In the beginning of the course my personal teaching philosophy was that the majority of elementary students are hands on learners and do extremely well when given the opportunity to create their own learning. Now that the course is coming to an end I still feel that many students today learn by doing, but I would also add that they learn by interacting. Students who work cooperatively and collaboratively with their peers are still very much able to create their own learning, but they have each other to share ideas, opinions, and knowledge with.
In order to nurture the creativity of each student and their need to work with one another in situations that allow them to explore their creativity, I need to make modifications to the strategies I use in my classroom. Throughout the course we were presented with many wonderful technology tools that can be used to support any learning style. One such tool that I will incorporate into my teaching is the use of Voice Threads. These “interactive photo albums” will allow my students to share their work, make modifications to another’s work or simply make comments on the work of their peers. This tool will also be used as an electronic portfolio that will travel with our students from one grade level to the next. In addition to the voice threads I will also make use of WebQuest and concept maps. Using WebQuests in the classroom will “allow students in my class or from multiple locations to work together to learn about a particular subject…” (Pitler, H., Hubbell, E., Kuhn, M., & Maleoski, K., 2007). WebQuests are a great way for students to feel in control of their learning and be fully involved in the lesson. Concept maps will be a wonderful tool for students to use when completing a WebQuest or research. It will allow my students to organize their thoughts using graphics and words.
One goal I have for my future instruction is to educate my students on as much of the technology as possible and what it can all do. Even though I find all of this technology to very interesting I must remember that to get the most out of it is to allow my students to opportunity to explore it. Many times students are unfamiliar with the tools that are presented in class therefore, it is my job to teach them about the tool and then show them all the things that can be done using the tool. Many students know much more about technology than I do, but they still need to be made aware of how they can be used to help them learn. To do this I must provide students with exploration time. During this time they can play with it and see what they can get it to do. Once this is done, I will then complete a whole group lesson that demonstrates how it can be used to help them grow academically. Another thing I wish to improve upon is the giving of options. Knowing that all students learn differently, I must design lessons and integrate technology to support that. Not only must I do this in the lessons I teach, but I must also encourage it in presentation and projects that my students complete. Students must have a variety of tools to choose from that will allow them to show what they know. To do this I plan on providing students with at least two to three forms of technology that they can use to present their information to the class. This can be done by blogging, voice threads, PowerPoint, etc.
Dr. Michael Orey stated that “learning is the act of constructing knowledge, making meaning and making sense of the world” (Laureate Education, 2009). The knowledge obtained and technology tools shared throughout this course can easily help students in any classroom develop cognitively and socially in order to make meaning of the world around them.
Resources:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Orey, Michael (Ed.).(2009). Connectivism as a Learning Theory. Los Angeles: Laureate Education
Tuesday, December 22, 2009
Thursday, December 3, 2009
Voice Thread
The use of voice threads can be very beneficial for students in the classroom. They are very easy to use and for this reason can be used by my third graders with ease.
http://voicethread.com/share/782503/
http://voicethread.com/share/782503/
Tuesday, December 1, 2009
Connectivism and Social Learning in Practice
Chapter seven of the book Using Technology with Classroom Instruction that Works presents learning strategies and techniques that correspond with the beliefs of the social learning theories. Social learning theories are defined as "the collaborative conversations and interactions that take place when the students create an artifact (Laureate Education, 2009).
The strategies described in this chapter support the collaboration and interaction between students, teachers and professionals in other fields. Each strategy encourages individuals to work together in order to accomplish a common goal. One specific technique that was discussed was the JASON project. I found this particular web resource very intriguing. The JASON project is an opportunity for "students to become part of a virtual research community, accompanying real researchers in real time as they explore everything from oceans to rainforests to polar regions to volcanoes" (Pitler, Hubbell, Kuhn, Malenoski, 2007). I enjoyed learning that there is a resource that enables students to become involved in expeditions that they normally would not have the opportunity to embark on.
In addition to the JASON project there are many other strategies that encourage communication and interaction between students in other cities, states and countries. All the resources presented in this chapter promote cooperative learning opportunities that will help prepare the students "for the fast paced, virtual workplace that they will inherit" (Pitler, Hubbell, Kuhn, Malenoski, 2007).
Resources:
Orey, Michael (Ed.). (2009)Social learning theories. Los Angeles: Laureate Education.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007) Using technology with classroom
instruction that works. Alexandria, VA: ASCD.
The strategies described in this chapter support the collaboration and interaction between students, teachers and professionals in other fields. Each strategy encourages individuals to work together in order to accomplish a common goal. One specific technique that was discussed was the JASON project. I found this particular web resource very intriguing. The JASON project is an opportunity for "students to become part of a virtual research community, accompanying real researchers in real time as they explore everything from oceans to rainforests to polar regions to volcanoes" (Pitler, Hubbell, Kuhn, Malenoski, 2007). I enjoyed learning that there is a resource that enables students to become involved in expeditions that they normally would not have the opportunity to embark on.
In addition to the JASON project there are many other strategies that encourage communication and interaction between students in other cities, states and countries. All the resources presented in this chapter promote cooperative learning opportunities that will help prepare the students "for the fast paced, virtual workplace that they will inherit" (Pitler, Hubbell, Kuhn, Malenoski, 2007).
Resources:
Orey, Michael (Ed.). (2009)Social learning theories. Los Angeles: Laureate Education.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007) Using technology with classroom
instruction that works. Alexandria, VA: ASCD.
Tuesday, November 24, 2009
Constructivism in Practice
Dr. Michael Orey defines constructivism as being “a theory of knowledge stating that each individual actively constructs his/her own meaning” ( Laureate Education, 2009). In the online book, Emerging Perspectives on Learning, Teaching, and Technology, constructionism is defined as “[knowledge] actively being constructed in the mind of the learner” (Orey, 2001). Both the constructivism and constructionism learning theories are supported in chapter 11 of Using Technology with Classroom Instruction that Works.
In this chapter the authors discuss generating and testing hypotheses. All technologies: spreadsheet software, data collection tools, and Web resources discussed in this chapter allow an individual to take an active role in their learning. However, it is my personal opinion that the use of spreadsheets and data collection tools correspond more with the constructivist belief that there is no absolute right or wrong response. How each student interprets the information recorded on the spreadsheet or in the data chart is based on their own thoughts and knowledge. It was mentioned that many classroom teachers do not want to waist time teaching students to create a spreadsheet (Pitler, Hubbell, Kuhn, Malenoski, 2007). If the child was provided the opportunity to learn how to properly create a spreadsheet or data chart, their understanding of how and why they got certain results will be greater and more unilateral. Creating both the spreadsheet and the data chart would make the learning more concrete and more meaningful to the individual.
The web resources discussed in the chapter relate more to the constructionist view. The web resources such as the gaming software allow students to immerse themselves in the activity which makes it more significant and hands on. These types of resources “allow students to use background knowledge, make decisions, and see the outcome of their hypotheses, often in virtual situations that would be impossible or financially unfeasible in real life”(Pitler, Hubbell, Kuhn, Malenoski, 2007). Using these resources provides students with an opportunity to do something that many individuals will normally not be able to do. It allows students to take on roles and become involved in the lesson. They can truly be a part of the activity which makes it more memorable to the learner.
Resources:
Orey, Michael (Ed.). (2009) Cognitive learning theory.
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.
Wednesday, November 18, 2009
Cognitivism in Practice
Cognitive Learning Theory pertains to the way information is processed and stored in the brain (Laureate Education, 2009). In the video Cognitive Learn Theory Dr. Orey discusses how information that is kept in short/long term memory is stored in networks and all information is connected in some way (Laureate Education, 2009).
Chapters 4 and 6 in the book Using Technology with Classroom Instruction that Works, talk about techniques that enable individuals to organize and retrieve information from the long term memory when necessary. Chapter 4, Cues, Questions, and Advance Organizers describes strategies that will either “trigger students’ memories to help them access prior knowledge,” or “help students focus their learning” (Hubbell, Kuhn, Malenoski, & Pitler, 2007). All strategies mentioned in this chapter, such as the word processing applications or multimedia tools can pair visual supports with a written text. “When text and visuals are combined individuals have an easier time recalling information” (Laureate Education, 2009).
Chapter 6 also ties into the cognitive learning theory. For example the section on organizing and brainstorming software provides ideas on how to organize information into categories in order to effectively summarize a text. This way of grouping one’s thoughts is very similar to the networks that the brain creates in order to store information. Concept maps/webs and Power Point slides allow the learner to classify the information in a variety of different ways. All tools, techniques, and strategies presented in both chapter 4 and 6 help make the process of storing and retrieving significant information much easier for a learner.
Resources:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Orey, Michael (Ed.). (2009) Cognitive learning theory. Los Angeles: Laureate Education
Chapters 4 and 6 in the book Using Technology with Classroom Instruction that Works, talk about techniques that enable individuals to organize and retrieve information from the long term memory when necessary. Chapter 4, Cues, Questions, and Advance Organizers describes strategies that will either “trigger students’ memories to help them access prior knowledge,” or “help students focus their learning” (Hubbell, Kuhn, Malenoski, & Pitler, 2007). All strategies mentioned in this chapter, such as the word processing applications or multimedia tools can pair visual supports with a written text. “When text and visuals are combined individuals have an easier time recalling information” (Laureate Education, 2009).
Chapter 6 also ties into the cognitive learning theory. For example the section on organizing and brainstorming software provides ideas on how to organize information into categories in order to effectively summarize a text. This way of grouping one’s thoughts is very similar to the networks that the brain creates in order to store information. Concept maps/webs and Power Point slides allow the learner to classify the information in a variety of different ways. All tools, techniques, and strategies presented in both chapter 4 and 6 help make the process of storing and retrieving significant information much easier for a learner.
Resources:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Orey, Michael (Ed.). (2009) Cognitive learning theory. Los Angeles: Laureate Education
Wednesday, November 11, 2009
Behaviorism in Practice
In this week’s resources the strategies presented all tie into the behaviorist theory in some way. Chapter 8 of the book Using Technology with Classroom Instruction that Works discusses the strategy of “reinforcing effort” and the positive effects it will have on an individual. It is stated that “research shows that the level or belief in self-efficacy plays a strong role in motivation for learning and achievement” (Hubbell, Kuhn, Malenoski, & Pitler, 2007). This strategy of recognizing the effort that students put into class work and participation is similar to the behaviorist way of think that one should reinforce and reward the positive behaviors in order to receive more of the desired outcomes. By making students aware that their efforts are being noticed, we as teachers are only encouraging our students to continue to work hard.
In addition to recognizing the effort our students put into the school work, we must also stress the importance of practicing their skills, whether it be in school or at home. Chapter 10, entitled Homework and Practice also resembles the behaviorist theory. It is mentioned that “…homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills” (Hubbell, Kuhn, Malenoski, & Pitler, 2007). Unlike drill and practice sessions that provide immediate responses that notify a child if he/she is correct, homework tends to take a little longer of a time to receive a reply. No matter the time it takes to provide feedback, a child will always be notified if they were successful or not. If they receive positive feedback reinforcements or a rewards of some type will be given, but if it is incorrect they receive the consequence of having to re-do it.
Many strategies teachers use in the classroom can be linked to parts of the behaviorist theory. As a classroom teacher there are many things that we do that are second nature, but because they are habit we do not even think of it as being part of a theory.
Resources:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
classroom instruction that works.
Saturday, August 22, 2009
Looking Back!
As the course Integrating Technology in the Classroom draws to an end I am beginning to see how technology can play an integral part in preparing my students for future grade levels and even the world beyond the classroom. Many students of today are “digital natives” they learn much more differently than those students of ten years ago and use technology that “digital immigrants” are unfamiliar with.
This course has enabled me to critique my own personal opinions and beliefs of teaching 21st century skills while incorporating the use of technology. In order for me to be an effective teacher I need to make my classroom more student centered. Students come into school with a wealth of knowledge and a variety of skills, but they are often overlooked because they do not fit in with the curriculum. This can no longer be the case. The skills and knowledge that students obtain outside of the classroom are what will enable them to be successful during school.
In order for me to make my class more student center and see an increase in student achievement I must continue to familiarize myself with their lifestyles outside of the school setting and create ways to incorporate these elements into the classroom. In addition, I must continue to learn about the tools of the 21st century. In order to prepare my students for tomorrow’s world, I must be willing to take a close look at myself and determine the areas in which I need to improve.
Within the next few years I plan to implement the use of Ipods into my classroom. In order to do this a grant will be written to receive four to six Ipods that can be used as reading intervention tools. Many of my students are struggling readers. With the use of podcasts and video clips I can provide extension and intervention activities during center time. Another goal I would like to achieve within the next few years is to continue to learn about all the opportunities to use technology in the classroom. I hope to encourage my district to continue to offer professional development opportunities where the staff can not only learn about, but also experience the new and exciting tools of the 21st century.
Wednesday, July 22, 2009
21st Century Skills
After viewing the website, Partnership for 21st Century Skills, I am thrilled to know that there are people and businesses in society that are making attempts to bridge the gap between the classroom and the business world. I was amazed to find out that this partnership has been in existence since 2002. Being a 2005 college graduate in the education field I am somewhat astonished that we as future teachers were not informed about this attempt to bring the 21st century skills into the classroom and this partnership that was formed in order to help make this a reality.
The website discusses the approach to making certain that the youth of society is prepared for the real world. One topic that was discussed was assessment. It was mentioned that “assessments must measure all five results that matter — core subjects; 21st century content; learning skills; ICT literacy; and life skills (2004).” I find this to be very interesting considering that the students in the state of Ohio take MANY standardized tests that assess only the content knowledge that students have learned throughout the year. These test also require students to use their knowledge of skills taught in the classroom and how to adapt them in different situations. However, these test truly do not measure what students are really capable of achieving.
In addition to the amazement that this partnership exists and it’s views on how to make the 21st century skills come alive in the classroom, I was taken aback by the many members of both the business and education professions that belong to the partnership; however, I am disappointed in the progress that they have made thus far. Many of the partners are part of the technology world. With this being said, one would assume that more efforts would be made on their behalf to help equip our schools with the most up to date technology. In addition to this disappointment, I am also unsatisfied with the number of states that are included in this partnership. Why is it that only a small number are part of this? Do all states know about this opportunity and/or how to get involved? What are your thoughts on this issue?
After viewing the website, Partnership for 21st Century Skills, I am thrilled to know that there are people and businesses in society that are making attempts to bridge the gap between the classroom and the business world. I was amazed to find out that this partnership has been in existence since 2002. Being a 2005 college graduate in the education field I am somewhat astonished that we as future teachers were not informed about this attempt to bring the 21st century skills into the classroom and this partnership that was formed in order to help make this a reality.
The website discusses the approach to making certain that the youth of society is prepared for the real world. One topic that was discussed was assessment. It was mentioned that “assessments must measure all five results that matter — core subjects; 21st century content; learning skills; ICT literacy; and life skills (2004).” I find this to be very interesting considering that the students in the state of Ohio take MANY standardized tests that assess only the content knowledge that students have learned throughout the year. These test also require students to use their knowledge of skills taught in the classroom and how to adapt them in different situations. However, these test truly do not measure what students are really capable of achieving.
In addition to the amazement that this partnership exists and it’s views on how to make the 21st century skills come alive in the classroom, I was taken aback by the many members of both the business and education professions that belong to the partnership; however, I am disappointed in the progress that they have made thus far. Many of the partners are part of the technology world. With this being said, one would assume that more efforts would be made on their behalf to help equip our schools with the most up to date technology. In addition to this disappointment, I am also unsatisfied with the number of states that are included in this partnership. Why is it that only a small number are part of this? Do all states know about this opportunity and/or how to get involved? What are your thoughts on this issue?
Tuesday, July 7, 2009
Why do I have this blog?
It is very important that I get a feeling for where all of my students are at both academically and socially. However, being a teacher in third grade, this may be very difficult to do. Many of my students are very quiet and do not enjoy the opportunities to verbally share their thoughts and opinions about specific topics all because they fear what their classmates might think of them or say. This blog will be a place where my students can freely express their thoughts/opinions about a topic and make appropriate comments on their classmates thoughts/opinions pertaining to the same topic.
In the beginning of the school year I would like this blog to be a place where my students can come and share a fun thing that they can remember from second grade and their thoughts, feelings, and fears about being in third grade.
Throughout the year this will also be a place to display the work of my students. Third graders have wonderful imaginations and all of them whether they know it or not, have many talents. This will be a place where their masterpieces will be put on display for not only our classmates and families, but also the entire world.
Blogging is a great way for my students to share their thoughts with me and with their classmates, but it is also a great way for students across grade levels to communicate with one another. This will be an adventure that many students may not have the opportunity to embark on.
In the beginning of the school year I would like this blog to be a place where my students can come and share a fun thing that they can remember from second grade and their thoughts, feelings, and fears about being in third grade.
Throughout the year this will also be a place to display the work of my students. Third graders have wonderful imaginations and all of them whether they know it or not, have many talents. This will be a place where their masterpieces will be put on display for not only our classmates and families, but also the entire world.
Blogging is a great way for my students to share their thoughts with me and with their classmates, but it is also a great way for students across grade levels to communicate with one another. This will be an adventure that many students may not have the opportunity to embark on.
Tuesday, June 30, 2009
Hello and Welcome!
This is my first time blogging on a blog that I have created. Let me introduce myself to you and the rest of the world. My name is Julie and I currently live in a suburb east of Cleveland, Ohio. I have been a teacher now for five years and I am working towards obtaining my master's degree in Integrating Technology in the Classroom. I am currently teaching third grade and am loving every minute of it. I am married to a wonderful man named Craig who is also a teacher. We have a four year old shih tzu named Zoe.
The purpose of this blog is to talk about the topics that are "hot" in education. I also want it to be a place for educators of all grade levels to share thoughts, opinions, and ideas about anything dealing with our profession. I am looking forward to communicating with the world and fellow teachers.
Please check back and post comments as often as you would like.
Happy blogging!
The purpose of this blog is to talk about the topics that are "hot" in education. I also want it to be a place for educators of all grade levels to share thoughts, opinions, and ideas about anything dealing with our profession. I am looking forward to communicating with the world and fellow teachers.
Please check back and post comments as often as you would like.
Happy blogging!
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