Students come to school already equipped with many special skills. I always believed that many of my students were very knowledgeable when it came to using technology, but as I gained more information pertaining to the new literacies that must be taught in our classrooms, I quickly realized that the truth of the matter is that my students still had a long way to go in order to become a “technology native.” In this week’s video resource, David Warlick states, “students are already good at playing technology. They need us to help them learn how to work it within context that is meaningful to the curriculum and to their future” (Laureate, 2009). Yes, my students are very skilled when it comes to “playing technology,” however; they lack the ability to effectively utilize those skills when it comes to relating it to things they are learning in the classroom.
The skills and information that I have gathered from this course will allow me to better prepare my students for the time when they will be required to independently make use of their new literacies. Throughout this course, I have been made aware of the fact that when providing students with new tasks I must not assume that they already have the skills and knowledge they need in order to be successful. I must take the time to teach my students the proper way of interacting with individuals whether it is on the web or in person. I must also provide models and step by step examples of the proper ways of finding/evaluating information that students would use in class reports. To make the assumption that students can properly make use of their resources because they are very skilled are using the technology can ultimately put students in a situation where they will more than likely fail.
In order to continue to provide my students with the skills needed in order to succeed in school and in the future, I plan to continue to strengthen my skills in the area of teaching the new literacies. Just as with anything in the education profession, these literacies are bound to change; therefore, I plan to take part in professional development opportunities that teach the importance of including these literacies in the classroom. I also would like to lead my colleagues in learning more about these important skills in order to better prepare our students for the world outside of school.
Reference: Laureate Education, Inc. (Executive Producer). (2009). Supporting Information Literacy and Online Inquiry in the Classroom. Baltimore: Author.
Sunday, April 25, 2010
Tuesday, December 22, 2009
Final thoughts about the past 8 weeks!
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
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
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.
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