at times to get students to engage in teamwork skills, innovative thinking, and self-direction. Technology is a method that allows so many ways to permit students to collaborate on projects and do individual work using information and communication technologies which promotes a learner-centered atmosphere.
As a teacher it is sometimes hard to adapt from being teacher-centered but, I believe the answer is to use multiple methods of learner-centered lessons and cooperative projects to see what works best for my students to gain the content knowledge they will need to be successful with their education.
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 challenges we face in teaching our students the skills they need for 21st century success. With this in mind, it is always possible to expand knowledge and encourage higher-level thinking skills when using technology in the classroom. It is amazing to see how advanced today’s students already are in their use of technology related items. As I have learned in this course, students today are considered to be “Digital Natives”. The reality is, however, that they do not always know how to use the technology and information as a beneficial tool for their education. Redirecting students about how they can use their skills and expertise with technology and make it apply to their educational process will help them embrace new ways of learning with tools they are comfortable using and have access to both in and out of the classroom.
As for my own expansion of knowledge, teaching, and leading with technology, I will need to keep up with new methods and practices, then incorporate these new styles into my lessons; this will help students to be successful learners and highlight useful technology.
Set two long-tem 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 of the long-term goals I would like to accomplish in the next two years is to incorporate some type of technology related activity for my students to use daily in the classroom instead of weekly. I desire to eventually go paperless in the classroom for all homework and project assignments.
I am currently in the process of establishing individual class blogs for each of my classes and my students are very keyed up about the opportunity to use this new Web tool and be able to talk to each other about their class assignments.
My second goal is to find a way to get more technology equipment into my room. I would like to have a wireless lab that my students would have access to whenever they need. I guess the most logical way to gain access to this much equipment would be to check out what grants are available and apply.
I have already checked with my supervisor to see if this is a possibility. This is an option that I would not have considered before taking this course.
Refer to your checklist from Week 1. Have any of your answers changed after completing this course?
Looking back at my check list I did have a few changes on my checklist. I moved from sometimes to often in the area of: Use a variety of digital tools to collaborate and communicate with students, parents, colleagues, and community stakeholders.
I will use the class blog site to post information and to communicate more with students and parents. This will provide another way to give them access to important information about the class and their assignments required to improve their grade.
Friday, February 6, 2009
Interview Questions for Students/Podcast Assignment
http://www.teachertube.com/view_video.php?viewkey=46f45534f6de13e07f4d
What exposure do you have to technology on a daily basis; (For example, how much time do you spend watching TV, talking on a cell phone, using a computer to complete homework, surfing the web, chatting with friends via text or IM, playing video games, etc.?)
How do you use different kinds of technology in your home environment?
How do you use different kinds of technology in your school environment?
What types of websites do you visit the most on the computer?
What experiences do you have in using different technologies for social purposes?
What experiences do you have in using different technologies for academic purposes?
How many times a day do you text?
Should students be allowed to visit websites that they want on school computers during their free time? Why?
Are you dependent on the technology you use throughout the day?
How would not having a cell phone or computer affect you?
When you are at home, what are two different types of technology that you use the most? Why?
When you are at home, do you text or talk on the phone more?
When you use technology, is it being used for educational purposes or personal purposes and what are you using it for?
Are you satisfied with the technology at school? Why or why not?
If the technology at home was the same technology used in school, would that affect our learning?
Thursday, February 5, 2009
Wednesday, January 28, 2009
21st Century Learning
The Partnership for 21st Century Skills website is very inspiring! My first reaction to the website was that it had a lot of information that was very useful to focus on future skills that will be taught in education.
The concept of bringing the business world, educators, policy makers, community and government leaders together sounds like a miracle. It is good to know that there is something in the works to help education identify the exact expectations needed to be successful in technology, business, education, and society.
I found the list of members and partners to be a refined group that can and will have a great influence on things to come. It was startling that there were only 10 states listed in the initiative section. Hopefully more states will plan to become involved and help achieve the educational goals listed on the website.
As I looked at the states listed, I questioned why my state was not among the 10 and why we continue to create curriculum standards instead of implementing the national skills to build strong K-12 programs in the U.S.?
Looking at this site, I realized there are a few things that I find difficult to accept, like the concept of most students using self-direction and analyzing situations for understanding and decision making for unforeseen events and incidents. Judgments like these come from experience through life-long encounters and experience or am I looking at this from the wrong perspective?
I do think teaching social and personal skills are necessary for success. Sometimes the use of technology can make certain tasks very impersonal, items such as e-mail, faxes, blogs, chat rooms and certain shared documents can indicate the wrong tone from the message sent to the receiver of the message.
As a teacher, I need to make sure that I am exposing my students to adequate program studies, assignments and assessments to prepare them for 21st Century standards they will need to comprehend with new technologies being used.
I found the list of members and partners to be a refined group that can and will have a great influence on things to come. It was startling that there were only 10 states listed in the initiative section. Hopefully more states will plan to become involved and help achieve the educational goals listed on the website.
As I looked at the states listed, I questioned why my state was not among the 10 and why we continue to create curriculum standards instead of implementing the national skills to build strong K-12 programs in the U.S.?
Looking at this site, I realized there are a few things that I find difficult to accept, like the concept of most students using self-direction and analyzing situations for understanding and decision making for unforeseen events and incidents. Judgments like these come from experience through life-long encounters and experience or am I looking at this from the wrong perspective?
I do think teaching social and personal skills are necessary for success. Sometimes the use of technology can make certain tasks very impersonal, items such as e-mail, faxes, blogs, chat rooms and certain shared documents can indicate the wrong tone from the message sent to the receiver of the message.
As a teacher, I need to make sure that I am exposing my students to adequate program studies, assignments and assessments to prepare them for 21st Century standards they will need to comprehend with new technologies being used.
Wednesday, January 14, 2009
Blogging in the Classroom Idea
As a Healthcare Science teacher of grades 9-12, I know that there are endless possibilities that can be explored in using technology in the classroom. I am always searching for new ideas to use in the classroom that help keep my students engaged.
A web blog could be used in many ways in my classroom.
Presently, I have students read a current-event article of their choice each week that is health related, then document their source, and write a summary. This currently counts with their weekly notebook grade. I think I would like to try and go paperless by having the students write and post their summaries on a blog site. This would enhance the lesson by allowing the summaries to be shared and then students could read and post comments about their opinions or thoughts about the article/summary. Commenting on their classmates’ postings would allow students to have meaningful discussions and gain the experience of blogging.
Let me know what you think!!!!
A web blog could be used in many ways in my classroom.
Just a few ideas as to how it could be used:
- Post a summary about assigned reading
- Collaborate on group projects
- Gather information and ideas from different sources
- Ask questions that are related to subject content that need more explanation
- Communication assignments
Presently, I have students read a current-event article of their choice each week that is health related, then document their source, and write a summary. This currently counts with their weekly notebook grade. I think I would like to try and go paperless by having the students write and post their summaries on a blog site. This would enhance the lesson by allowing the summaries to be shared and then students could read and post comments about their opinions or thoughts about the article/summary. Commenting on their classmates’ postings would allow students to have meaningful discussions and gain the experience of blogging.
Let me know what you think!!!!
Saturday, January 10, 2009
Course Requirement
I have created this blog as a requirement to share comments, and information with my fellow colleagues. The impact that technology can have in the classroom today is amazing and I can only hope this course will help me to create lessons that will help my students understand what the future is going to offer them as technology is used in the classroom.
Please check back for any new information or comments and be sure to sign up for the RSS feed this blog (if I have done this correctly). Also, feel free to leave me any helpful comments, as well as any useful links that you think might be helpful for this course.
Please check back for any new information or comments and be sure to sign up for the RSS feed this blog (if I have done this correctly). Also, feel free to leave me any helpful comments, as well as any useful links that you think might be helpful for this course.
Wednesday, January 7, 2009
Comment Post ?
I have tried to respond and post comments on several sites with no luck. I can't tell if it is the computer or me. Is anyone else having this problem? Thanks!!!!
Tuesday, January 6, 2009
Deborah Thomas
This is my "jumping off point"... I love technology!!!
I’m new to the integration process for using certain technologies in my classroom. I know that this is a must for today's teachers. Is there anyone who has information for lesson plans that use technology across the curriculum?
I’m new to the integration process for using certain technologies in my classroom. I know that this is a must for today's teachers. Is there anyone who has information for lesson plans that use technology across the curriculum?
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