Online Learning Systems

Hargis and Schofield (2007) define Online Learning Systems as “distance learning in the form of a course taught mostly on the internet rather than in a traditional classroom” (p. 34). It allows educators and to lead students to both guided and self-directed sessions, where the internet is used to maximize the exposure to the content area they are studying. The practitioners’ ability to integrate and fuse the appropriate learning theories, students learning styles, available technology, and the learning objectives is the key to success in the implementation of an online learning system (Hargis and Schofield, 2007). Coughlin and Lemke stated "Although we often picture them [our students] as technology experts—engaging in multiple texting or instant messaging conversations while listening to music on iTunes and browsing the Web—most children and youth don’t know how to use technology as informed consumers, intelligent learners, creative producers, and effective communicators" (Coughlin & Lemke, 2009, p. 54). These learning systems incorporate teacher-screen websites so that students are provided with good direction for finding accurate information. Instead of being a knowledge provider, technology allows the students to devote attention to a more global facilitation of learning. Students become self-directed learners and active participants in the construction of their own knowledge.

Hargis and Schofield (2007) made a powerful statement, “In the online classroom setting, there is a cultural shift from the importance of possessing knowledge in one’s own memory, often received through teacher lecture, to the ability to effectively search for and use information needed for particular purposes. Therefore, it becomes increasingly important for learners to possess 21st century skills in computer technology for information literacy” (p. 39). Coughlin and Lemke (2009) added, "At this juncture in history, we have two choices: We can either leverage the democratization of knowledge and the power of participatory, authentic, and multimodal learning in the service of our students, or we can continue with current practice and careen down a path to irrelevancy" (pg 59). We will be doing the students a great disservice by sheltering our students from the digital world. Technology has been shown to help students acquire knowledge and skills or modify learning dispositions. As declared by Gillard and Bailey (2007), “technology can make a significant positive impact on the quality of teaching and learning, the level of student motivation and engagement, and the intensity of career preparation” (p. 87).
Reference:

Gillard, S., & Bailey, D. (2007). Technology in the classroom: Overcoming obstacles, reaping rewards. The International Journal of Learning, 14(1), 87–93.

Hargis, J., & Schofield, K. (2007). Integrating Online Learning into Elementary Classrooms. In P. Adamson, B. Adamson, & N. Clausen-Grace, et al (Eds.), What Works in K-12 Online Learning (pp. 33-47). Eugene, OR: International Society for Technology in Education.

Lemke, C., & Coughlin, E. (2009). The change agents. Educational Leadership, 67(1), 54–59.

Customize a slideshow

Reflection on Differentiated Instruction

Reflecting upon my Differentiation Station

Throughout this course, my group has been very supportive and I have been fortunate enough to have been grouped with teaching professionals that are willing to take the time to help others. We have shared many resources and strategies that are beneficial in implementing the Universal Design for Learning and Differentiated Instruction. These particular resources will assist me in reaching those struggling learners as well as enriching those students who need a challenge. Through these two frameworks, all students can be successful.

A way that I will use these valuable resources is by saving them on my bookmarking page so that I can easily access them no matter where I am. Several of the websites that I have viewed have great organizers, rubrics, and lesson plans that I could seamlessly implement throughout my teaching career. I am also thinking of creating my own wiki that is devoted to differentiated instruction and technology tools in which my colleagues in my county can access and effectively use these resources. Lastly, I would love to use my knowledge of differentiated instruction and share it with the rest of my county by creating a presentation at a professional development inservice day. My principal has already approached a colleague of mine to create a presentation on technology for an inservice that we have in January. We are already beginning to plan a presentation together and I am hopeful that we can infuse these two frameworks as well.

My way of teaching has already changed for the better. I have found myself incorporating more visuals, video clips for those auditory learners, and hands on activities for those students that learn through kinesthetic motions. In math, I have been using more internet games to practice math facts and to review concepts such as place value. In writing class, students have been typing poems and have played games to review types of sentences. Some students have been struggling with subtraction with regrouping, therefore, I have been pulling some needs groups to incorporate reteaching while providing the rest of the class with more challenging activities to extend their thinking. I have been finding many instances in which I can use the Tic Tac Toe board to assess my students learning without forcing students to take a paper and pencil test. This activity makes learning more enjoyable for students and gives them the freedom of choice to demonstrate their understanding. In reading, students have completed a bio-cube on the Read Write Think website which made the book report fun and interactive, especially for my struggling readers.

I will be using the website http://daretodifferentiate.wikispaces.com/ quite frequently because it has endless information on this topic. My plan is to incorporate differentiation in all my lessons in some way, whether it is flexible groupings, varied activities, or varied teaching methods. “When teaching an entire class, teachers should use all learning styles in their presentations if they are to reach every student” (Orey, 2001).

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Week 8 Reflection Post

Looking Back, Heading Forward

As I reflect on my GAME plan that I had created weeks ago, I am pleased with the progress that I have made. My most important goal was to become more aware of and comfortable with at least 2 or 3 technology tools that I could implement in the upcoming school year to provide a more authentic learning experience for my students. Cennamo, Ross, and Ertmer (2009) mentioned that “this type of learning is more relevant and engaging and increases the likelihood that students will be able to use what they have learned in new situations” (p. 35). By using this instructional practice, students will become self-directed learners and will become more responsible for their learning altogether. Through this course, I have really become fond of the whiteboard, digital storyboards, and voice thread. I have acquired and bookmarked many resources for the whiteboard and digital storytelling from my classmates through our blog posts and discussions. However, to my disappointment, I still have yet to discover what types of technology tools are permissible in my county. I have tried to email and call the technology department and no one has been able to respond to my inquiries. I am hopeful that once school begins, I will be able to access this information a little bit more easily. On the other hand, I recently spoke with a student in middle school (8th grade) who had taken 4 computer classes last year. I asked her about blogs and wikis and she had no idea what they were. I immediately became worried by this because this is showing me that my county is not striving to meet the National Education Standards for Students through technology.

I have learned many new things throughout this course and by following my GAME plan. In fact, this class has proven to be the most beneficial in my master’s program thus far. Through our discussions, I was able to obtain various ways in which I can use digital storyboards. My classmates had innovative ideas that I had never thought of before and I know my 4th graders would enjoy creating these storyboards immensely. I have also learned that evaluation does not always have to be formal and in forced-choice formats. Regretfully, my assessments in the past have been the customary multiple choice, true/false, and fill-in-the-blank formats. Many of our reading and math tests have open-ended response formats that required the students to demonstrate their higher levels of cognitive skills. This year, I would like to develop more performance and project-based assessments, which coincides more with real-world contexts. These assessments can be as simple as concept maps or as complicated as creating a Webquest. One particular concept that I had much difficulty with was problem based learning. It was troublesome to create a problem that was just right. By engaging with my classmates on our group Wiki, I was able to see how others incorporated this instructional strategy into their lessons. This will prove to be a great resource for me in the future. Lastly, I learned more about how to accommodate various learning disabilities using minor assistive technology applications. This year, I have several special education students that will benefit from the implementation of these aides as well as the Universal Design for Learning approach. “The more flexible the teaching strategies, materials, and assessments you use in your classroom, the more accessible they will be to the diverse needs and preferences of all the students with whom you work” (Cennamo et al., 2009, p. 117).

Besides changing my assessment formats and implementing the Universal Design of Learning, I also plan to take immediate action in creating and utilizing flipcharts with the whiteboard. When I stepped into my classroom for the first time about a week ago, I was expecting to see a whiteboard installed so that I could begin tinkering with it before the students arrived. Although it has not been installed yet, my administrator said they are being installed next week. I have already begun conversing with my colleagues about dividing our curriculum content so that the work would be less cumbersome. In addition, since I loathe talking in front of parents at Back to School Night, I am planning on creating a digital storyboard presentation that will highlight procedures, behavior and academic expectations, and school activities for our 4th grade year. This will be more engaging for the parents to view and less stressful for me.

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.

National Education Standards for Students retrieved at http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf

Week 7 Post

Students Getting in the GAME

Throughout the past few weeks, I have had the opportunity to manipulate a personal GAME plan that addresses various national education standards for teachers. With this GAME plan, I have made goals, created an action plan to meet those goals, monitored my progress towards achieving my goals and evaluating my actions and made changes to my GAME plan as necessary. I can use this same process with my students in order for them to be proficient in the technology standards and indicators outlined in the NETS-S.

I would implement this GAME plan with my students after a month or two of school. The reason for this is so that students can become familiar with their classroom environment, peers, and teachers. This will give them some time to see what teaching style I possess and what learning style they prefer. It will give me an opportunity to introduce different technology tools that might help them achieve these standards. It also gives them time to observe possible resources within their school community as well as outside of school. Then I feel that the students can begin to set goals for themselves that they can achieve related to NETS-S.

In order to begin this process, I would model each step with my students. Perhaps I could use the original GAME plan that I used for this class. I would post my GAME plan in the classroom for students to see and refer to throughout the process. Furthermore, I will probably model a student standard as well, so that I am speaking more on their level and selecting resources and strategies that might help me achieve my goal. Then, since this is the first time that the students are experiencing this activity, I would present the student standards to the students in a kid friendly language so that they understand the goals that they are actually attempting to set. After this, I would have students identify their top goal and gather in groups according to their goal preference. Through this manner, students will brainstorm ideas for the action, monitoring, and evaluating aspects of this plan. After brainstorming, students will individually select the ideas that work best for them in order to meet their particular goal. Students will monitor their progress weekly during our morning meetings and adjust their plans as needed. After about a month, they will evaluate their plans and decide whether or not they have achieved their goal and are ready to set a new one, or if more time is needed. This process will continue throughout the year as a gradual increase of independence occurs.

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.

National Education Standards for Students retrieved at http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf

Week 6 Blog

Revising Your GAME Plan

Thus far, I have learned that whiteboards are extremely beneficial for all students, especially those that need to be actively involved in learning, such as manipulating information. A classmate has kindly offered to share his “Road Rally” game (Thanks Erus!) with me so that I can incorporate this during my unit review games. In addition, I have learned that there are actually templates premade from other teachers that all I would need to do is download it and adapt it to my needs. This will save me much time during the school year. A goal that I am still working toward is determining what technology tools are permissible in my county. I have emailed 4 different people about this topic and no one has gotten back to me. I suppose it is summer vacation for everyone! To revise my plan, I will be calling the technology department in order to speak to someone directly about this inquiry. I hope to have more luck taking this avenue, which in turn will allow me to begin developing technology infused lessons or activities for the upcoming year.

At this time, I am not ready to necessarily set new learning goals for myself since I have so much to learn about whiteboards already. I haven’t even had the opportunity to manipulate one and see what it does. In order to use this technology tool to the fullest potential, I would rather spend the majority of my time understanding it and creating lessons that will enhance my students learning. I feel that if I set too many goals at once, then I will not be able to genuinely, effectively, and efficiently meet that goal. This is not a goal that can be met in several weeks, especially since I haven’t seen it or used it yet. Furthermore, once I receive feedback from the technology department about what technology applications are permissible in my county, I will have plenty of goals to achieve! My resource Wiki page is up and running, but right now, I have nothing on it due to lack of experience and information on allowable tools.

To extend what I have learned so far, I will begin creating flipcharts using the websites that I have found and that have been suggested by my classmates and colleagues. Some of the interactive whiteboards have school year opener activities which would be highly motivating especially for those students that are shy and scared the first week. Our first science unit is on Drugs and Alcohol. Many times, we are reading our information from the county provided Health book, which tends to be boring. Therefore, I am going to begin planning lessons that discuss the harmful effects of alcohol, smoking tobacco, chewing tobacco, and marijuana to make it more interactive and engaging for students.

I will not say that next time, I will try something else. What I will say is what I will continue to try in order to improve my learning. Next week, I am meeting with a colleague of mine that has had a whiteboard since last year and has been creating lessons during the summer. This will allow me some time before school begins to become familiar with how lessons are made. Once the school year begins, things get more hectic and I always feel like I have less time on my hands. Another avenue that I would like to pursue is to sign up for a whiteboard class through a community college that is nearby. This will allow me to learn hands on from someone who is very familiar with the tool.

Reference:

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.

Week 5 Blog

Evaluating My GAME Plan Progress

In my last post, I discussed that I emailed two instructional technology liaisons for my county in order to determine what technology tools and practices are permissible in the classroom. Unfortunately, I have not received an email back from them. I forwarded this email to another individual who educated us on our new grading program, Grade Quick) that we began using this past year. I am hopeful that he will be able to give me some feedback more promptly.

Since I will soon be receiving an Interactive Whiteboard, my GAME plan has really focused on learning more about this technology tool. The advice from my classmates was to learn everything I can about this tool so that I can utilize it to its’ full potential. A classmate suggested I visit this website for some lesson plans and templates. I have found this to be very helpful in getting me started (http://exchange.smarttech.com/#tab=0). I have also begun looking on our county’s sharepoint website for ideas. This website provides lessons and templates that teachers in our county have created already for certain units. It is easily accessible since it contains sub groups by grade level and subject area, similar to what I would like to create for my wiki resource page. I will be using this website as a reference for when I create my wiki page. I have already completed the basic components of setting up a Wiki called TechnologyTools4Us.

I was wondering if my colleagues/classmates that are specifically in grades 3, 4, and 5 would be willing to share some of their whiteboard activities that they have created and used thus far. Many times, these grades teach similar concepts, just in a modified or advanced version. With your permission, I would like to add them to my Wiki. If you would like to be a member once it is underway, I would love it! Then we can all accomplish the goal of a Personal Learning Network.

References:

Laureate Education, Inc., (Producer). (2009). Program Three. Enriching content area learning experiences with technology, part 1 [Motion Picture]. Integrating technology across the content areas. Baltimore: Author.

Monitoring my GAME Plan

GREAT NEWS!!! This came at the perfect time, especially since I have created a GAME plan for learning about technology and technology resources. I just found out from my administrator that I will be getting a whiteboard this year. She is hoping that it will be installed in August. I will be attending 6 hours of whiteboard instruction which will hopefully assist me in achieving part of my game plan. Since I have found this new information out, I have been spending some time researching websites that might be useful for implementing the whiteboard in my classroom. I have found the following websites that some of you might be interested in as well. This will obvious be a focus of my new GAME plan. I would appreciate any other resources or advice that any of you have to offer on using the whiteboards. Feel free to share your experiences and your students’ attitudes towards this application. What works well, what does not?

Whiteboards:

http://www.globalclassroom.org/ecell00/javamath.html - tons of interactive whiteboard resources and lessons
http://www.waukeshaschools.com/WIT/smartboard/specificapps.htm - whiteboard ideas, lesson plans, and websites
http://www.ehow.com/list_5939630_smart-board-activities-4th-grade.html - developed around 4th grade
http://www.learningtoday.com/corporate/interactive-whiteboard-lessons.asp - lessons K - 5
http://teacher.scholastic.com/whiteboards/languagearts.htm?lnkid=TNav:TR:Interactive%20Whiteboard&ESP=TR/ib//acq/interactive_WB_tnav_TR///nav/txtl////

My previous GAME plan was to learn and implement about 5 different learning tools within this next school year. After some feedback from my colleagues, I have decided to revise my GAME plan. By using the multiple intelligence test given to my students, I will determine what web tools will meet their needs as well as enrich my lessons. “Technology itself does not become the focal point of instruction. Technology is integrated when it is used in a seamless manner to support and extend curriculum objectives and to engage students in meaningful learning” (King-Sears & Evmenova, 2007, p. 7-8). Therefore, it is crucial that I choose technology that clearly aligns with the curriculum outcomes so that I am using the technology as a compliment.

In my last post, I wanted to determine what technology tools are permissible for school and student use. I have sent an email to the technology specialists and I am waiting to hear back from them. When I find the result, this will allow me to narrow my GAME plan focus even more.

Lastly, in addition to learning about whiteboards, I have also been inquiring about lessons that involve other applications. I have found the following websites to be intriguing. Once I learn about the various tools that are acceptable in my county, I plan on making my own wiki resource page for 3, 4, and 5 grades that will consolidate all of the lessons and activities that would be suitable for our classes and grade levels. This wiki will be shared with all of my 3, 4, and 5 grade colleagues from my school as well as all the other schools in my county so that they may add to it as well. This will help me establish my Personal Learning Network. I have decided to start small so that it is manageable and then build on to it with other grades once I see that it is becoming beneficial.

Technology Wesites:

http://www.bethknittle.net/WP_Blog/ - she has a wiki resource page that has various information about Web tools.
http://ilearntechnology.com/ - provides some great websites to use for various topics
http://blog.classroomteacher.ca/ - ideas for incorporating various web tools
The more knowledgeable I am about these tools and how I can use them effectively in my classroom, the greater my students will benefit from a deeper learning experience.

Reference:

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.

Carrying out my GAME plan

While reviewing my GAME plan, I am aware that I will need to obtain some resources that will help me be successful. I would like to begin forming a Personal Learning Network within my school community. My plan is to create a site in which teachers may post their technology ideas. I think it would be beneficial to organize this site by grade level, subject, objective, and technology tool so that others can access it easily. By doing this, it will allow me to collaborate with other teachers and learn various uses of technology tools that could be implemented in my classroom. In addition to this, I plan on joining technology blogs and researching various technology tools in depth in order to obtain more ideas from others throughout the world.

Additional information that I would like to know is what technology tools are permissible within my school/county. I plan on contacting my technology liaison and the technology supervisor to obtain these answers. This will help me identify what technology applications I may want to pursue and research throughout the school year. I don’t want to waste my time planning lessons around using a Wiki if students are not allowed to engage in this activity.

Currently, I have identified a multiple intelligence test that I can give to my students to determine how they learn best and what their learning style is. This survey should be quick and should provide me with information that will allow me to incorporate the Universal Design of Learning. My “instruction can then be designed and implemented for students with diverse learning styles, preferences, abilities, and motivation” (Cennamo, Ross, Ertmer, 2009, p. 127). I also have identified a rubric maker that will help me and my students evaluate and reflect upon the effectiveness of the lesson as well as the technology tool.

http://literacyworks.org/mi/assessment/findyourstrengths.html

http://www.rubrician.com/general.htm

Reference:

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.

My GAME Plan

As I reviewed the National Educational Standards for Teachers, I realized that I am not proficient in many of these standards, which confirms that I have chosen the correct concentration for my Master’s degree. Personally, I feel comfortable to say that I try to model creative and innovation thinking through traditional forms of instruction; however, I have been learning various ways in which technology can achieve these skills more readily when used in the learning environment (Cennamo et al., 2009).

Cennamo, Ross, and Ertmer (2009) discuss how teachers can create GAME plans in order to respond to the rapid and continuous technological changes so that they may better meet the needs of their students today and in the future. Two indicators that I would like to strengthen as a teacher are:

Goals

1b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.

2c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources.

Actions

1. In order to engage and personalize learning activities using digital tools, I need to obtain the knowledge necessary to utilize the tool effectively before I can incorporate into my lessons. Dr. Peggy Ertmer strongly encouraged that teachers research and manipulate the digital tools first before using it with students so that they are comfortable with the tool and experience success while using it (Laureate Education, Inc., 2009a). Therefore, my first action would be to identify at least 1 new technology tool every 2 months. This will allow me to explore the applications so that I can become familiar with the tool and gain experience with it. Overall, this will allow me to become proficient in approximately 5 digital tools throughout the school year. I will also seek out a Personal Learning Network (PLN) as suggested by a teacher from our video resource to ensure that I have many avenues in which I can become skilled in these technology tools.

2. I would also like to understand my students learning styles better so that I can effectively meet their needs. In order to do this, I will have my students take a multiple intelligence test (similar to the following website) to identify what multiple intelligences they excel in (http://literacyworks.org/mi/assessment/findyourstrengths.html). I I will also have conversations with students about how they feel they best learn (given choices, how would they rather engage in the learning activity). Based on the information gathered, I will create lesson plans that encompass a plethora of learning styles using the proper technology tools that coincide with the content objective. As a teacher stated on our video resource, technology is to enrich our system. As teachers, we should look at our objectives and decide what digital tool will enrich and accommodate the lesson (Laureate Education, Inc., 2009b).

Monitoring

In order to determine how well my students are meeting their learning goals, I will use a variety of informal and formal assessments. After I execute a lesson, I will actively reflect on what worked and what I need to improve upon so that I can modify my lesson for future years. I will also have my students reflect on their learning by rating their level of engagement and motivation throughout the lesson. Were they actively engaged in the lesson? Were the students able to explore and identify accurate information using the digital tool specified?

Evaluating

I plan to evaluate my GAME plan by asking myself several questions: Were the students successful in mastering the skill noted in the objective? Was the digital tool specified the appropriate tool for the lesson? I will give the students the opportunity to express their opinions about the lesson to each other as well as to me through a “feedback” form. Using this form, I will make the necessary changes to my lesson so that it may be more successful in the future. I will also have students perform a special task using the digital tool so that I can verify that my students know how to use it effectively. This will allow me to determine if this particular tool will need to be implemented using other curriculum objectives for more practice.
By becoming more knowledgeable in various digital tools, I can provide authentic learning experiences for my students. I will be able to deliver instructions through a multiple of modalities in order to varying learning styles. Technology will also provide students with various presentations methods that will enhance their learning experience and make it more meaningful to them.

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.

Laureate Education, Inc., (Producer). (2009a). Program Three. Enriching content area learning experiences with technology, part 1 [Motion Picture]. Integrating technology across the content areas. Baltimore: Author.

Laureate Education, Inc., (Producer). (2009b). Program Four. Enriching content area learning experiences with technology, part 1 [Motion Picture]. Integrating technology across the content areas. Baltimore: Author.

Multiple Intelligence Test located at http://literacyworks.org/mi/assessment/findyourstrengths.html

National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf

EDUC-6712I-5 Reflection Post

New Literacy Skills Reflection


Before beginning this class, my immediate thoughts of literacy consisted of being able to read and write. However, after being educated on new literacy skills by many resources, my views have drastically changed. Eagleton and Dobler (2007) stated that the traditional forms of reading and writing are necessary, but not adequate, for our students to be successful. Although this was an astonishing statement, I am now a firm believer that it is true. In order to prepare students for the information age, we need to provide countless opportunities to manipulate and experiment with a variety of technology applications.


A striking revelation that I had about teaching new literacy skills is that although there are so many skills for students to be proficient in, many of them can be accomplished by creating inquiry based projects using technology based applications. Whereas, if teaching students using traditional methods such as text books, magazines, and other print text, these skills would not be achieved as easily and efficiently. Teachers need to be educating our students the 21st century skills they need to safely and ethically access information throughout their lives so that students can make connections and have conversations with others in a multitude of avenues (Johnson, 2008). By having this special network, students are able to communicate with each other, experts, other classes, as well as the world around them (Laureate Education, Inc., 2009). In using inquiry based instruction, teachers are able to tie in many different objectives from various subject areas in order to maintain pacing in their curriculum.


Throughout this course, I have had the pleasure of planning out a unit using the strategy of QUEST. This was a great opportunity to really incorporate 21st century literacy skills using technology. “The QUEST model provides a framework to support and encourage both teachers and students to gather information and transform this information into new ideas” (Eagleton & Dobler, 2007, p. 277).With the use of technology, my students are able to take responsibility for their own learning, have fun while doing it, and use their creativity to share their findings with others. In using this strategy, “I am letting go of some control in the learning process by stepping aside to be a mentor or guide rather than a person who delivers information” (Eagleton & Dobler, 2007, p. 281). I am allowing students to create their own questions, find the sources to answer them, and select a way to display their new ideas. By abandoning some of the traditional methods of teaching, my students will be able to “build relationships with others to pose and solve problems collaboratively and cross-culturally” and “design and share information for global communities to meet a variety of purposes” (Richardson, 2009, p. 28-29).


A professional development goal that I would like to pursue is to attend training sessions for using whiteboards and other types of technology applications. My county constantly offers courses throughout the year for teachers to maintain modern teaching strategies. The more information I gain from these classes and hands on usage of these tools, the more comfortable I will become in implementing these ideas in the classroom. Furthermore, I would like to request the use of SchoolBlog with my upcoming class. As of right now, blogging is restricted from our county. However, if I illustrate ways in which blogging can assist students with 21st century skills, composition, and inquiry skills, my administration may allow me to use this safe site. “We would be doing students a disservice by not preparing them to apply the inquiry process to the world’s most massive source of information, one that will impact their future daily in ways we cannot even imagine” (Eagleton & Dobler, 2007, p. 281).


References :

Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.

Laureate Education, Inc. (Executive Producer). (2009). Supporting Information Literacy and Online Inquiry in the Classroom. Baltimore: Author.

POINT/COUNTERPOINT: Should we establish national web filtering guidelines? (2008, September). Learning & Leading with Technology, 36(2).

Richardson, W. (2009, March). Becoming network-wise. Educational Leadership, 66(6), 26–31.

EDUC 6711 – Reflection Post Week 8

My personal learning theory continues to evolve through my experiences as a teacher as well as through professional development. Initially when I began teaching, I followed the behaviorist theory of learning. I designed my class around rewards and consequences. I realized that my students’ behavior had improved using this theory but their academics did not. Therefore, I decided to explore other options. Eventually, I implemented a social learning approach in my classroom. One reason why I did this was because for several years in a row, I had chatty classes. I thought that if I let them socialize more in academic settings, then I would be able to maintain their attention when necessary. I noticed that those students that had difficulty with concepts were able to learn through their classmates as they held discussions in their groups. Their peers “helped them understand and made things more concrete” (Laureate Education, Inc., 2009a). Although they improved academically, their behavior was a little bit to be desired. The talking continued during inappropriate times and I spent much instructional time trying to correct this behavior.

Throughout this course, I noticed in order for students to make progress academically and behaviorally I would need to use a variety of learning theories and styles. Therefore, my intention is to incorporate multiple teaching strategies and learning styles throughout an instructional day in order to accommodate the needs of all my students. “The more modalities you use to enter information into the brain, the more avenues you have to retrieve it” (Laureate Education, Inc. 2009b). One learning theory that I would really like to begin implementing more is the constructionist approach. Technology applications are the perfect way to do this. “Technologies readily address the multiple ways of knowing that humans demonstrate” (Weiss, 2000, p. 55). By using this approach, students can interact with one another in order to create an artifact that will display what they have learned in class. It allows the students to take ownership of their learning. I know from prior experience that students become very engaged when technology is involved. “Students whom are actively engaged in the learning process will less likely become a distraction to others (Laureate Education, Inc., 2008). Therefore, my students can grow academically and behaviorally.

One technology tool that I would like to begin implementing is a concept map. This will enhance their learning because it will help organize their thoughts and information so that they can study for tests and quizzes in the future. Parents have told me in the past that their children do not know how to study or what to study. This would help parents and students to focus on and determine what is important and essential for them to study. When the students’ create the organizer themselves, it will enhance their ability to retrieve and use the information appropriately. It provides a personalized tool to help them study. Another technology tool that I would like to begin implementing is a Voice Thread. It is simple, kid friendly and versatile, and it provides an opportunity for students to respond in various ways that is comfortable for them. Since the students will have access to what others have shared, this can be a great learning experience for everyone. It is a terrific way to share ideas, perspectives, and explain concepts more clearly to one another.

One long term goal that I have is to become experienced with Whiteboards. My school will be receiving several of them in the next couple of months. Although, I might not be getting one in my room, my colleague next to me is. Hence, I plan to ask my colleague frequently to use the Whiteboard in order to gain experience with developing lessons that will enhance my students’ learning. I also hope to observe lessons that my colleagues have created so that I can acquire various ways in which to implement this application. Another long term goal that I have is to include a technology tool throughout each week. I will do this by reflecting on my lessons that I have planned for the week and determine where I can use one of the applications learned to support my students learning. For instance, I have just begun teaching my students fractions and I could have my students play some games on the internet in order to reinforce the concepts that they have learned throughout the week. These are possible websites that the students can engage in:

http://www.aaastudy.com/fra.htm
http://www.oswego.org/ocsd-web/games/fractionflags/fractionflags.html
http://www.oswego.org/ocsd-web/games/fractionflags/ffthirds.html
http://www.visualfractions.com/FindGrampy.html
http://www.visualfractions.com/

Many of these interactive games provide immediate feedback which correlates with the behavioral learning theory. Dr. Orey (2001) stated, “The desired response must be rewarded in order for learning to take place.”

I have really enjoyed this course and I have learned the importance of creating a student centered environment. By allowing the students to take control of their learning the students are becoming actively involved in their education rather than passively learning.

References

Laureate Education, Inc. (Executive Producer). (2008). Creating an Effective Classroom
Learning Environment. “Understanding Influences on the Learning Environment”. Baltimore: Author.

Laureate Education, Inc. (Producer). (2009a). Program eight. Social Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Laureate Education, Inc. (Producer). (2009b). Program two. Brain Research and Learning [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Weiss, R. (2000, September). Howard Gardner talks about technology. Training & Development, 54(9), 52. Retrieved from Academic Search Premier database. Document ID: 3568542

Creating Interesting Leads using Voice Thread

http://voicethread.com/share/889731/

Social Learning In Practice

Cooperative Learning absolutely coincides with social learning. Cooperative learning entails having students interact with each other in order to enhance their learning. The social learning theory focuses on individuals being engaged in constructing meaning through conversing with others. By academically socializing with others, concepts become more concrete and it allows students to gain a deeper understanding. Cooperative learning also builds communication and trust between group members, and teaches responsibility and conflict resolution skills.

Technology can play a vital role in the social learning theory. “Technology allows members of groups to communicate even if they are not working face to face. It can help us realize the hope of schools as places that serve students anytime, anywhere and facilitate their growth into lifelong learners” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I think this is so important to understand. By using certain tools of technology, students can work collaboratively and collectively on a project in and out of the school setting. For example, individuals who are engaged in a wiki can work together to progress towards the final product. However, they do not have to be physically together to do this. You can work separately to create various pages and then edit them as you see fit. Although, constant communication while creating the wiki is a necessity. Blogging is another great way to engage in social learning. You are able to gain insights and perspectives on topics from others around you as well as obtain a plethora of websites that might be of interest to you. Pitler, Hubbell, Kuhn, and Malenoski (2007) made a great point. “The web has become much more than an electronic reference book; today, it’s a thriving medium for collaboration in business, education and our personal lives.” The future lies with technology. As educators, we need to ensure that our students are ready to embrace the unlimited resources that technology programs have to offer.

References

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Constructivism in Practice

My understanding of the constructionist learning theory is that students discover new knowledge and connect it to what they already know. Dr. Orey (Laureate Education, Inc., 2009) stated, “You need to have experience in order to understand.” Students can make meaning of new information by creating projects in order to obtain a deeper knowledge of the subjects they are studying. The resources this week show a correlation to this theory. In generating and testing hypothesis, the students are creating questions to help them further understand a topic and develop ways in which to get those answers. They are then creating “investigations” or “projects” to obtain results.

One particular website that I would like to peruse a little further is “By Kids for Kids: How to Invent.” This will be a great website for me to use when we begin to read a selection in our anthology. I am thinking of using it as an introduction to the selection to get the students motivated. I could create a concept map about inventions to determine what inventions/inventors my students are already aware of. From there, we could read the selection and then as a culminating activity I could have the students work with a buddy to design an invention of their own. By doing this, the students will need to make the connection that an invention is designed to make something easier or to improve life. From there, they can develop a project that has not been created yet. By engaging in this activity, the students will gain a deeper meaning of inventions and understand that creating inventions require careful and detailed thoughts. I think the students will really enjoy it. Does anyone have any other suggestions for how I can implement this particular website?

I have attached a website on project based learning. It actually is a website in which you can create assessment checklists based on certain subjects. I think it might be a useful tool. http://pblchecklist.4teachers.org/

Reference

Laureate Education, Inc. (Producer). (2009). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Cognitivism in Practice

Lever-Duffy and McDonald (2008, p.16) state that “congnitivists focus on learning as a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and is finally used.” Using Advance Organizers and engaging in summarizing/note taking techniques are two instructional strategies that reinforce this theory. Advance organizers give the students a preview of what they will be learning about. The organizer will then help students determine what information is important and allows them to synthesize it in order to obtain a deeper meaning. For example, in science, we are discussing the ways in which a volcano changes the earth’s surface. Most of the time, students think that volcanic eruptions only have a negative effect on the earth. Dr. Orey (Laureate Education, Inc., 2009) describes concept mapping as “a graphical network model of the cognition theory.” It creates a visual representation in which students can organize their ideas and make connections. I could create a concept map for the students that would include an essential question. The students can then use Kidspiration in order to illustrate or define ways in which a volcano changes the earth’s surface. They could even classify these ways as a positive or negative effect and give support for their reasoning. “For many students, multimedia is very effective because it helps students both activate prior knowledge and develop a mental model to help them understand new information” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 82). Volcanoes are already a motivating topic for my students, but using technology as well will enhance their learning even further. It is creating a hands on experience that will encourage students to organize their thoughts in order to support a main idea with valid information.

Summarizing can be accomplished by using concept mapping. After the students are finished with the concept map, they can conclude to what they have learned. They can use the information that they have learned in order to identify the main points of the discussion or activity. However, the strategy of summarizing can also be achieved using other tools such as summary frames on Kidspiration. As a fourth grade teacher, we focus much on vocabulary in all subject areas. Therefore, the Definition Frame really peaked my interest. Science and Social Studies terms are difficult for students to understand. If I used a definition frame, students can cognitively think of connections between the given word, their prior knowledge, and new information learned. After showing a video on the term erosion, I can have the students summarize the term erosion, using a definition frame that I have designed. I could create sections such as synonyms of erosion, where it can be found, what it looks like, and types or erosion. I could even allow students to create their own section to further demonstrate their understanding of the concept.

Notetaking is another skill that tends to be difficult for individuals to learn. Pitler, Hubbell, Kuhn, and Malenoski (2007) suggested that students take frequent notes and that teachers expose them to a variety of formats. A specific format that I would benefit from is the Character Trait note taking template. This is perfect for my students because character analysis is a focus skill that is constantly being discussed in reading class. My students would really benefit from this organizer because it will allow them to arrange their thoughts in a way that is meaningful to them. It will force them to refer back to the text in order to provide support for their answers. Students then might want to provide graphics to their template in order to create associations or elaborations so that it can be embedded into their long term memory. These notes can then be exported as an outline for children’s future reference.

The above skills require students to gather information that they know and what they learn and organize it in a manner that is significant to them. This is especially important because the notes serve as a personalized tool to help the student study and remember concepts (Pitler, Hubbell, Kuhn, and Malenoski, 2007). These skills also assist the students in focusing their learning so that they can identify the most important points of a lesson. As a teacher, it is imperative that we begin implementing these strategies so that our students can become advocates of their own learning.

References

Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.

Videos to Peruse

http://videos.howstuffworks.com/hsw/21684-erosion-video.htm
http://www.guidesandtutorials.com/advance-organizers-sample.html - gives tips on effective powerpoint presentations
http://www.guidesandtutorials.com/advance-organizers-presentation.html - gives a very brief powerpoint presentation on advance organizers.

Behaviorism in Practice

“Homework and Practice” are crucial strategies for many students to engage in as a learner. “Homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 187). The more a child is exposed to the material, the better the child will retain the information for future reference. The child is also more likely to become proficient with a skill if they are constantly addressing it. As Dr. Wolfe had mentioned, students learn best when information is taught through various avenues, meeting the needs of the multiple intelligences (Laureate Education, Inc., 2008). Technology meets this requirement by providing a plethora of resources to reinforce concepts that can be accessed outside of the classroom setting. Students can easily practice and improve their skills in order to increase their level of understanding to mastery. Another benefit of using these technology resources such as online educational games is that “it has an inherent appeal and it generates immediate feedback that allows a student, parent, and teacher to monitor progress toward mastery” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 195). Parents will be aware of their child’s weaknesses and strengths, which in turn will allow parents to be an advocate of their child’s learning as well.

One of this week’s websites that struck me was called WebMATH. This website is child and adult friendly and explains various concepts of mathematics. A particular area that could be beneficial for my students as well as parents would be how to multiply and divide. Not only will this website assist you in multiplying numbers, but it will also provide a written explanation on how the problem is completed. This is a great resource for those students who are unsure of how to complete their homework or for those parents who are unsure of how to help their child. The only downfall that I see is the fact that they only show the traditional algorithm of multiplication. In today’s math, teachers are providing various strategies of multiplication such as the lattice method, partial products, and the open array method. These strategies are not demonstrated. However, in continuing with the technology trend, I could create a podcast that verbally explains these methods as well as provide a visual demonstration for parents and students to observe. This tutorial can enhance a child’s learning experience and encourage them to use technology as a helpful resource.

Another website that I found useful was the English Grammar 101. This a great way for students to practice the various concepts of grammar while receiving feedback immediately when self-checking. It gives a short little tutorial on the topic and then allows you to complete various questions or activities in regards to the skill. This particular website is connected to the operant conditioning of the behaviorist theory.

Reinforcing effort and illustrating the parallel between effort and success is very difficult for students to comprehend. That is why it is important for the students to learn this particular skill concretely and visually so that they can see that there effort impacts how they perform. “A powerful way to convince students that effort is truly tied to achievement is to show them data” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 161). My intentions are to use a simplified version of the rubric on p. 157 from our course text, Using Technology with Classroom Instruction that Works (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Math is a very challenging subject for my students and their tests tend to be lengthy and overwhelming. If the students realize that effort can lead to more success, their math scores will hopefully improve. Consequently, when students see an increase in their scores, the students will be more inclined to continue their current work ethic to ensure their scores remain high. This rubric will allow students to self reflect on their effort towards maintaining class notes, remaining attentive in class, participating in whole group as well as small group discussions, completing homework, and studying for upcoming tests and quizzes. This data will be collected every week. It will then be placed on an excel spreadsheet to be compared with their overall math assessment scores at the end of the unit. I do have some concerns about using this method. Since I teach 4th grade students, how can I ensure that my students will be completely honest when filling out their self reflection? Another pitfall with this process is if their effort does not correlate with their test results. For instance, a student may receive poor test results but they put forth much effort. I realize that using this strategy one time will not change all of the students’ thoughts about effort and achievement. However, how do I then convince the students that they are directly related? Does anyone have any other suggestions?

There are two websites that I was perusing. These websites provide insightful ideas of how to reinforce homework and practice. The “Education World” website below is geared toward ESL students, which provides online activities for review, reinforcement, and practice of skills taught in class. Since these students are not familiar with the English language, it is even more imperative that practice occurs. This will actually be beneficial for me since I just received a new student from India that does not speak any English. She is currently working with the ESL teacher, but I can use some of these ideas to reinforce skills. The second website is specifically geared towards teaching with technology. I especially like the Arcademic Skill Builders which allows students to practice concepts through interactive games.
Links –
http://www.educationworld.com/a_tech/tech074.shtml
http://www.4teachers.org/

References

Laureate Education, Inc. (Producer). (2009). Program two. Brain Research and Learning [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instructionthat Works. Alexandria, VA: ASCD.

Smith, M. K. (1999) 'The behaviourist orientation to learning', The Encyclopedia of Informal Education, www.infed.org/biblio/learning-behavourist.htm.