The blog series for this course had students creating, reflecting, and sharing posts based on a GAME plan created based on the NETS-S standards. I found this series of blog beneficial. Firstly, I was not aware of the standards to a large degree. Having a consistent set of guidelines in preparing a class for using technology in the classroom is a good reminder for teachers. This set of standards is also helpful as a benchmark for teachers in many areas of the world. With these standards, students around the world will receive like standards, which is advantageous as we continue preparing learners in the 21st century. Preparing a GAME plan was a good exercise in using new methods and information on a topic area. This was a hands-on activity that gave me the experience my students would have if they would use the GAME plan in their school work.
Creating a GAME plan was another reminder that as teachers, we need to be reflective practitioners. The GAME plan is a systematic way of going through a thought process of a teaching or learning goal you have set. The monitoring and evaluating were the most helpful in the process. While you monitor and evaluate it forces you to think and reflect on what has happened. It forces you to consider changes, take a different approach, or redefine what you need to know. I can see myself using the GAME plan with my students. The entire process would be part of a self-assessment for any assignment. By going through a GAME plan I would be able to see the depth of the learning that has happened during the course of an assignment. This can also lead to a more authentic learning by students as they monitor and evaluate what they have done.
I am not sure if there are any immediate plans or changes that I will make in my teaching practice regarding the integration of technology. However, this course has reminded me of a few things I must do as a teacher. Firstly, it is imperative to always be reflecting and thinking about learning. Thinking about this is not enough; you must also be prepared to take action and make necessary changes based on monitoring and evaluations you have made about your goals. Secondly, I have realized that I have many good lessons and units that can be altered so that technology can be infused into the learning. To go along with the idea of changing lessons and units rather than starting from scratch, I have learned that you must choose where technology properly fits into a lesson. Cennamo, Ross, and Ertmer (2009) wisely state that technology must be used for a purpose, not just for the sake of using technology. If what I do in the classroom does not advance the learning and understanding of my students, I have not done my job.
Technology offers abundant opportunities for students to show their learning. Technology helps students become better 21st century learners. By incorporating technology into my lessons, and having a GAME plan in doing so, offer my students a better chance at success in their learning (and in my teaching).
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.
Thursday, December 23, 2010
Tuesday, December 14, 2010
GAME Plan with Students
The NETS standards for students are a good compliment to the teachers’ standards. In fact, most of the standards are isomers of each other. For example, teachers are to demonstrate good ethical use of technology. Students are to demonstrate that they use technology in an appropriate way. Upon closer inspection, most of the standards work in this way. Based on some of the work done in the Walden courses, I could see myself doing a similar style of assignment with my students. I would introduce my students to all of the standards and discuss each one with them. As they year progressed, I would ask them to use a GAME plan in implementing the standards as they went through different technology assignments during the school year. These GAME plans could be uploaded into their ePearl portfolios to show that they have been thinking about and using the NETS standards in their work.
As I look at the standards, these are the many of the things I ask my students to do on a regular basis. These standards are very closely related to my provincial technology curriculum (http://www.edu.gov.mb.ca/k12/tech/lict/show_me/continuum.html). One of the toughest areas for my students in using technology is the aspect of safe, legal, and responsible use of technology. Sometimes my students forget that most of the technology they use at school is not their own. In some cases, students tend to use copyright material without permission. Other times students purposefully try to access inappropriate web sites by getting around divisional blocks. Although these incidents are low, they do happen. Here is where my teaching and examples of proper use of technology can be a guide for my students. However, if students are more aware of standards they are to work toward, this can serve as incentive for achievement. I teach middle years, and at this age, students love contests with structure. If they are to begin setting goals, taking action, monitoring, and evaluating their work towards their goal, they can start telling you and showing you that they have used technology in a proper and ethical way. It is the "look what I did" mentality.
GAME plans can be multifaceted and have uses in many applications in our everyday lives and in our professions. The NETS-T and NETS-S are only two examples where GAME plans can be implemented. Teachers are told to be reflective practitioners. When teachers use GAME plans it becomes a systematic way to be reflective. There is a focus and purpose. If students have a purpose and focus for their assignments, learning and projects become more meaningful.
References:
Literacy with ICTAcross the Curriculum; A Developmental Continuum located at http://www.edu.gov.mb.ca/k12/tech/lict/show_me/continuum.html
National Education Standards for Teachers (NETS-T) located at http://www.blogger.com/goog_1849475459
2008Standards/NETS_T_Standards_Final.pdf
National Education Standards for Students (NETS-S) located at http://www.iste.org/Libraries/PDFs/NETS_for_Student_2007_EN.sflb.ashx
As I look at the standards, these are the many of the things I ask my students to do on a regular basis. These standards are very closely related to my provincial technology curriculum (http://www.edu.gov.mb.ca/k12/tech/lict/show_me/continuum.html). One of the toughest areas for my students in using technology is the aspect of safe, legal, and responsible use of technology. Sometimes my students forget that most of the technology they use at school is not their own. In some cases, students tend to use copyright material without permission. Other times students purposefully try to access inappropriate web sites by getting around divisional blocks. Although these incidents are low, they do happen. Here is where my teaching and examples of proper use of technology can be a guide for my students. However, if students are more aware of standards they are to work toward, this can serve as incentive for achievement. I teach middle years, and at this age, students love contests with structure. If they are to begin setting goals, taking action, monitoring, and evaluating their work towards their goal, they can start telling you and showing you that they have used technology in a proper and ethical way. It is the "look what I did" mentality.
GAME plans can be multifaceted and have uses in many applications in our everyday lives and in our professions. The NETS-T and NETS-S are only two examples where GAME plans can be implemented. Teachers are told to be reflective practitioners. When teachers use GAME plans it becomes a systematic way to be reflective. There is a focus and purpose. If students have a purpose and focus for their assignments, learning and projects become more meaningful.
References:
Literacy with ICTAcross the Curriculum; A Developmental Continuum located at http://www.edu.gov.mb.ca/k12/tech/lict/show_me/continuum.html
National Education Standards for Teachers (NETS-T) located at http://www.blogger.com/goog_1849475459
2008Standards/NETS_T_Standards_Final.pdf
National Education Standards for Students (NETS-S) located at http://www.iste.org/Libraries/PDFs/NETS_for_Student_2007_EN.sflb.ashx
Tuesday, December 7, 2010
Revising the GAME Plan
I have a reoccurring theme in my blog posts; be patient. A question I have is can you reach a goal? Is there room for complacency in teaching? Should I have my lesson and unit plans laminated? My answer is no to all. I believe I can be happy with my progress in my GAME plan. I can be happy and proud of the strides I am beginning to make, but I am not convinced that you can “make it” in teaching. I believe you can always improve. With this in mind, I suppose my GAME plan will always be evolving and changing. I am the type of person who will always seek professional development opportunities. I just received an email about a course on Kudo animation. However, I will not be attending the in-service. Does this mean I need to revise my GAME plan because I was not allowed to attend? Again, the answer is no. A colleague of mine who is finishing this program in December will work with me and we will investigate this tool together. I believe working within the context you have is a key to succeeding in any GAME plan. I will continue to lobby for programs and technology tool I believe will benefit the students at my school. Although not necessarily technology based, I have been recently appointed to a behaviour committee at my school. I am growing into a stronger leadership role in my school.
Unwittingly I have been trying to inspire student learning and creativity by the use of technology in the classroom. Without investigating the NETS-T standards, I did not know I was working on this goal. My experience is that students want to use technology in their learning. They use technology as an everyday part of their lives. Why should school be such a drastic change for them? I have two adapted students who have done research on an endangered species. They have incorporated their research into a script and will make a video for their presentation. Without my encouragement, I do not know if they would have been this excited about this project.
I look at the NETS –T and see they are separated into five distinct goals. I am not sure if you can achieve them one by one. Although I see value in a GAME plan and they are important, these standards weave themselves into each other to make a whole. You can hardly work on one of these standards without touching on the other four.
References:
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
Unwittingly I have been trying to inspire student learning and creativity by the use of technology in the classroom. Without investigating the NETS-T standards, I did not know I was working on this goal. My experience is that students want to use technology in their learning. They use technology as an everyday part of their lives. Why should school be such a drastic change for them? I have two adapted students who have done research on an endangered species. They have incorporated their research into a script and will make a video for their presentation. Without my encouragement, I do not know if they would have been this excited about this project.
I look at the NETS –T and see they are separated into five distinct goals. I am not sure if you can achieve them one by one. Although I see value in a GAME plan and they are important, these standards weave themselves into each other to make a whole. You can hardly work on one of these standards without touching on the other four.
References:
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
Tuesday, November 30, 2010
Evaluationg GAME Plan Progress
As mentioned in previous blog postings finishing my master’s degree is first and foremost on my agenda in terms of professional growth and leadership. The courses continue, the learning continues, and the ideas continue to formulate. I believe the area in which I am slowly changing is allowing for more student centered learning rather than teacher centered learning. Ertmer and Simons (2006) talk about problem-based learning (PBL). Taking their ideas of presenting a real world problem to students before a unit begins is of interest to me. I think there is real value in these types of lessons and units. However, as they suggest, start off with something small. In most cases this type of teaching and learning will require a learning curve on both the students’ and teachers’ sides. I would like to be patient with myself to incorporate these ideas correctly. I want to do them with skill and correctness so I can fully pass on the information to my colleagues.
I do not know if it is my nature, the master’s program, or that I am a more senior teacher in my school, but I have started to take on more issues on behalf of my fellow teachers. I do not like people standing around and complaining or comparing a situation to somewhere else. I find myself raising these issues at meetings to get a healthy discussion going. Mostly, I find myself in discussions with my principal lobbying for new technology for our school or allowing various web tools to be used on our school network. Currently I am not enrolled in any new courses or programs, but I have gained the confidence to speak my mind on issues and make proposals that I believe would make our students more successful in school.
Being so involved with work and university, my goal to use more technology with my students is going slower than I expected. I have had the chance to try Google Sketchup with my class. They really enjoyed experimenting with it and I believe I can incorporate this tool with a PBL unit. I also have three students who receive heavier adaptations to their program. These three students have elected to do research on an endangered species. They have also indicated that their preferred method of presentation will be a video. It looks like I will be learning Moviemaker with my students.
In the grand scheme of things I am happy with how my plan is unfolding. I am a person who likes to really think about things before I act. My plan may take some time to complete, but I am alright with that. I also feel that I am willing to make any changes necessary as they arise. I have also thought about changing school divisions if that is what it takes to more fully reach my goal.
References:
Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl.
I do not know if it is my nature, the master’s program, or that I am a more senior teacher in my school, but I have started to take on more issues on behalf of my fellow teachers. I do not like people standing around and complaining or comparing a situation to somewhere else. I find myself raising these issues at meetings to get a healthy discussion going. Mostly, I find myself in discussions with my principal lobbying for new technology for our school or allowing various web tools to be used on our school network. Currently I am not enrolled in any new courses or programs, but I have gained the confidence to speak my mind on issues and make proposals that I believe would make our students more successful in school.
Being so involved with work and university, my goal to use more technology with my students is going slower than I expected. I have had the chance to try Google Sketchup with my class. They really enjoyed experimenting with it and I believe I can incorporate this tool with a PBL unit. I also have three students who receive heavier adaptations to their program. These three students have elected to do research on an endangered species. They have also indicated that their preferred method of presentation will be a video. It looks like I will be learning Moviemaker with my students.
In the grand scheme of things I am happy with how my plan is unfolding. I am a person who likes to really think about things before I act. My plan may take some time to complete, but I am alright with that. I also feel that I am willing to make any changes necessary as they arise. I have also thought about changing school divisions if that is what it takes to more fully reach my goal.
References:
Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1005&context=ijpbl.
Tuesday, November 23, 2010
Monitoring GAME Plan Progress
I believe that my GAME plan has some long term components to it. Firstly, the master’s program is a 20 month process. I am learning an unbelievable amount of information; however, it may take some time to fully implement some of the ideas I am formulating. Most of my time is spent doing my course work and fulfilling my teaching obligations. Also many courses and programs cost money and I have to pace my spending. My school division is not willing to pay for all courses I take. This being said, I am doing what I can to pass information to my fellow teachers and my administrator.
I am trying to model more technology with my students each week. As with the first goal, this second goal will take time. As of late, I have been introducing my students to their e-portfolios. I used my e-portfolio on the provided site as an exemplar. I got my students logged in and they have most recently personalized their home page. Within the week the class will receive instruction on how to upload assignments to their portfolios. Lambert, DePaepe, Lambert, L., & Anderson, (2007) say e-portfolios help with learning, but these portfolios also help students work with technology. Cennamo, Ross, and Ertmer (2009) encourage teachers to use web based grade books to help keep assessments in order. This past week I showed my students the web grade book I was now using, and that they would soon be getting user names to create student accounts for themselves and their parents. They will be able to track their progress as the term progresses. I have also been able to work with my school division to set up divisional e-mail accounts for my students. Communication should improve as well as giving students more options to hand in their assignments.
One thing I am learning as I go ahead with my GAME plan is that working at it slowly is alright. Nothing has to be done immediately. I do not think I need to modify my plans at this time other than be realistic about the time frame.
A question that has been creeping into my brain recently is what happens when I encounter road blocks in my plan? I may have it all worked out, but my plan does involve other people. I may not get the in-servicing I want. I may not get a chance to set up a committee. I may have to cross those bridges when I get there, but I will mostly work within the system. I do not want to be a pest to the division, but I will keep pitching my ideas to the necessary people within the division.
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.
Lambert, C., DePaepe, J., Lambert, L., & Anderson, D. (Winter 2007). E-portfolios in action. Kappa Delta Pi Record, 43(2), 76–81.
I am trying to model more technology with my students each week. As with the first goal, this second goal will take time. As of late, I have been introducing my students to their e-portfolios. I used my e-portfolio on the provided site as an exemplar. I got my students logged in and they have most recently personalized their home page. Within the week the class will receive instruction on how to upload assignments to their portfolios. Lambert, DePaepe, Lambert, L., & Anderson, (2007) say e-portfolios help with learning, but these portfolios also help students work with technology. Cennamo, Ross, and Ertmer (2009) encourage teachers to use web based grade books to help keep assessments in order. This past week I showed my students the web grade book I was now using, and that they would soon be getting user names to create student accounts for themselves and their parents. They will be able to track their progress as the term progresses. I have also been able to work with my school division to set up divisional e-mail accounts for my students. Communication should improve as well as giving students more options to hand in their assignments.
One thing I am learning as I go ahead with my GAME plan is that working at it slowly is alright. Nothing has to be done immediately. I do not think I need to modify my plans at this time other than be realistic about the time frame.
A question that has been creeping into my brain recently is what happens when I encounter road blocks in my plan? I may have it all worked out, but my plan does involve other people. I may not get the in-servicing I want. I may not get a chance to set up a committee. I may have to cross those bridges when I get there, but I will mostly work within the system. I do not want to be a pest to the division, but I will keep pitching my ideas to the necessary people within the division.
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.
Lambert, C., DePaepe, J., Lambert, L., & Anderson, D. (Winter 2007). E-portfolios in action. Kappa Delta Pi Record, 43(2), 76–81.
Tuesday, November 16, 2010
Carrying out the GAME Plan
My GAME plan for professional growth and leadership has already started. I teach grade 7 with two other teachers in my school. We have a homeroom system where we all teach our homerooms all four core subject areas. We have collaboration time for seventy minutes per cycle. In our last meeting our topic of discussion was the lack of math skills our students have this year. I suggested a meeting with our division curriculum support teacher for math. The principal of the school allowed us to have a half day meeting to discuss strategies that would clear up any math misconceptions or deficits in math concepts. The meeting was successful and all three of us have started to implement these strategies in our math classes. As we use the techniques to discover misconceptions we will monitor students’ progress in each of the math strands. For some of our weaker math students more diagnostic tools would be appreciated to establish their actual math and numeracy levels. Wahl and Duffield (2005) talk about curriculum developers and textbook publishers going online to make material accessible and changeable for learners at all levels. I would like to investigate this idea further and try to bring this into my school.
Seeing that one of my goals is to bring more usable technology into my classroom, I would also need the necessary budget and training to implement these programs. Some years ago I had a student who was issued a computer through government funding. One software application loaded on the computer was a text to speech word processing program. I was given no training on this program whatsoever. I was told by our resource teacher that the student knew how to use it. Not true. However, that is where it was left. The student did not get full benefit of the program. If had had to do it again, I would demand the training required for the student and myself. I have mentioned to my administrator that other software programs could be used to benefit some of our more special needs students (not only in my classroom, but in our school). At this time our division is going through somewhat of a revolution of its technology policies and standards. No schools are receiving money for technology at this time.
In my last post I mentioned there was a possibility of creating a web literacy program for teachers in my school and division. Talks have slowed down and I am dealing with more staff that sees no real advantage to using technology in the classroom. I feel it is even more important to negotiate for this web literacy program. If we do not pursue this matter, we stand a good chance of failing our students in preparing them for the workforce of the 21st century. I am comforted in that one of my colleagues is finishing this program in December of this year and can help in the negotiations for my technology support for our students.
References:
Wahl, L., & Duffield, J. (2005). Using flexible technology to meet the needs of diverse learners: What teachers can do. WestEd, pp. 1–11. Retrieved from http://www.wested.org/cs/we/view/rs/763.
Seeing that one of my goals is to bring more usable technology into my classroom, I would also need the necessary budget and training to implement these programs. Some years ago I had a student who was issued a computer through government funding. One software application loaded on the computer was a text to speech word processing program. I was given no training on this program whatsoever. I was told by our resource teacher that the student knew how to use it. Not true. However, that is where it was left. The student did not get full benefit of the program. If had had to do it again, I would demand the training required for the student and myself. I have mentioned to my administrator that other software programs could be used to benefit some of our more special needs students (not only in my classroom, but in our school). At this time our division is going through somewhat of a revolution of its technology policies and standards. No schools are receiving money for technology at this time.
In my last post I mentioned there was a possibility of creating a web literacy program for teachers in my school and division. Talks have slowed down and I am dealing with more staff that sees no real advantage to using technology in the classroom. I feel it is even more important to negotiate for this web literacy program. If we do not pursue this matter, we stand a good chance of failing our students in preparing them for the workforce of the 21st century. I am comforted in that one of my colleagues is finishing this program in December of this year and can help in the negotiations for my technology support for our students.
References:
Wahl, L., & Duffield, J. (2005). Using flexible technology to meet the needs of diverse learners: What teachers can do. WestEd, pp. 1–11. Retrieved from http://www.wested.org/cs/we/view/rs/763.
Tuesday, November 9, 2010
Developing a Personal GAME Plan
In looking at the NETS-T for teachers, I find myself drawn to several indicators where I would like to strengthen my teaching career. I will use Cennamo, Ross, and Ertmer’s (2009) GAME plan to illustrate my intentions. The two indicators I am working on now are Engage in Professional Growth and Leadership, and Model Digital-Age Work and Learning. What is my GAME plan?
Set the Goal. Being involved with a master’s program at Walden is a big jumping off point to increasing my professional growth and leadership. I believe that integrating more technology into the classroom will be nothing but beneficial to our students. I also will be looking to join committees on technology in my school division to promote and advocate for an increase in technology availability in the division. As for the second indicator, I plan to get better at using technology personally so I can integrate more choice into my lessons. Although the program at Walden is introducing me to many areas of technology, as a student, I get just a taste of what is available. I would like to more purposefully search out and master different web tools appropriate for my class.
Take Action. As mentioned, taking a master’s in integrating technology into the classroom is my first action towards the goal. Also, getting to know which committees are taking on members, subscribing to blogs about technology education, and blogging on the topic itself are other ways to take action. Investigating courses at local universities or PD sessions on web tools of interest will bring me closer to my goal. I am in negotiations with my school division to help create a web literacy program for teachers to implement in their classrooms. I have also been a peer coach in technology in the school where I teach. Lastly, I am working with my division to get an ePals membership. Networking with others around the world to strengthen our students’ 21st century skills is imperative. Cennamo, Ross, and Ertmer (2009) indicate that webconferencing is another way to get involved professionally to make better use of technology in the classroom. Prensky (2008) asserts that classrooms should be places where collaboration happens around the world electronically. Therefore, teachers should also collaborate internationally to improve their teaching.
Monitor. Monitoring is like reflective thinking. As I endeavour to model digital learning and work and increase my professional development, I have to reflect if what I am doing is working for me. Are committees the right way to go at this time? Can I have a true impact on my students? Am I using technology for the sake of technology or is the technology actually strengthening learning? Are my contacts helping me help my students?
Evaluate. As with monitoring, I must ask myself if my goals are being met. Are teachers using my input and advice? Are my ideas being listened at the committee stage? King-Sears and Evmenova (2007) point out teachers need to practice and demonstrate technology with their students. This allows for evaluation of the use of that particular technology in the lesson. What could be changed for future lessons? These authors also indicate that teachers need to incorporate technology as an important way to deliver instruction in the classroom. Once again it allows students to see how technology can be used. Another point these authors make is that teachers need to examine the technology and use it before a lesson takes place. Again this allows the teacher to evaluate the usefulness of the tool for the original purpose.
I know my abilities in using technology. I will not fool anyone into thinking that I am some sort of techie. However, with using a proper GAME plan, I can be a better teacher preparing my students for the 21st century.
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.
King-Sears, M., & Evmenova, A. S. (2007, Sep/Oct). Premises, principles, and processes for integrating TECHnology into instruction. Teaching Exceptional Children, 40(1), 6–14.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
Set the Goal. Being involved with a master’s program at Walden is a big jumping off point to increasing my professional growth and leadership. I believe that integrating more technology into the classroom will be nothing but beneficial to our students. I also will be looking to join committees on technology in my school division to promote and advocate for an increase in technology availability in the division. As for the second indicator, I plan to get better at using technology personally so I can integrate more choice into my lessons. Although the program at Walden is introducing me to many areas of technology, as a student, I get just a taste of what is available. I would like to more purposefully search out and master different web tools appropriate for my class.
Take Action. As mentioned, taking a master’s in integrating technology into the classroom is my first action towards the goal. Also, getting to know which committees are taking on members, subscribing to blogs about technology education, and blogging on the topic itself are other ways to take action. Investigating courses at local universities or PD sessions on web tools of interest will bring me closer to my goal. I am in negotiations with my school division to help create a web literacy program for teachers to implement in their classrooms. I have also been a peer coach in technology in the school where I teach. Lastly, I am working with my division to get an ePals membership. Networking with others around the world to strengthen our students’ 21st century skills is imperative. Cennamo, Ross, and Ertmer (2009) indicate that webconferencing is another way to get involved professionally to make better use of technology in the classroom. Prensky (2008) asserts that classrooms should be places where collaboration happens around the world electronically. Therefore, teachers should also collaborate internationally to improve their teaching.
Monitor. Monitoring is like reflective thinking. As I endeavour to model digital learning and work and increase my professional development, I have to reflect if what I am doing is working for me. Are committees the right way to go at this time? Can I have a true impact on my students? Am I using technology for the sake of technology or is the technology actually strengthening learning? Are my contacts helping me help my students?
Evaluate. As with monitoring, I must ask myself if my goals are being met. Are teachers using my input and advice? Are my ideas being listened at the committee stage? King-Sears and Evmenova (2007) point out teachers need to practice and demonstrate technology with their students. This allows for evaluation of the use of that particular technology in the lesson. What could be changed for future lessons? These authors also indicate that teachers need to incorporate technology as an important way to deliver instruction in the classroom. Once again it allows students to see how technology can be used. Another point these authors make is that teachers need to examine the technology and use it before a lesson takes place. Again this allows the teacher to evaluate the usefulness of the tool for the original purpose.
I know my abilities in using technology. I will not fool anyone into thinking that I am some sort of techie. However, with using a proper GAME plan, I can be a better teacher preparing my students for the 21st century.
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.
King-Sears, M., & Evmenova, A. S. (2007, Sep/Oct). Premises, principles, and processes for integrating TECHnology into instruction. Teaching Exceptional Children, 40(1), 6–14.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf
Prensky, M. (2008, March). Turning on the lights. Educational Leadership, 65(6), 40-45.
Wednesday, October 27, 2010
Supporting Information Literacy and Online Inquiry in the Classroom (EDUC – 6712) - Reflection
When this course commenced I was unsure of what to expect. However, as the course evolved, I began to see the importance and relevance of web literacy. There are several areas of my teaching that have or are changing as a result of this course.
As I went through this course, I began to gain an increased appreciation for web literacy. The school, in which I teach, has just begun a focused literacy program based on reading and writing. Although these skills are important, web literacy builds on these basics for literacy. I reflected on the fact that literacy and web literacy were extremely important to students as they live their lives in a technology centred environment. I appreciated Eagleton and Dobler’s (2008) QUEST model for teaching web literacy. Inquiry based learning is authentic and can give a teacher insight to the true learning a child has accomplished during a unit of study. The QUEST model and the exercises for each part of the model resonated with me and what I want to do in classroom. The way the model is presented seems to be a good fit with how I see 21st century skills being taught in school.
The experiences and knowledge I have gained in course may have a profound impact on my career. I have shared my experiences in this course with my principal and our divisional literacy teacher. They are impressed with the content of the course and the value web literacy has to students. There is a possibility that web literacy skills may be included in the program that is being established at our school. I may be asked to develop a program that in-services teachers about web literacy and how they can implement them into their regular classroom activities. As far as my classroom practices, I have already started to incorporate methods on to execute effective searches on the internet and evaluation of the usefulness of websites. My plans are to continue implementing more of the QUEST model and apply more inquiry assignments into my school year.
My goal is to keep looking for literacy development opportunities either in my division or in my province. I would like to keep working at developing a web literacy program for teachers in my school division. I am also looking for more detailed courses in using presentation tools that are technology based. The school division in which I teach has a professional development time called SAG (Special Area Groups). Teachers may attend the SAG of their choice to increase their knowledge in a variety of subject areas. Technology courses are being offered on Flash, animation, movies, and other tools that can be used in the classroom. I plan to be more active in taking these types of courses.
Students who are literate in print technology have a great start in 21st century skills. As the world moves in a more technology driven way, our students need to add to their current literacy knowledge skill set. Students need to know how to navigate and read the web, just as they need to know how to read a textbook. The students who cannot read currently are being left even further behind as 21st century skills are becoming an even more important feature of the business landscape. Teachers need to incorporate new literacy skills into their curricula so students can and will be prepared for the challenges that lie ahead. As David Warlick (2009) points out, if students can learn and use 21st century skills, they can graduate not with just a transcript, but a resume.
References
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.
Laureate Education, Inc. (2009). It’s not about the technology: Supporting information literacy and online inquiry in the classroom [DVD]. Baltimore, MD: Author.
As I went through this course, I began to gain an increased appreciation for web literacy. The school, in which I teach, has just begun a focused literacy program based on reading and writing. Although these skills are important, web literacy builds on these basics for literacy. I reflected on the fact that literacy and web literacy were extremely important to students as they live their lives in a technology centred environment. I appreciated Eagleton and Dobler’s (2008) QUEST model for teaching web literacy. Inquiry based learning is authentic and can give a teacher insight to the true learning a child has accomplished during a unit of study. The QUEST model and the exercises for each part of the model resonated with me and what I want to do in classroom. The way the model is presented seems to be a good fit with how I see 21st century skills being taught in school.
The experiences and knowledge I have gained in course may have a profound impact on my career. I have shared my experiences in this course with my principal and our divisional literacy teacher. They are impressed with the content of the course and the value web literacy has to students. There is a possibility that web literacy skills may be included in the program that is being established at our school. I may be asked to develop a program that in-services teachers about web literacy and how they can implement them into their regular classroom activities. As far as my classroom practices, I have already started to incorporate methods on to execute effective searches on the internet and evaluation of the usefulness of websites. My plans are to continue implementing more of the QUEST model and apply more inquiry assignments into my school year.
My goal is to keep looking for literacy development opportunities either in my division or in my province. I would like to keep working at developing a web literacy program for teachers in my school division. I am also looking for more detailed courses in using presentation tools that are technology based. The school division in which I teach has a professional development time called SAG (Special Area Groups). Teachers may attend the SAG of their choice to increase their knowledge in a variety of subject areas. Technology courses are being offered on Flash, animation, movies, and other tools that can be used in the classroom. I plan to be more active in taking these types of courses.
Students who are literate in print technology have a great start in 21st century skills. As the world moves in a more technology driven way, our students need to add to their current literacy knowledge skill set. Students need to know how to navigate and read the web, just as they need to know how to read a textbook. The students who cannot read currently are being left even further behind as 21st century skills are becoming an even more important feature of the business landscape. Teachers need to incorporate new literacy skills into their curricula so students can and will be prepared for the challenges that lie ahead. As David Warlick (2009) points out, if students can learn and use 21st century skills, they can graduate not with just a transcript, but a resume.
References
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.
Laureate Education, Inc. (2009). It’s not about the technology: Supporting information literacy and online inquiry in the classroom [DVD]. Baltimore, MD: Author.
Monday, June 21, 2010
EDUC 6711: Bridging Learning Theory, Instruction, and Technology: Reflection
At the beginning of this course the challenge was to reflect about our personal theory of learning. Indications are that teachers teach in the mode they learn. It is always important to keep in mind that children learn in many different ways. In doing some on-line questionnaires, I found that I was multimodal in terms of learning. I believe this to be true because as I look at the assignments I give my students, I find there are choices for students of different learning styles to show their best work.
This course has offered several instructional tools and practices that use technology in a variety of ways in different lessons. Two practices that stood out for me and that I can use immediately were cooperative learning and summarizing and note taking. Incorporating technology into a group setting can be beneficial for all students. Group members can put together a page on a wiki, make a movie, or a variety other technology based projects. In doing this students can create meaning together and then share that information with others. In other words, students can teach their peers. Teaching middle years has taught me that not every child has the ability to take good notes. This skill may develop later in a child’s school career. Using a concept map to put together thoughts and ideas works well. Concept maps allow students to put ideas together in a way that makes sense to them. Depending on the concept map application students will use, adding pictures or characters can add even more meaning. A combination of words and pictures strengthens learning.
Two long-term changes in instructional practice I will apply to my teaching are reinforcing effort and homework and practice. These two items go together closely together. I would like to see students track their effort using technology in order for them to see the changes in their grades. To this, I would like to have websites for students to use in their homework practice. Even seeing the necessity for homework would be a positive step forward.
No matter the instructional practice, it is important to put technology in the hands of students so they can generate product and show their understanding and learning.
This course has offered several instructional tools and practices that use technology in a variety of ways in different lessons. Two practices that stood out for me and that I can use immediately were cooperative learning and summarizing and note taking. Incorporating technology into a group setting can be beneficial for all students. Group members can put together a page on a wiki, make a movie, or a variety other technology based projects. In doing this students can create meaning together and then share that information with others. In other words, students can teach their peers. Teaching middle years has taught me that not every child has the ability to take good notes. This skill may develop later in a child’s school career. Using a concept map to put together thoughts and ideas works well. Concept maps allow students to put ideas together in a way that makes sense to them. Depending on the concept map application students will use, adding pictures or characters can add even more meaning. A combination of words and pictures strengthens learning.
Two long-term changes in instructional practice I will apply to my teaching are reinforcing effort and homework and practice. These two items go together closely together. I would like to see students track their effort using technology in order for them to see the changes in their grades. To this, I would like to have websites for students to use in their homework practice. Even seeing the necessity for homework would be a positive step forward.
No matter the instructional practice, it is important to put technology in the hands of students so they can generate product and show their understanding and learning.
Sunday, May 30, 2010
Connectivism and Social Learning in Practice
In this week’s resources, we had the chance to look at cooperative learning as one technique in social learning theory. The most interesting aspect of cooperative learning for me was looking at group learning from the teacher’s perspective. Cooperative learning is not just students getting together and sharing. If left to this, the class will breakdown in a hurry. Cooperative learning involves the teacher preparing the class. Students need to know what they will be doing, know with whom they will be working, know what their role in the group will be, and know what a successful group effort would look like. Also after the session, students need time to reflect and evaluate what happened in their group. When done with purpose and focus students can use this social avenue to create meaning and knowledge.
I feel that technology has a place in social learning theory. Using Google Docs or Voice Thread are just two ways in which people can work together in groups to produce an artefact that can be shared with others. I feel the availability to share and edit documents in Google Docs has many applications in the classroom. Peer edits, group information gathering are just two ways to use Google Docs. I was fascinated with Voice Thread. Having students able to share their views on a subject matter and then have others reflect and comment back is a great feature. I think that being able to respond with a variety of methods, allows even the most reserved student the chance to participate. Seeing that Voice Thread is a web-based tool, students will make sure that their responses are as good as they can produce. The cancel feature makes this possible. I have a colleague in another school in the division where I teach whose class will do a group project with my class. Groups will be made between the classes and they will produce an artefact. If I can arrange this with the division, I would like to see the use of a wiki or Google Docs to accomplish the task. Time will tell.
Social learning theory has been proven to work in the classroom. Using and incorporating technology in group work, gives students an even greater chance to make meaning. The one downside I see is the requirement for emails to set up user accounts. The school where I teach does not allow for student emails. In fact, the division does not allow for many social web tools that students could make good use of in class. We cannot blog, set up a reader, use Google Docs, have certain wikis, etc. Research indicates that students need to learn the skill of working with others to be successful in the job market. Some school divisions refuse to allow for this type of learning with the incorporation of technology. I will say that my division is considering ePals which will alleviate some of the current downfalls. My hope is that school divisions can catch up in their thinking and policies to give students the chance they need to be successful in he workforce. I feel that in some ways school divisions are good at talking theory, but do not make the necessary changes needed. In essence, they are not allowing for the growth and changes needed to alter schools the way they claim is required.
Please see my Voice Thread at http://voicethread.com/share/1188573. Feel free to leave a comment.
I feel that technology has a place in social learning theory. Using Google Docs or Voice Thread are just two ways in which people can work together in groups to produce an artefact that can be shared with others. I feel the availability to share and edit documents in Google Docs has many applications in the classroom. Peer edits, group information gathering are just two ways to use Google Docs. I was fascinated with Voice Thread. Having students able to share their views on a subject matter and then have others reflect and comment back is a great feature. I think that being able to respond with a variety of methods, allows even the most reserved student the chance to participate. Seeing that Voice Thread is a web-based tool, students will make sure that their responses are as good as they can produce. The cancel feature makes this possible. I have a colleague in another school in the division where I teach whose class will do a group project with my class. Groups will be made between the classes and they will produce an artefact. If I can arrange this with the division, I would like to see the use of a wiki or Google Docs to accomplish the task. Time will tell.
Social learning theory has been proven to work in the classroom. Using and incorporating technology in group work, gives students an even greater chance to make meaning. The one downside I see is the requirement for emails to set up user accounts. The school where I teach does not allow for student emails. In fact, the division does not allow for many social web tools that students could make good use of in class. We cannot blog, set up a reader, use Google Docs, have certain wikis, etc. Research indicates that students need to learn the skill of working with others to be successful in the job market. Some school divisions refuse to allow for this type of learning with the incorporation of technology. I will say that my division is considering ePals which will alleviate some of the current downfalls. My hope is that school divisions can catch up in their thinking and policies to give students the chance they need to be successful in he workforce. I feel that in some ways school divisions are good at talking theory, but do not make the necessary changes needed. In essence, they are not allowing for the growth and changes needed to alter schools the way they claim is required.
Please see my Voice Thread at http://voicethread.com/share/1188573. Feel free to leave a comment.
Monday, May 24, 2010
Constructivism/Constructionism in Practice
Dr. Orey (2009) distinguishes between constructivism and constructionism in that the “v” word refers more to a construct of our own meaning of something. Whereas the word with the “n” is a person engaged in building something to be shared with others.
According to Pitler, Hubble, Kuhn, and Malenoski (2007) when a student forms and tests a hypothesis, there are many advanced learning processes that goes on to enhance the student’s overall learning. Dr. Orey (2009) says, as students learn, they put themselves into a state of disequilibrium. The ultimate goal is to find a way back to a state of equilibrium. How are students going to do this? Creating and testing a hypothesis is one way to accomplish this task. In asking questions and trying to find the answers, students can alter their schema through assimilation and accommodation. Dr. Orey indicates that when students use any tool or technology to build something, they are involved in constructionism.
Although the most familiar way in testing a hypothesis would be in a science class, this can happen in other subject areas as well. Regardless of the subject matter, as students begin to research, test, and analyze, more questions will arise. These secondary questions will require more research and facilitation by the teacher. In producing a project or artefact, a student can gain a more in depth knowledge of the subject area than if the teacher provides the information (note taking). If the final product is successful, the student will have gained the content knowledge plus a deeper understanding based on the previously mentioned secondary questions that arose during the process. Student learning can also increase by the fact that the projects and hypothesis created is student generated. The project is something that is of interest to them (the student), and therefore the learning is authentic. A self-chosen project can also act as a driving force to learn. Students can see how education is applicable to real world situations. School becomes more than just a place where you sit and have information passed on to you. School is now a skills-based place where learning is doing.
When students are engaged in this type of learning, there must be time taken to teach how to do this. The teacher will take the role of facilitator instead of information provider. Students must learn how to use rubrics successfully as a guide to complete their work. Students must learn that collaboration with others is a time for on task discussion, rather than a time for chitchatting. If a student can incorporate technology to generate guiding questions, research, create, reflect, and share, there is a greater chance to develop stronger deeper understanding of subject matter.
References:
Laureate, Education, Inc. (Producer) (2009). Constructionist and constructivist learning theories: Bridging learning theory. instruction, and technology [DVD]. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
According to Pitler, Hubble, Kuhn, and Malenoski (2007) when a student forms and tests a hypothesis, there are many advanced learning processes that goes on to enhance the student’s overall learning. Dr. Orey (2009) says, as students learn, they put themselves into a state of disequilibrium. The ultimate goal is to find a way back to a state of equilibrium. How are students going to do this? Creating and testing a hypothesis is one way to accomplish this task. In asking questions and trying to find the answers, students can alter their schema through assimilation and accommodation. Dr. Orey indicates that when students use any tool or technology to build something, they are involved in constructionism.
Although the most familiar way in testing a hypothesis would be in a science class, this can happen in other subject areas as well. Regardless of the subject matter, as students begin to research, test, and analyze, more questions will arise. These secondary questions will require more research and facilitation by the teacher. In producing a project or artefact, a student can gain a more in depth knowledge of the subject area than if the teacher provides the information (note taking). If the final product is successful, the student will have gained the content knowledge plus a deeper understanding based on the previously mentioned secondary questions that arose during the process. Student learning can also increase by the fact that the projects and hypothesis created is student generated. The project is something that is of interest to them (the student), and therefore the learning is authentic. A self-chosen project can also act as a driving force to learn. Students can see how education is applicable to real world situations. School becomes more than just a place where you sit and have information passed on to you. School is now a skills-based place where learning is doing.
When students are engaged in this type of learning, there must be time taken to teach how to do this. The teacher will take the role of facilitator instead of information provider. Students must learn how to use rubrics successfully as a guide to complete their work. Students must learn that collaboration with others is a time for on task discussion, rather than a time for chitchatting. If a student can incorporate technology to generate guiding questions, research, create, reflect, and share, there is a greater chance to develop stronger deeper understanding of subject matter.
References:
Laureate, Education, Inc. (Producer) (2009). Constructionist and constructivist learning theories: Bridging learning theory. instruction, and technology [DVD]. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, May 18, 2010
Cognitivism in Practice
Cognitive learning theory uses strategies in which the learner can use techniques in which to gain interest in a topic of study. With keen interest in a subject area, learners can focus and prepare themselves to learn about a topic. As a unit progresses, teachers can use different strategies to give learners experiences that will be favourable for learning and retention of the material.
Graphic organizers or concept maps enable students to focus and keep track of essential outcomes for the unit of study. Using technology in the form of movie clips, multimedia presentations, podcasts, virtual field trips, and other educational applications, students can begin to build those necessary experiences that will transfer information to long term memory for recall in the future. Adding visual information together with text is a more effective way in which information is stored in long-term memory.
Note taking has been a standard technique for learning for many years. This strategy has many benefits for student learning. However, to make note taking an even more helpful tool, incorporating technology can give learners a greater advantage. Concept maps and graphic organizers are a good way for students to organize information in a meaningful way. Students have the opportunity to insert pictures, diagrams, and drawings into their notes easily, and can show how the information fits together to their way of thinking.
Cognitive learning is about creating experiences. We all can remember when we were three years old and Great Aunt Helen took out her teeth at the family gathering and whistled Twinkle Twinkle Little Star. That experience will stay in our minds forever. So too teachers need to provide students with positive experiences where long-term learning will take place, not just retention for a test. Technology can go a long way in accomplishing this goal
Graphic organizers or concept maps enable students to focus and keep track of essential outcomes for the unit of study. Using technology in the form of movie clips, multimedia presentations, podcasts, virtual field trips, and other educational applications, students can begin to build those necessary experiences that will transfer information to long term memory for recall in the future. Adding visual information together with text is a more effective way in which information is stored in long-term memory.
Note taking has been a standard technique for learning for many years. This strategy has many benefits for student learning. However, to make note taking an even more helpful tool, incorporating technology can give learners a greater advantage. Concept maps and graphic organizers are a good way for students to organize information in a meaningful way. Students have the opportunity to insert pictures, diagrams, and drawings into their notes easily, and can show how the information fits together to their way of thinking.
Cognitive learning is about creating experiences. We all can remember when we were three years old and Great Aunt Helen took out her teeth at the family gathering and whistled Twinkle Twinkle Little Star. That experience will stay in our minds forever. So too teachers need to provide students with positive experiences where long-term learning will take place, not just retention for a test. Technology can go a long way in accomplishing this goal
Tuesday, May 11, 2010
Behaviourism & Instruction
In the time that I have been teaching, every professional development session I have been to has frowned upon the use of drill and practice methods in the classroom. Apparently students have been somehow gifted that they can discover the knowledge they need to be successful in school. It has only been in the last six or eight months that the tide is slowly turning. The school division where I currently teach is reconsidering the teaching of math facts. As Dr. Pat Wolfe (2009) has said, the brain needs the body to do things over and over to create synaptic connections for true learning to take place. The body needs these practice sessions to make the pathways permanent. A person should know what 3 X 4 is for their entire life, not for duration of a class period or a test. We all know that professional athletes practice and practice their sport for hours at a time. They are creating pathways in the brain that will allow them to compete at a high level when it counts the most. Pitler, Hubbell, Kuhn, and Malenoski (2007) recall research that indicates a child needs to have a minimum of 24 practice sessions with a skill to master 80% proficiency. There is no reason why we cannot let our students practice to make learning happen. Only then can a child build upon their current knowledge to expand and gain further knowledge of a subject area.
How can we do this? Do we have drill and practice all the time? Of course not. Sometimes clever lesson planning can accomplish this. I teach grade 7, so games and competition are always on the students’ minds. Math games are a wonderful way to practice. Also, there are wonderful websites that children could use at school or at home. Timez Attack, and there are many others, is just one math game that enforces math facts. There are many ways in which technology can be incorporated to use a behaviour approach to learning. The rewards are immediate for the students and you can see the satisfaction on their faces when they have success. A second way to create practice is old fashion homework. Pitler, Hubbell, Kuhn, and Malenoski (2007) say that homework does give a student the chance to practice what they have learned. Keep in mind that homework should be practice of concepts a student knows. Homework should not frustrate and should not require parent intervention. For optimal results, home needs to be commented on to create the desired effect.
As human beings we require practice to make neuron connections so we can learn. In years past, this practice may have come in the form of boring seat work. Today there are a variety of technologies and computer software programs that can be implemented into classroom learning. Drill and practice can be engaging for students. As someone once said, practice makes perfect.
References:
Laureate, Education, Inc. (Producer). (2009). Brain research and learning: Bridging learning theory, instruction, and technology [DVD]. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
How can we do this? Do we have drill and practice all the time? Of course not. Sometimes clever lesson planning can accomplish this. I teach grade 7, so games and competition are always on the students’ minds. Math games are a wonderful way to practice. Also, there are wonderful websites that children could use at school or at home. Timez Attack, and there are many others, is just one math game that enforces math facts. There are many ways in which technology can be incorporated to use a behaviour approach to learning. The rewards are immediate for the students and you can see the satisfaction on their faces when they have success. A second way to create practice is old fashion homework. Pitler, Hubbell, Kuhn, and Malenoski (2007) say that homework does give a student the chance to practice what they have learned. Keep in mind that homework should be practice of concepts a student knows. Homework should not frustrate and should not require parent intervention. For optimal results, home needs to be commented on to create the desired effect.
As human beings we require practice to make neuron connections so we can learn. In years past, this practice may have come in the form of boring seat work. Today there are a variety of technologies and computer software programs that can be implemented into classroom learning. Drill and practice can be engaging for students. As someone once said, practice makes perfect.
References:
Laureate, Education, Inc. (Producer). (2009). Brain research and learning: Bridging learning theory, instruction, and technology [DVD]. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Sunday, February 21, 2010
Reflection - A New Mind-Set
I have just completed my first technology course for my master’s degree at Walden University. In eight short weeks I have had the opportunity to experiment with several technologies and web tools that have practical applications in the classroom. This blog site was the first of my endeavours. I realized that blogs have a place in the classroom. Giving students a chance to express their opinions to a worldwide audience gives more purpose to their work than just submitting and assignment the teacher. The second web tool application I was involved in was a group wiki. The project was a truly amazing task. Doing a group project with people from all around the globe really emphasized what collaboration is all about. I have my students working in a group wiki assignment at this moment. A third task was to create a podcast. I do have limited experience with this. However, you do get a feeling of satisfaction when you receive comments from people who are listening to your ideas and insights. I think the biggest thing I gained from doing these assignments was that it is not that hard to do many of these things. Take your time to find several sites for posting your work and choose the one that makes most sense to you.
To continue to expand my use and knowledge of technology in the classroom there are several courses of action to take. Firstly, I am doing more searching for educational blogs and adding them to my aggregator (another assignment). I find that Google Reader is right for me. The website http://www.21stcenturyskills.org is a good site for educators to get ideas and a focus of where 21st century learning skills are heading. Another website to investigate is http://www.epals.com/groups/about/pages/epals-overview.aspx. This website offers a safe environment for students to email, blog and podcast. Getting partners from different schools around the world gives students a chance to learn from a global perspective. Instead of talking about a topic, students have the chance to talk with someone about that topic. Currently, I have an offer to be ePals with a grade 7 class in the USA. This would be a wonderful opportunity for both classes. I believe the best practice for increasing my student’s chance for success using 21st century skills is for me to continue to search out web tools that will give them that chance. I need to be creative and innovative. Alan November (2008) talks about children having to power down at school, I believe more students can have more success and interest in school if they can keep more of their “power” sources.
To ensure that I can keep going in a forward direction with technology in the classroom I need a plan. Dr. David Thornburg 2008) has listed many of the skills that 21st century learners will need. The two skills that jump out at me the most are communication and collaboration. Through wiki projects and possible ePals, I intend to get my students involved with other students around our school division and around the globe. The current wiki assignment I mentioned will be changed for next school year to include students from another school in our division. Hopefully the ePals project will also work out. My second goal to help increase student achievement is to become a voice. As in many school divisions, my division has a limited vision for technology in the classroom. Many websites are blocked, and other web tools can only be used in a minimal fashion. Also, teacher training needs to be increased. Keengwe, Onchwari, and Wachira (2008) refer to the need of trained teachers to incorporate technology into the classroom. I will offer my services to the division for training other teachers.
Teaching in the 21st century has its challenges. The needs of students are different than earlier times in our history. Teachers also need to change their methods to meet these needs. Start small and keep adding technology to your teaching. Take your regular curricular outcomes and brainstorm how technology could be incorporated to meet the required outcomes. Give students a chance to be more engaged in their learning. Ask questions. These are some of the lessons I learned in the past eight weeks.
References:
http://www.21stcenturyskills.org
http://www.epals.com/groups/about/pages/epals-overview.aspx.
Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal, 16(1), 77–92
Laureate, Education, Inc. (Producer). (2008). Skills for the 21st century: Understanding the impact of technology on education, work, and society [DVD]. Baltimore, MD: Author.
November, A. (2007). Banning student 'containers'. Technology & Learning. Retrieved from http://www.techlearning.com/article/7468
To continue to expand my use and knowledge of technology in the classroom there are several courses of action to take. Firstly, I am doing more searching for educational blogs and adding them to my aggregator (another assignment). I find that Google Reader is right for me. The website http://www.21stcenturyskills.org is a good site for educators to get ideas and a focus of where 21st century learning skills are heading. Another website to investigate is http://www.epals.com/groups/about/pages/epals-overview.aspx. This website offers a safe environment for students to email, blog and podcast. Getting partners from different schools around the world gives students a chance to learn from a global perspective. Instead of talking about a topic, students have the chance to talk with someone about that topic. Currently, I have an offer to be ePals with a grade 7 class in the USA. This would be a wonderful opportunity for both classes. I believe the best practice for increasing my student’s chance for success using 21st century skills is for me to continue to search out web tools that will give them that chance. I need to be creative and innovative. Alan November (2008) talks about children having to power down at school, I believe more students can have more success and interest in school if they can keep more of their “power” sources.
To ensure that I can keep going in a forward direction with technology in the classroom I need a plan. Dr. David Thornburg 2008) has listed many of the skills that 21st century learners will need. The two skills that jump out at me the most are communication and collaboration. Through wiki projects and possible ePals, I intend to get my students involved with other students around our school division and around the globe. The current wiki assignment I mentioned will be changed for next school year to include students from another school in our division. Hopefully the ePals project will also work out. My second goal to help increase student achievement is to become a voice. As in many school divisions, my division has a limited vision for technology in the classroom. Many websites are blocked, and other web tools can only be used in a minimal fashion. Also, teacher training needs to be increased. Keengwe, Onchwari, and Wachira (2008) refer to the need of trained teachers to incorporate technology into the classroom. I will offer my services to the division for training other teachers.
Teaching in the 21st century has its challenges. The needs of students are different than earlier times in our history. Teachers also need to change their methods to meet these needs. Start small and keep adding technology to your teaching. Take your regular curricular outcomes and brainstorm how technology could be incorporated to meet the required outcomes. Give students a chance to be more engaged in their learning. Ask questions. These are some of the lessons I learned in the past eight weeks.
References:
http://www.21stcenturyskills.org
http://www.epals.com/groups/about/pages/epals-overview.aspx.
Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal, 16(1), 77–92
Laureate, Education, Inc. (Producer). (2008). Skills for the 21st century: Understanding the impact of technology on education, work, and society [DVD]. Baltimore, MD: Author.
November, A. (2007). Banning student 'containers'. Technology & Learning. Retrieved from http://www.techlearning.com/article/7468
Saturday, February 6, 2010
Wretched Technology
The other day I had my class read the story, The Wretched Stone, By Chris van Allsburg. We had a great conversation about what the author was trying to say about the effects of television on society. Are we becoming slaves once again to new technologies in our lives. There is a YouTube video that looks at this question. Can we get along without being powered-up at all times?
Sunday, January 31, 2010
Video Game Teaching
On the Horizon (2001) 9(5), features an article by Marc Prensky entitled, Digital Natives, Digital Immigrants Part 1 (Part 2 can be found in Volume 9, Number 6). Prensky describes today’s learners as fast-paced, multitasking, never-stopping, question-asking curious beings. These children have grown up in this world. They are the digital natives. These people can listen to their iPod, chat with friends (IM), have many applications open on their computer, and watch a movie at the same time. They live in a world of instant feedback. Schools, according to Prensky, are not providing what these digital natives need to succeed in their studies. His proposal towards the end of the article is to have more software developed where education takes place with video games. He contends (Part 2) that if a game is properly designed, more learning can take place. I wonder if this idea is too simple. Games can be helpful in some situations for learning, however, at some time assessment has to take place. Curricula would have to transform incredibly to accommodate such a drastic change in school. Children need to learn to read and write. Not everything can be done from a keyboard and mouse. I believe there are still some instances where content learning is all right. I would hate to have my lawyer or doctor running to the internet or a video game to help me with a legal or medical problem. Some factual knowledge is necessary. Can web tools help our children in their education? Yes. Nevertheless, I do not think we need to make all our learning in the fashion of video games. According to Prensky, I would be a digital immigrant with this attitude toward education. Who knows, if Prensky is right, I might be out of a job and all children can learn at home playing video games.
Tuesday, January 26, 2010
21st Century Skills
As technology brings the world closer together in all aspects of our social and business lives, will North American children be ready to compete in the job market of the 21st century. Thomas Friedman, writes about a "flat" world and how North Americans need to brace themselves because many jobs will be lost to people who are more prepared for today's job market. The Partnership for 21st Century Skills is another source who is convinced that North Americans need additional skills for the world job market.
This website is about adding value to the current school system. In addition to the traditional 3R's, 21st century skills include the 4C's (critical thinking & problem solving, communication, collaboration, and creativity & innovation). I like the fact that this organization is using business, industry, government, and educators to develop their platform. Part of the mission is to recognize that educators need training or support to accomplish the 4C's in the classroom. Many of the 4C's lend themselves to using technology in the classroom and currently, not enough schools and educators are properly enlightened to do this effectively. School boards and schools need to reevaluate their technology education plans. Having Apple and Dell as sponsors helps give credibility to the program, but it also has me wondering if this push for technology in school is a way for these companies to sell more computers and software programs.
Upon reflecting on the 4C's, I have already started to think about ways I can change my lessons and units so my students can use more critical thinking and collaboration in their daily work. I believe that in teaching these skills to our children, they become more engaged and responsible for their learning. I would contend that the 4C's enhance the goal of graduating productive cooperative citizens in our society.
The program seems solid in many ways. I hope that the push is not too great that the politicians at various levels of government will turn away from this idea. Without administrators on board, a good idea might be wasted.
This website is about adding value to the current school system. In addition to the traditional 3R's, 21st century skills include the 4C's (critical thinking & problem solving, communication, collaboration, and creativity & innovation). I like the fact that this organization is using business, industry, government, and educators to develop their platform. Part of the mission is to recognize that educators need training or support to accomplish the 4C's in the classroom. Many of the 4C's lend themselves to using technology in the classroom and currently, not enough schools and educators are properly enlightened to do this effectively. School boards and schools need to reevaluate their technology education plans. Having Apple and Dell as sponsors helps give credibility to the program, but it also has me wondering if this push for technology in school is a way for these companies to sell more computers and software programs.
Upon reflecting on the 4C's, I have already started to think about ways I can change my lessons and units so my students can use more critical thinking and collaboration in their daily work. I believe that in teaching these skills to our children, they become more engaged and responsible for their learning. I would contend that the 4C's enhance the goal of graduating productive cooperative citizens in our society.
The program seems solid in many ways. I hope that the push is not too great that the politicians at various levels of government will turn away from this idea. Without administrators on board, a good idea might be wasted.
Tuesday, January 12, 2010
Blogs - What Are They Good For?
I am a homeroom teacher of a wonderful group of 23 grade 7 students. Being new to the world of blogging, I am challenged to see how I could use blogs in my teaching practice. Richardson (2009), an educator and author on integrating the use of web tools into the classroom, says that blogs have several purposes. However, Richardson makes a key point that blogs should make people think and respond. In essence, blogs are an interactive activity. My hope is that I can put the following ideas into practice, beacuse at this time, blog sites are blocked in my school division. But that is another topic.
As an educator, participation and interaction is what I am looking for from my students. I also realize that not every student is an outgoing participatory member in the class. Blogs can be a way that each student can be heard. A written response is a safer option for some learners than others. The other possibility I see for blogs in my class is the potential for interaction with others. Blogs can open the door for dialogue with other students who might be working on the same types of assignments or projects. It would be wonderful to see students from two different countries expressing ideas and challenging each other on specific topics.
As a way to start their educational blogging careers, my students will blog to express ideas and respond to prompts. At this point my students are just ending a novel study on Tuck Everlasting, by Natalie Babbitt. One of the novel’s themes is the notion of everlasting life. I would ask my students to respond to a prompt that would ask them, “If you were given the chance to live forever, would you take that opportunity?” It might generate a chance for dialogue with others.
As I gain experience in blogging and using more web tools in my teaching, I will take bigger steps with my class.
References:
Richarson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
As an educator, participation and interaction is what I am looking for from my students. I also realize that not every student is an outgoing participatory member in the class. Blogs can be a way that each student can be heard. A written response is a safer option for some learners than others. The other possibility I see for blogs in my class is the potential for interaction with others. Blogs can open the door for dialogue with other students who might be working on the same types of assignments or projects. It would be wonderful to see students from two different countries expressing ideas and challenging each other on specific topics.
As a way to start their educational blogging careers, my students will blog to express ideas and respond to prompts. At this point my students are just ending a novel study on Tuck Everlasting, by Natalie Babbitt. One of the novel’s themes is the notion of everlasting life. I would ask my students to respond to a prompt that would ask them, “If you were given the chance to live forever, would you take that opportunity?” It might generate a chance for dialogue with others.
As I gain experience in blogging and using more web tools in my teaching, I will take bigger steps with my class.
References:
Richarson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
Saturday, January 9, 2010
Welcome
Welcome to Education Contemplation. My purpose is to share my ideas and information on different topics in education. I may tend to lean towards a focus on technology. Please feel free to post comments and add more insights to my blog postings. Stay warm.
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