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/
Saturday, April 3, 2010
Monday, March 29, 2010
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.
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.
Tuesday, March 23, 2010
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.
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.
Wednesday, March 17, 2010
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.
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.
Wednesday, March 10, 2010
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
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
Saturday, December 26, 2009
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
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
Sunday, December 6, 2009
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
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
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