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.
Monday, June 21, 2010
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?
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