Application Four: Online Learning for Advanced Math and Science Students

Click on the following link http://voicethread.com/share/1693410/ to learn how online learning modules can benefit advanced math and science students.

References

Lemke, C., & Coughlin, E. (2009). The change agents. Educational Leadership, 67(1), 54–59.

Stockley, Derek. (2011, January 11). E-learning definition and explanation (elearning, online training, online learning). Retrieved from http://derekstockley.com.au/elearning-definition.html

Young, J., Birtolo, P., & McElman, R. (2009). Virtual success: Transforming education through online learning. Learning & Leading with Technology, 36(5), 12–17.

Immediate Impact of Technology

Children learn differently using various modalities and multiple intelligences. Educators need to find avenues for students to utilize and maximize learning opportunities. According to Dr. Ross, it is an educator’s responsibility to provide students with access to the curriculum (Laureate Education, 2009). This course has taught me ways to create flexibility with instruction using technology to meet the individual needs of all learners. I will immediately adjust my instructional practices regarding the use of technology integration to customize instruction.

The first thing I will do to adjust my instructional practices is to use technology to determine my students’ learning profiles and interests. When students are interested and motivated to learn, they will move through the learning process on their own instead of the teacher having to drag them through it (Laureate Education, 2009). I will learn about my students’ learning profiles and interests by having them complete my survey “Getting to Know You” located at http://www.surveymonkey.com/s/8T37G5L. This survey will help me design effective instruction and assessment for my students. It is my responsibility to make sure that I understand my students’ interests and learning styles so that I can provide effective learning experiences.

The second thing I will do to immediately adjust my instructional practices is to use technology to differentiate assessments. I will use technology to assess students’ academic strengths and weaknesses. The evolution of technology has created opportunities for differentiation in classrooms that were not possible before. Technology has created ways for teachers to “bridge the gap” (Laureate Education, 2009) between students’ learning styles and assessments. Teachers are now able to assess children in ways that were not available previously. “By using assessment strategies that draw students into the assessment process, it is more likely that they learn more” (Science Education Resource Center, 2010). I will continue to use my district’s online benchmarking program “Orchard” as a formative assessment to create individualized and effective instruction. In addition, I will integrate using digital answering devices (clickers) to assess student understanding during a lesson. Students that typically are shy may be more willing to answer if they do not have to speak. Another way I will differentiate assessments is to allow students to create digital portfolios instead of taking written paper and pencil tests. Digital portfolios can support my efforts to provide students with an alternative assessment that engages learners and supports all types of learning modalities. A portfolio allows students to display their work as they master content.

The third thing I will do to immediately change my instructional practices is to use technology to add differentiated elements within the instruction. According to Dr. Rose, the brain has three networks that are responsible for doing different things yet they work together to identify and process information. The recognition network identifies patterns such as chairs, dogs, cats etc. The strategic network helps a person problem solve and the affective network identifies emotions. The brain “not only distributes processing to different places according to what kind of task it is but it also distributes processing differently when you’re a beginner at a task than when you’re an expert at a task” (Laureate Education, 2009). Each person has these networks but they are specific to that person which creates different learning modalities. I will meet different learning styles by presenting information in a variety of ways such as concept maps using Inspiration, visual imagery using power points and/or outlines using Microsoft Word. In addition, to replace lecture and a one-size-fits-all lesson, I will create choice boards to allow students options in how they prefer to learn content. The choice board could include activities that provide support for reading using technology and/or project-based learning using technology to research and create products. Finally, I will include additional opportunities for students to reinforce skills using technology skill-based activities such as Academic Skill Builders for Wii (http://www.arcademicskillbuilders.com/wii/).

Technology will allow me to differentiate in ways that were not as easily possible previously. As I immediately adjust my instruction using technology, I will need to remember that differentiation is not about creating many lessons for one topic (Laureate Education, 2009). It is about allowing flexibility for readiness, interest and learning profiles within one lesson and topic. Students enter the classroom with different background knowledge and preferred methods of learning. It is my responsibility to make sure that all students have equal access to learning in the classroom. Technology will help me fulfill this responsibility.

References

Academic Inc.,. (n.d.). Play the games on Wii. Retrieved from http://www.arcademicskillbuilders.com/wii/

Laureate Education, Inc. (Executive Producer). (2009). Brain research and universal design for learning. Reaching and engaging all learners through technology. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009). Integrating Technology Across the Content Areas. Baltimore: Author.

Laureate Education, Initials. (Producer). (2009). Learner differences. [Educational Video].Baltimore:Author.

Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners through technology. Baltimore: Author.

Orchard Learning, Inc., . (2010). Orchard. Retrieved from http://www.orchardsoftware.com/target.php

Parker, Jennifer. (2010). Get to know you survey.Retrieved from http://www.surveymonkey.com/s/8T37G5L.

Science Education Resource Center, . (2010, May 26). Assessment. Retrieved from http://serc.carleton.edu/introgeo/assessment/index.html

GAME Plan Reflection

I had chosen for my goal to strengthen two of the ISTE National Educational Technology Standards (NETS-S). The two standards were to use technology to provide thinking that is more critical and problem solving in addition to providing more opportunities for my students to demonstrate creativity and innovation using technology (National Education Standards for Teachers, 2009). I understood the content knowledge and I understood the uses of technology. My challenge was to overcome how to integrate the two areas together. As I met this goal, my students now have the opportunity to be able to self-direct their learning while they solve a problem of interest to them and create a digital product that displays their learning process. These skills are teaching my students how to be critical thinkers of information and how to apply what they have mastered. These skills are preparing my students for jobs of the 21st century.

According to Dr. Ross, it is an educator’s responsibility to provide students with access to the curriculum (Laureate Education, 2009). Children learn differently using various modalities and we as teachers need to find avenues for students to utilize and maximize learning opportunities. My GAME Plan focused on integrating more inquiry-based lessons using technology into instruction. I had chosen to focus on this because I wanted my students to maximize their learning of content and 21st century skills. As I completed my plan during the course, I realized the opportunities that technology created in inquiry-based lessons. By using technology, I was able to build in levels of rigor and scaffolds to support different learning modalities and levels of learning. It took me a lot of time and thought to create the unit but now I have it to use in all of my classes. I learned that creating these types of lessons require more research and time on the front end but will have great benefits for my students in the long run.

As an instructional coach for my district, I am making some immediate adjustments regarding technology integration into content areas. I am asking the computer teachers to teach our students how to use blogs, wiki spaces, podcasts, Voice Thread etc. using content from core subjects. My hope is that as the students learn how to use these applications, content area teachers will be more comfortable allowing students to use them as a learning tool in the classroom. Due to time constraints, it is difficult for teachers to teach the applications and the content. With my plan, computer classes and content areas are horizontally aligning to provide maximum learning opportunities in academics and in 21st century skills.

Jennifer P.

References

Laureate Education, Inc. (Executive Producer). (2009). Integrating Technology Across the Content Areas. Baltimore: Author.

National Education Standards for Teachers (NETS-T). Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/ 2008Standards/NETS_T_Standards_Final.pdf

Linking GAME Plan to NETS

The ISTE National Educational Technology Standards for students and teachers (NETS, 2007) are two lists of technology standards and performance indicators for teachers and students. When I compare these lists, I notice that they complement each other. For example, the student standard to be creative and innovative complements the teacher standard to facilitate and inspire student learning and creativity. The teacher may use the teacher standards to facilitate the student standards.

A teacher may use the GAME Plan model to facilitate mastery of these standards. The GAME Plan supports self-directed learning which means that learners are driven by their own desire and actions to learn something new. Self-directed learning can be divided into four steps called the GAME plan. The “G” stands for set goals, the “A” for take action to meet the goal, “M” for monitor progress towards the goal and “E” for evaluate if the goals were achieved and extend the learning (Cennamo, Ross & Ertmer, 2009). As an educator and lifelong learner, I need to continue my GAME plan to self-direct my learning towards integrating more technology into my content area with more confidence and proficiency. As I become more empowered in the use technology as part of my instruction, students will have the opportunity to learn and master the 21st century skills that ISTE supports.

Upon the completion of my problem-based unit plan, I want to use it in a science classroom. The unit will teach students the necessary content required by the state but will support NETS too. This will be another step towards a classroom that reflects 21st century learning.

Jennifer P.

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

National Education Standards (NETS) (2007). Retrieved from http://www.iste.org

Week 6 GAME Plan

I am in week six of my GAME Plan. My district was on fall break so I was unable to work in my classrooms but it did allow me time to look at some more technology-based lessons. My professor posted a great website, http://www.bie.org/ that shows project-based learning in action using technology. I found it to be very helpful because it gave me a visual of how a classroom looks during this type of learning.

My plan is to become effective when integrating technology and content together for student learning. As I worked on a lesson plan this past week, I kept in mind the benefits and challenges of integrating technology into lessons. I made sure that I provided times for students to organize and reflect on their learning. It is through these opportunities that I will be able to assess student learning of content. I also had to remind myself that I need to provide scaffolds such as helpful websites and graphic organizers to support the learning process. I am excited about trying this lesson in a science class when they get to the specific chapter.

I am also considering how I might integrate “educational networking” (Laureate Education, 2009) into my classroom. Using technology to communicate and learn will tear down the walls of my classroom. I am facing some obstacles such as time, computer access and administrational support. These are challenges that I will seek solutions to during this upcoming week.

Jennifer P.

References

Bucks institute for education. (2010). Retrieved from http://www.bie.org

Laureate Education, Inc. (Executive Producer). (2009). Integrating Technology Across the Content Areas. Baltimore: Author.

GAME Plan Week Five

This week I am more overwhelmed as compared to previous weeks. I am having troubles wrapping my head around the concept of problem-based learning (PBL) using technology in the classroom. As I work towards my GAME Plan goals of being able to link student learning with content and technology, I am realizing that it has definite benefits and challenges. According to Dr. Ertmer, some of the benefits of PBL are it supports self-directed learning, collaboration (a 21st century skill), integration of core subjects and authentic learning (Laureate Education, 2009). Students are engaged in inquiry-based thinking while determining solutions for a problem that has meaning to them.

The challenges that I am trying to overcome is how to link the learning with the content (standards) so that it is more than just fun and I am comfortable knowing that my students know the standards. I am not sure how to teach this or model this. Is it something that I teach? Do the students learn it naturally during the process? Dr. Ertmer suggests that as students progress through PBL, have them reflect on their learning through journaling, using checklists or blogs (Laureate Education, 2009). Since my students have not done this previously, I would need to model how to articulate one’s thoughts using a journal or blog. These items would provide a formative assessment as the learning progresses and reassure me that the students are mastering the standards in addition to learning how to think on a higher level.
I will continue to work on my PBL unit plan to help fulfill my GAME Plan. My PBL unit plan supports the STEM initiative in my state.

Is anyone else experiencing the same concerns?

Jennifer

References

Laureate Education, Inc. (Executive Producer). (2009). Program 8. Spotlight on Technology: Problem-Based Learning Part 1. [Educational video]. Baltimore: Author.

My GAME Plan Continues

It is week three in my efforts to master my GAME plan. This past week, I continued to research STEM projects using the internet. An abundance of information is available about inquiry-based and project-based lessons. I am learning what a good inquiry-based lesson should look like to use as a comparison when evaluating other lessons. I am learning to look at the objectives and ask myself whether or not the lesson supports the standards and if it will have real-life meaning for a student. I am looking for organization and how well the unit flows for student understanding.

When I originally had written my GAME plan, my focus was on integrating science and math together using inquiry-based units or project-based units using technology. I had not given thought to how student learning would be assessed in these lessons and units. Dr. Ross suggests that I “…develop a cadre of techniques to monitor and evaluate” (Laureate Education, 2009). I need to consider how student learning would be assessed during and at the end of the unit. I need to consider what parts of the unit need to be assessed and in what ways. For example, how will academic content be measured as compared to how will the growth in technology use be measured? Are those skills of equal importance? Dr. Ross suggests using the following steps in determining effective assessment. First, I need to identify the learning objectives. Second, I need to determine the instructional method and finally, what technology supports the objectives and method of delivery (Cennamo, Ross & Ertmer, 2009). During this week, I will focus on determining how I will assess student learning when using this type of instructional delivery in my classroom.

Jennifer P.

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Laureate Education, Inc. (Executive Producer). (2009). Program 7. Assessing Student Learning with Technology. [Educational video]. Baltimore: Author

My GAME Plan Journey

Authentic instruction focuses on the person being an active participant in his or her learning process. An old proverb says, “Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand.” (Cennamo, Ross & Ertmer, 2009). This week I attended several seminars about STEM during the LEAD conference in Nashville, Tennessee. Part of my game plan is to educate myself on the STEM initiative in Race to the Top so that I can effectively and seamlessly integrate math, science and technology into my classroom instruction. I started fulfilling my GAME plan by attending this conference. My next goal is to involve myself in the process of integrating STEM projects. I will take the information back to my classroom to implement in the curriculum and to educate other teachers about the STEM initiative.

In order for me to continue working towards my GAME plan goals, I will need to continue to participate in more professional developments, webinars and educators networking sites to learn about this type of project-based curriculum. I need to obtain a schedule of future professional developments and webinars. In addition, I will need to research the STEM websites that were brought to my attention during the conference. Since I am a visual learner, I would like to find sites that have video clips of this type of learning unfolding in a classroom. I need to set aside some of my planning time to research these websites.

My plan is to journal my thoughts, ideas and successes as I complete each part of the GAME plan. Since the conference ended today, I have not had a chance to journal any thoughts yet but I plan on doing so in the next few days.

I am recognizing that I have a learning style just like my students. As I sat in some of the classes during the conference, I found my mind wandering because the presentation was lecture format with a power point of all text (no pictures). I am a visual learner and like to be engaged in the learning process. I found myself interested in the classes that engaged us with small group activities. I also like the idea that I am able to pick and choose the way in which I am gathering my knowledge about STEM. “Research suggests that collaborative learning can improve the effectiveness of most activities, and the same is true for technology-based activities” (Cennamo, Ross, & Ertmer, 2009). I am choosing to use technology and collaborative work to fulfill my GAME plan. I need to remember that my students can manage their learning if I provide support and the opportunities that match their needs.

Jennifer P.

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Application Two: My GAME Plan

I am a lifelong learner. I am driven by self-motivation to do what I need to do to master the many uses of my camera, cell phone and Facebook account. Self-directed learning is driven by one’s own desire and actions to learn something new. Self-directed learning can be divided into four steps called the GAME plan. The “G” stands for set goals, the “A” for take action to meet the goal, “M” for monitor progress towards the goal and “E” for evaluate if the goals were achieved and extend the learning (Cennamo, Ross & Ertmer, 2009). As an educator and lifelong learner, I am making a GAME plan to self-direct my learning towards integrating more technology into my content area with more confidence and proficiency.

I have chosen for my goal to strengthen two of the ISTE National Educational Technology Standards (NETS-S). The two standards are to use technology to provide thinking that is more critical and problem solving in addition to providing more opportunities for my students to demonstrate creativity and innovation using technology (National Education Standards for Teachers, 2009). I understand the content knowledge and I understand the uses of technology. My challenge that I would like to overcome is how to integrate the two areas together. When I meet this goal, my students will be able to self-direct their learning while they solve a problem of interest to them and create a digital product that displays their learning process. These skills will teach my students how to be critical thinkers of information and apply what they have mastered. These skills will help prepare my students for jobs of the 21st century.

I will take action to master this goal. I need to know more about how to integrate the two areas and what this type of learning looks like. STEM (science, technology, engineering and math) is a part of my state’s “Race to the Top” grant. I could attend professional developments and research STEM websites to learn more information. In addition, I could observe other educators modeling inquiry-based learning and ask other educators questions on educational social networks. I would consider co-planning and co-teaching an inquiry-based unit with technology. When I feel comfortable enough to venture out and teach my own inquiry-based lesson, I would ask another teacher to observe the lesson to provide feedback for me later.

I will need to monitor my progress towards this goal. I can do this by keeping a journal of information that I learned from professional developments, online teacher social networks and STEM websites. In addition, I would monitor how many lessons I co-teach with other educators. The more hands-on practice I have, the better I will be able to do it on my own. In addition, I would record in my journal how often I observed other teachers and the critical things that I learned from each observation. As I review my progress, I would continue to assess if I am ready to facilitate my own inquiry-based unit using technology. I would need to be objective and know when to push myself out of the safety of the nest and fly on my own. If I find that I am not able to do that after a reasonable time, I would need to reevaluate my sources and look for new ones.

Finally, I would evaluate if I met my goal. My goal is to integrate inquiry-based learning using technology into my math classroom. If after a reasonable time, I have not at least started co-teaching a unit then I would need to reevaluate my goal and strategies. When I can successfully facilitate a lesson, I will know that I met my personal goal to integrate critical thinking and creativity into a lesson to provide a better learning opportunity for my students. To extend my learning and goal, I would look at the other NETS-S to assess how I might be able to strengthen those in my classroom using the same strategies or different ones.

Jennifer P.

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Hargadon, Steve. (2010). Classroom 2.0. Retrieved from http://www.classroom20.com/group/classroom20beginnergroup

I-stem. (2010). Retrieved from http://www.istemnetwork.org/resource/educational/lesson.cfm

National Education Standards for Teachers (NETS-T). Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf

US Department of Education, . (2010). Delaware and tennessee win first race to the top grants. Retrieved from http://www2.ed.gov/news/pressreleases/2010/03/03292010.html

Evaluating a Website Using REAL

This screencast will walk a viewer through how to apply Dr. November's REAL method to evaluate the reliability and validity of a site. Click on the above title to link to the screencast or copy and paste the link below.

http://www.screentoaster.com/watch/stUElWR0BJRFtXQF1VXFhfVl5c/evaluating_a_website_using_real

Reflection on Classroom Instruction

As I finish the last week of this course, I have taken some time to reflect on what I have learned and how it will affect my ability to effectively and appropriately integrate technology into my classroom. I have reflected on my personal theory of learning prior to completing this course, made some immediate changes in my instructional practices regarding the integration of technology and set two long-term goals that support integration of technology.

As I reflect on my own personal theory of learning, I still support the continued use of the constructivism/constructionist learning theory. I believe that students need to be able to construct their own meanings for the knowledge to be useful and remembered. Originally, I did not recognize that my classroom also models behaviorism. Behaviorism seems to be viewed as old school methods of teaching. I use behaviorism through grades, point systems and extrinsic rewards to help reinforce a desirable behavior or help a student modify his or her behaviors. Used when needed, this learning theory can provide positive and effective results. I have observed the presence of the social learning theory in my instructional practices. My students are building knowledge by working together to solve problems or build projects. This will help them be ready for the 21st century workplace.

I have learned about several technology tools that I can use effectively in my instructional practices to enhance student engagement and learning. I am incorporating concept maps with graphics into the note-taking instructional strategy. Concept maps allow my students to organize and synthesize information in a way that “...replicates the network model of memory” (Laureate Education, 2009). “Graphic representation has been shown to produce a percentile gain of 39 points in student achievement (Pitler, Hubbell, Kuhn & Malenoski, 2007). In addition, I have added Voice Threads within my instructional practices. Voice Threads support the social learning theory “…cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning. When students work in cooperative groups, they make sense of, or construct meaning for, new knowledge by interacting with others” ( Pitler, Hubbell, Kuhn & Malenoski, 2007). Voice Threads will allow my students the opportunity to share thoughts, ideas and gain knowledge from each other.

I have set two long-term goals that support the integration of technology into my instructional practices. First, my goal is to follow the “Matrix of the Four Planning Questions, the Nine Categories of Instructional Strategies, and the Seven Categories of Technology” as I plan instruction for my students (Pitler, Hubbell, Kuhn & Malenoski, 2007). The matrix provides a checklist of all of the things that I need to consider as I plan what instructional strategy will be used with what technology. This will assure that the technology used is appropriate and effective for student learning. My second goal is to stay a lifelong learner myself by attending staff developments and finishing my master’s degree. This is important because technology is constantly changing and so the way my students think and learn is constantly changing. I want to stay abreast with the new so that I can maximize my students’ learning by using current forms of technology and prepare them for the 21st century workplace.

References

Laureate Education, Inc. (Executive Producer). (2009). Constructionist and Constructivist Learning Theories. Baltimore: Dr .Michael Orey.

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

Voicethread:"Race to the Top"

My state recently won the "Race to the Top" grant. Although I welcome change, I have concerns about what this will mean for my students and me in the classroom. Please view my voicethread by clicking on the title and let me know your thoughts.

http://voicethread.com/share/1040668/

Social Learning and Technology Linked Together in the Classroom

According to Dr. Orey, the social learning theory states that learners cannot learn by themselves. They need the aid of an outside source such as a classmate, teacher or computer to construct meaning (Laureate Education, 2009). The cooperative learning strategy as described in my textbook “Using Technology with Classroom Instruction that Works” supports this theory. “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, Hubbell, Kuhn & Maleonoski, 2007). Multimedia projects and web resources may be used to support the social learning theory.

Student-created multimedia projects encourage learners to work together building knowledge. Students research, analyze and make conclusions together as a group. I have my math class complete a stock market multi-media project. Students are divided into small groups that act as an investment company. Each student within the group is assigned a different task. The students work independently to complete their part but have the group members to help them as needed. The members depend on each other to complete his or her share. Students are learning about the stock market and the roles and responsibilities of corporate employees.

Web resources also support the social learning theory. With the unlimited amount of access to outside sources and people via the internet, students can interact with others. Students can blog and create a wiki space with students that are from a different part of the world. They can share information through an online calendar. I use an online website to communicate grades and a schedule of assignments with my students and their parents. Web resources allow students to seek information and respond to others creating an online environment of continuous learning.

References

Laureate Education, Inc. (Executive Producer). (2009). Constructionist and Constructivist Learning Theories. Baltimore: Dr .Michael Orey.

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

Embedded Technology in the Classroom Supports Constructivist/Constructionist Learning Theory

The constructivist learning theory explains that an individual creates their own knowledge and understanding through experiences. The constructionist learning theory takes it a step further and the individual builds a project that represents his or her understanding or knowledge. In one of my resources this week, the authors talk about embedding technology in “Generating and Testing Hypothesis…When students generate and test hypotheses, they are engaging in complex mental processes , applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn & Malenoski, 2007). Using spreadsheet software, data collection tools and Web resources to generate and test hypothesis support the constructivist/constructionist learning theory in the classroom.

The internet has changed how we access information. Information is at our fingertips with a stroke of a key. Technology allows students “…to spend more time interpreting the data rather than gathering the data…” (Pitler, Hubbell, Kuhn & Malenoski, 2007). Spreadsheets allow students to organize their data in a way that makes sense and it allows them to change the data to investigate different outcomes. Data collection tools such as graphs and charts enable students “…to see the bigger picture and recognize patterns” (Pitler, Hubbell, Kuhn & Malenoski, 2007). They also allow students to collect data quicker so the students have more time to evaluate the information. Web resources such as gaming software allow students to try different scenarios (hypothesis) in a virtual situation that may be impossible in real life (Pitler, Hubbell, Kuhn & Malenoski, 2007). These embedded technologies help students gather information, hypothesize, reevaluate data and build a product that represents the learning that occurred.

Just yesterday, I had my math students complete a computer-generated table to record data from a math activity involving the relationship between volumes of solids. My students were able to use the chart to identify the pattern that occurred between the volumes of the solids throughout the lab. It really helped them see the big picture of where the volume formulas derived from. Do you use embedded technology to encourage constructivism/constructionism in your classroom? If so, what do you use and how do you use it?

Jparker119

Reference

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.

Technology Supports Cognitive Learning in the Classroom

This week in my master’s class, I learned how to use technology to enhance my students’ cognitive skills during learning. The cognitivist perspective “focuses on learning as a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and is finally used” (Lever-Duffy & McDonald, 2008). My textbook, “Using Technology with Classroom Instruction that Works” describes two instructional methods that embed technology in lessons to increase student cognitive processes.

The first instructional strategy is cues, questions, and advance organizers. Cues are clear hints about what the student is going to learn and questions prompt a student’s memory to help them retrieve prior knowledge (Pitler, Hubbell, Kuhn & Malenoski, pg 73). These cues and questions are incorporated in organizers. Dr. Orey describes organizers such as concept maps as a “graphical way” to organize data (Laureate Education, 2009). Word processing applications such as creating a brochure support cognitive thinking by helping students focus on important concepts thus eliminating the distracting, unnecessary information. Spreadsheet software that can create a rubric allows teachers to prepare students for a lesson by introducing them to the topic and expectations beforehand. Students can brainstorm and organize thoughts before a lesson by completing a KWL chart. They can view a video clip to trigger prior knowledge before completing a concept map to organize facts and answer higher-order thinking questions. These ideas focus “…on enhancing students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn & Malenoski, 2007) therefore they support the cognitivist perspective.

Technology can also help students’ cognitive processes while summarizing and taking notes. Teachers can use word processing capabilities to provide students with teacher-prepared notes where students fill in missing pertinent information. Students can also use software that allows them to pick out the essential information in a paragraph in their textbook. Students can create a pictograph to go with their notes or create a graphic organizer such as a concept map that has embedded graphics to help organize information. “Graphic representation has been shown to produce a percentile gain of 39 points in student achievement” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Various web resources such as blogging and wikis allow students to experience reciprocal teaching creating higher-order thinking. Like the first instructional strategy, this instructional strategy also supports the cognitivist learning theory because it assists mental processing.

References
Laureate Education, Inc. (Executive Producer). (2009). 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.

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

Behaviorism Meets Technology

BF Skinner, a well-known psychologist helped define behaviorism through many studies. “Behaviorism sees learning as the response to an external stimulus” (Lever-Duffy & McDonald, 2008). In this cause and effect relationship, the effect can be positive, negative or neutral. Positive results tend to reinforce a behavior as negative ones help modify or change an undesirable behavior. Some technology applications mirror the behaviorist theory. One tries to navigate the maze and gain the correct weapon to slay the dragon in a video game. If the player slays the dragon, then points are earned and the player moves to the next level (positive). If the dragon eats the player, player dies and the game is over (negative). Player tries again but this time the player modifies his or her choices to avoid being eaten.

After reviewing this week’s resources, I am also convinced that behaviorism is present in instructional technology in classrooms. “Research shows that the level of belief in self-efficacy plays a strong role in motivation for learning and achievement. The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning.” (Pitler, Hubbell, Kuhn & Malenolsi, 2007). Students can use technology such as online rubrics, spreadsheets and graphs, as suggested by Pitler, Hubbell, Kuhn & Malenolsi, to track the relationship between their effort and their grades instead of through other methods such as praise from a teacher or their “A” paper being posted in the hallway. Students would be able to monitor and modify their own behaviors to get the desired outcome of better grades.

In addition, behaviorism is seen in a student’s homework and classwork. “Multiple exposures to material help students deepen their understanding of content and become proficient with skills. Typically, students need about 24 practice sessions with a skill in order to achieve 80-percent competency (Pitler, Hubbell, Kuhn & Malenoski, 2007). As mentioned earlier, most students are tech savvy and relate well in the use of technology. In our resources, they suggest that instructional technology be used to practice and reinforce skills. Students can create spreadsheets to track grades or skill speed and accuracy. Students would be able to see the correlation between practice and increase in speed and accuracy of a skill or lack of practice causes lower times and less than proficient grades. Online tutorials and educational games allow students to practice skills that are specific for that student and offer immediate feedback. Students want to get as many correct answers to win the chance to play the bonus game. Students associate correct answers with bonus games and points, a positive reward.

As students become more technology oriented, instructional technology can help modify or reinforce behaviors. Although behaviorism may have changed its look in the classroom, it still remains alive through instructional technology.

JParker

References

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

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

Reflection

The birth of the Internet has changed the way we think, learn and live. Prensky describe a "digital native" as one that was born after the birth in 1983 (Prensky, 2001). That leaves me as a "digital immigrant." As a digital immigrant, I have found that I struggle to learn what comes natural to my students. During this course, I have learned new skills and how to tie them to content and learning in my classroom.

Over the past eight weeks, I have developed my technology skills. I have learned how to create and integrate the use of wikis and blogs into my personal life. A wiki space is a great place to organize Christmas wish lists for those distant relatives. Blogs are a great place to communicate thoughts and schedules for church. I have worked to develop the art of collaboration with my classmates as we completed assignments for this course. I have been able to build a network of resources with other teachers from other parts of the country. As I completed this course, I realized that my students are missing some of the experiences that I have encountered for the past eight weeks. "It wasn't until I fully understood how these technologies can facilitate global connections and conversations around my own passions, how they could help me create powerful learning networks and communities, that I was able to see what needed to change in terms of my curriculum and my teaching" (Richardson, 2009). My growth in technology use has fostered my desire to give my students the same enriching experiences that I have encountered in my personal life.

I will continue to grow my knowledge of technology with the intent of increasing student achievement. "Learning is what most adults will do in the 21st Century" (Trilling, 2005). My students were born into a digital society and are ready to be engaged in a classroom in ways that they understand. "Our students today are all native speakers of the digital language of computers, video games and the Internet" (Prensky, 2001). I need to continue to be a lifelong learner of web 2.0 tools in the classroom. As I develop lessons for my students, I will collaborate with other teachers online, participate in webinars, and finish my master's degree to increase my knowledge and ease of these tools. As I prepare lessons, I will integrate these tools and link my content standards with those of NETS (Profiles for Technology (ICT) Literate Students)to engage my "native speakers" so they can master content.

Within two years from now, I would like my classroom to be transformed into a 21st Century classroom. One of my goals is to knock down the walls of my classroom. My students will no longer be limited to the knowledge of a paper textbook. The last step of the scientific method is to communicate results. They will share with an audience that is much larger than the classroom their thoughts and results about science labs using a class blog. The students will defend and challenge their ideas. The use of blogs will create an environment where the students can become experts in a particular topic (Richardson, 2009). Students will have a greater resource for building knowledge while fostering higher-order thinking.

The second goal is to empower my students in their own learning. My students will create and maintain a class wiki space. They will work collaboratively to decide the relevance and correctness of the information being posted. "It's a very democratic process of knowledge creation" (Richardson, 2009). Students will be practicing the art of collaboration and "constructionism" (Laureate Education, 2008). The wiki space will be the final project of their collaborative efforts.

As the trend of technology increases in the world, my classroom needs to catch up with the times. My students need to be prepared for the future work place where collaboration and shared projects are required. "The playing field is being leveled" (Friedman, 2005) and my students need to learn in a way that engages them so that they can grow to become productive and competitive members in the workplace.

References:

Friedman, T. (2005, April 3). It's a flat world, after all. The New York Times. Retrieved from http://www.nytimes.com

Laureate Education, Inc. (Producer). 2008.Transforming the Classroom Part 1.[Motion picture]. Understanding the Impact of Technology on Education, Work, and Society. Baltimore: Author

Prensky, M. (2001). Digital natives, digital immigrants, part II: Do they really think differently? On the Horizon, 9(6).

Profiles for Technology (ICT) Literate Students
http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/
2007Standards/NETS-S_2007_Student_Profiles.pdf

Richardson, W. (2009). Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.

Trilling, B. (2005). Towards learning societies and the global challenges for learning with ICT. TechForum. Retrieved from http://www.techlearning.com/techlearning/pdf/events/techforum/ny05/
Toward_Learning_Societies.pdf

Technology Classroom Profile

I recently surveyed nine middle school students (four boys and five girls) in Nashville, TN. They answered questions regarding how technology impacts their lives. The results support Marc Prensky's, coined the term "Digital Native" and Dr. Dede's research. Please listen to the podcast (click on the word podcast)and consider what changes need to be made in a classroom to teach millennial learners.

Laureate Education, Inc. (Producer). 2008. Millennial Learning Styles. [Motion Picture]. Understanding the Impact of Technology, Work, and Society. Baltimore: Author.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5). Database: Proquest Central Database. Accession Number:1074252411.

http://podcastmachine.com/podcasts/3005/episodes/13255

Review of "Partnership for 21st Century Skills"

A great divide exists between what a student experiences in a classroom and outside of school. An advancing technological society bombards our students daily with new ways of problem solving and communicating. Unfortunately, school systems have not kept pace with those changing times. Students still use a lot of textbooks, paper and pencils. Not to mention, most collaboration exist only among classmates in the room. As an initiative to help drive education into the 21st century, an organization "The Partnership for 21st Century Skills" has created a website to help promote collaboration in the hopes of building a bridge over the gap that currently exists. Overall, I was impressed by the site except for a few concerns and it made me realize that the need for 21st century skills will have implications in the classroom.

As I initially reviewed this site, I was impressed and able to understand the purpose of the site. The site is easy to navigate with a lot of information. Their mission statement, "Serve as a catalyst to position 21st century skills at the center of US K-12 education by building collaborative partnerships among education, business, community and government leaders" (Partnership for 21st Century Skills, 2002) is clear. Their mission statement supports how "we need to build collaboration skills where the whole is more than the sums of the parts" (Laureate Education, 2008). We all need to act as a team for the benefit of students and the United States to compete in the 21st century. The availability of tools and resources to educators such as Route 21 and MILE Guide impressed me. "The goal of Route 21 is to provide and online interactive tool that demonstrates how 21st century skills can be supported through standards, professional development, assessments and curriculum and instruction" (Partnership for 21st Century Skills, 2002). Students, so often need real-life applications to learn concepts likewise educators could use real-life classroom applications to implement technology as Route 21 offers. "The MILE Guide toolset is designed to help educators and administrators measure the progress and helps districts determine where they are on the spectrum of ensuring students have the knowledge and skills required for success in today's world" (Partnership for 21st Century Skills, 2002). This provides a checklist for my classroom to help me set goals of where I would like to take my classroom in the 21st century.

As I dug deeper into the site and reviewed the participants of "The Partnership for 21st Century Skills," I was surprised and concerned that there is not mention of educators becoming member of this partnership. The membership extends to states, businesses and organizations. The lack of 21 century skills in the school system is "...a wicked problem that can only be understood by multiple people, each with a different perspective, each with a different expertise, coming together and intercommunicating not just to subdivide the problem, but actually to construct what the issues are, to speak each other's language and understand each other's perspective well enough that they can accomplish something together" (Laureate Education, 2008). The educators are on the front lines and are familiar with the operation of a classroom. They are the ones that engage with student learning on a daily basis. What looks good in black and white on paper does not always transfer well into a classroom. We are professionals in the field and should be included in the decision-making process of the implementation of 21st century skills in the classroom.

Upon looking further into the site, I read how this partnership provides seven strategies for 21st Century Skills Initiative. I am concerned with a part of their fourth strategy that links core knowledge with 21st century skills. It states, "Given the results that matter for students today, most academic standards are too low and do not reflect 21st century skills or content. Many states allow students to earn a high school diploma with eighth or tenth grade knowledge and skills (or less), in core subjects. Higher standards are essential" (Partnership for 21st Century Skills, 2002). No Child Left Behind (NCLB) holds all states accountable for student learning and progress in core subjects. The lack of progress or water-downed curriculum comes not from the mandate but from school systems, educators, or demographics. My severe learning-disabled students struggle to make the same amount of progress as my regular students. They make progress but at a slower rate and at a lower level. Equity of current material and technology is nonexistent across different demographics. Poorer school systems do not have current textbooks or resources to teach the material and the educators do the best the they can with the means provided. Some school systems may have more English Language Learners than others. The students may be strong in core knowledge but cannot read the test so the results are not accurate. I question whether "The Partnership for 21st Century Skills" considers these issues that educators face daily in the classroom.

The movement towards a 21st century classroom has implications for students and teachers. First, "...the 21st century skills model is consistent with the metrics and accountability emphasized in the No Child Left Behind Act(NCLB), and it can help us develop a broader vision of accountability as we evolve to meet this century's challenges" (Partnership for 21st Century Skills, 2002). When this movement succeeds, accountability will be even higher for teachers and students of not only core content but also 21st century skills. "As much as students need to learn academic content, they also need to know how to keep learning---and make effective and innovative use of what they know---throughout their lives" (Partnership for 21st Century Skills, 2002). In incorporating these new skills, teachers will need to learn a new way of teaching and students will experience a new way of learning. The students will gain the same core knowledge but in a different way than previously. The classroom will transfer into what a current workplace looks like.

"...in the modern world, in work, things are largely done by teams, and so in education, we need to think about preparing students intensively to collaborate" (Laureate Education, 2008). Educators, businesses, states and communities need to continue to collaborate to lessen the gap that exists between classrooms and society. Classrooms need to role model the technology-enhanced society that adults work in daily. "The playing field is being leveled" (Friedman, 2005) and if we want our nation to continue to be a leader, then we need to better prepare the next generations for what awaits them.

References:

Friedman, T. (2005, April 3). It's a flat world, after all. The New York Times. Retrieved November 16, 2009, from http::query.nytimes.com/gst/fullpage.html?res=9F06E7D815

Laureate Education, Inc. (Producer). 2008. Skills for the 21st Century [Motion picture].
Understanding the Impact of Technology on Education, Work, and Society. Baltimore: Author.

Partnership for 21st Century Skills. (2002). Retrieved from http:www.21stcenturyskills.org/index.php

Blogging in Science Class

Alvin Toffler's Wave Theory refers to different eras in which there has been a paradigm shift in society. In Toffler's third wave, he refers to society being in an "informational" age (Laureate Education, Inc., 2008). We use technology to research information and work more independently of each other. Society is growing into a fourth wave that Dr. Thornburg refers to as a communication era. This era links unlimited information and collaboration by using technology (Laureate Education, Inc., 2008).

In my sixth-grade, science classroom, I would like to better prepare my students to be successful in society's growing fourth era. I would have students write in a blog about an issue that is relevant to them and to society. For example, the town is considering developing a large piece of land for housing, retail and a new movie theatre. I would have the students write in a blog about their position as to whether or not this is a good idea. I would have them consider the ecosystem, pollution, economics and housing needs. They would learn how to use appropriate language to fit this situation while supporting their opinions using course content and facts. They would respond to each other's blogs and that would allow them an opportunity to explore and debate other ideas. Students would be collaborating just like adults collaborate in the work force.

"Creativity is the cornerstone of education" (Laureate Education, Inc., 2008). This blog would be appropriate for this lesson because it "links Piaget's cognitive constructivism learning theory and Vygotsky's social constructivism learning theory" (Laureate Education, Inc., 2008). Previously, students may have just researched information using the Internet and written a report. A blog provides a place where students can express supported thoughts and ideas with many other students and receive immediate feedback. It creates an entire new level of learning that has not been available previously.

Laureate Education, Inc. (Producer). (2008). Understanding the Impact of Technology on Education, Work, and Society [Motion picture]. Teacher as professional. Baltimore.