Here is the link to my presentation for Week 4
http://esepanski.edu.glogster.com/spotlight-on-emerging-technology-online-learning-in-k-12-schools/
Sunday, November 28, 2010
Friday, October 29, 2010
Reflection for EDUC 6714
As an educator what I have taken from this course will allow me to use technology to differentiate instruction for the diverse learners in my classroom. Getting to know your students today is a lot different than when I was in school twenty years ago. I do not recall my teachers ever creating lesson plans that were geared for different types of learners. Today, in order for all of my students to succeed, I must implement the principles of Universal Design for Learning and Differentiated Instruction. By understanding UDL and DI, what the students learn can be influenced. Dr. Tomlinson said it very simply, “it matters to know the kids that we teach” (Laureate Education, Inc., 2009). At first I felt lost, I did not know how to determine my student’s interests, learning styles, intelligence preferences, or learning styles, but as we progressed through this class it became quite clear that all of the resources I needed were literally at my fingertips. The Differentiation Station that was created for this course was and is and will be a very valuable resource to use throughout my teaching career. Even though the majority of the teachers do not teach an elective class, the resources are geared towards the individual learner, not the class that is being taught. Along with the Differentiation Station, more avenues that are available for me to utilize are the resources that I have actually created myself. During the course of this class I have created a survey to help me determine what kind of learners my students are, and I have also created a lesson plan that implements Differentiated Instruction with technology.
As a technology teacher I utilize quite a few different technologies in my Hi-Tech Career classroom that engage my students in the learning process. My biggest hurdle is to integrate more technology into my Woodworking classes. Since the dawn of time, Woodworking has traditionally been a hands on craft, but as new technologies emerge, the tools that were used yesterday are not necessarily going to be the tools that we use tomorrow. Facing this, my goal has become to make adjustments to my instructional practice regarding the use of technology integration. With the first semester of this school year coming to an end in seven weeks, I have made it part of my lesson plan for next semester to implement the lesson plan that I created during week six of this course. This lesson plan focuses on the diverse learning styles of my students, Universal Design for Learning, and incorporating technology to differentiate a product. In the DVD program High Quality Curriculum, Dr. Carol Ann Tomlinson states that, “Technology addresses all multiple intelligences” (Laureate Education, Inc., 2009), and by allowing my students to choose how to create the finished project not only empowers the student, but also gives them the opportunity to excel in their best area. When integrating technology to meet the diverse needs of my learners, I will be able to, “motivate, engage, and meet the needs of every student” (Laureate Education, Inc., 2009)
References
Laureate Education, Inc. (Executive Producer). (2009). High quality curriculum. [Educational video]. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009). Introduction to Differentiated Instruction. [Educational video]. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners through technology. [Educational video]. Baltimore: Author.
As a technology teacher I utilize quite a few different technologies in my Hi-Tech Career classroom that engage my students in the learning process. My biggest hurdle is to integrate more technology into my Woodworking classes. Since the dawn of time, Woodworking has traditionally been a hands on craft, but as new technologies emerge, the tools that were used yesterday are not necessarily going to be the tools that we use tomorrow. Facing this, my goal has become to make adjustments to my instructional practice regarding the use of technology integration. With the first semester of this school year coming to an end in seven weeks, I have made it part of my lesson plan for next semester to implement the lesson plan that I created during week six of this course. This lesson plan focuses on the diverse learning styles of my students, Universal Design for Learning, and incorporating technology to differentiate a product. In the DVD program High Quality Curriculum, Dr. Carol Ann Tomlinson states that, “Technology addresses all multiple intelligences” (Laureate Education, Inc., 2009), and by allowing my students to choose how to create the finished project not only empowers the student, but also gives them the opportunity to excel in their best area. When integrating technology to meet the diverse needs of my learners, I will be able to, “motivate, engage, and meet the needs of every student” (Laureate Education, Inc., 2009)
References
Laureate Education, Inc. (Executive Producer). (2009). High quality curriculum. [Educational video]. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009). Introduction to Differentiated Instruction. [Educational video]. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners through technology. [Educational video]. Baltimore: Author.
Sunday, August 22, 2010
Reflection
As I look back on the past 8 weeks I have come to see how easy it is to implement technology into any lesson plan. As an Industrial Technology teacher I am able to teach both a hands on traditional woodworking class and a very technological computer module based class. What I was failing to see is how easy it is to integrate technology into my hands on traditional classes. This class has made using technology readily obtainable for all of my classes.
The GAME plan that I developed for my 7th grade Industrial Technology class incorporate both hands on with technology. Even though I have taught this lesson plan to my 7th graders, I have not been able to incorporate the new GAME plan due to the summer break. I do feel that when I introduce this new GAME plan the students will be able to put more of themselves into the project than they have before. The entire GAME plan focus is to augment the learning experience with student engagement by using technology, so by adding technology to the bridge building experience the students are able to put more of themselves into their project than they have been before.
As the student I have come away with a better understanding of the importance of including more technology in my lesson plans. I have also learned that it is not always better to keep the old school hands on classes separate from the new school technology, in fact these two areas go very well hand in hand. Actually they compliment each other and can provide the student in the class a different way to show what they have learned. As the teacher it is now my job to take what I have learned and to incorporate the GAME plan into the curriculum.
At this point any immediate adjustments to my instructional practice primarily focuses on integrating technology into all of my classes, paying very close attention to my 7th grade class where I will be introducing my GAME plan. I will also be focusing more on technology for personal reasons. Technology is a rapidly changing field and it is my responsibility to stay up to date on the changes that can affect my classroom. As a member of ITEEA (International Technology and Engineering Educators Association) I receive monthly articles that keep me abreast of what is going on in my field today.
The GAME plan that I developed for my 7th grade Industrial Technology class incorporate both hands on with technology. Even though I have taught this lesson plan to my 7th graders, I have not been able to incorporate the new GAME plan due to the summer break. I do feel that when I introduce this new GAME plan the students will be able to put more of themselves into the project than they have before. The entire GAME plan focus is to augment the learning experience with student engagement by using technology, so by adding technology to the bridge building experience the students are able to put more of themselves into their project than they have been before.
As the student I have come away with a better understanding of the importance of including more technology in my lesson plans. I have also learned that it is not always better to keep the old school hands on classes separate from the new school technology, in fact these two areas go very well hand in hand. Actually they compliment each other and can provide the student in the class a different way to show what they have learned. As the teacher it is now my job to take what I have learned and to incorporate the GAME plan into the curriculum.
At this point any immediate adjustments to my instructional practice primarily focuses on integrating technology into all of my classes, paying very close attention to my 7th grade class where I will be introducing my GAME plan. I will also be focusing more on technology for personal reasons. Technology is a rapidly changing field and it is my responsibility to stay up to date on the changes that can affect my classroom. As a member of ITEEA (International Technology and Engineering Educators Association) I receive monthly articles that keep me abreast of what is going on in my field today.
Wednesday, August 11, 2010
Using the GAME Plan Process with Students
Using the GAME Plan process with students
I have definitely developed a GAME Plan, but I have not had the opportunity to implement, monitor or evaluate it due to the fact that school does not start until August 16th. This GAME Plan will be implemented into my 7th grade Industrial Technology class during the second grading period, with each grading period lasting 6 weeks. With that being said…
How can my GAME plan process help my students meet the National Education Standards for Students (NETS-S)? As I went back to the International Society for Technology in Education (ISTE) website, I took two screen shots, one of the student standards and the other of the teacher standards and put them side-by-side. The first question asks how they are inter-related, and the best way I can explain this is as the classroom teacher, I first have to become familiar with my standards and implement them as I see fit into my classroom. From there, the student standards fall under the teacher standards, for example:
(Both the NETS-T and NEST-S information was retrieved from http://www.iste.org/)
The NETS-T states: Facilitate and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
The NETS-S states: Creativity and Innovation. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
In order to have one, you must have the other. Students will not be able to demonstrate creative thinking skills if the instructor has not provided them their knowledge of the subject matter that would help facilitate these experiences. Each of the standards for teachers has a direct relation with the standards for students. The only way our students are going to be able to demonstrate these standards, is if we, the teachers, use these standards in our everyday teaching.
My GAME plan process incorporates all of the National Education Standards for Students and for my students to become proficient in these areas, they need to see them being modeled by me, their teacher.
I have definitely developed a GAME Plan, but I have not had the opportunity to implement, monitor or evaluate it due to the fact that school does not start until August 16th. This GAME Plan will be implemented into my 7th grade Industrial Technology class during the second grading period, with each grading period lasting 6 weeks. With that being said…
How can my GAME plan process help my students meet the National Education Standards for Students (NETS-S)? As I went back to the International Society for Technology in Education (ISTE) website, I took two screen shots, one of the student standards and the other of the teacher standards and put them side-by-side. The first question asks how they are inter-related, and the best way I can explain this is as the classroom teacher, I first have to become familiar with my standards and implement them as I see fit into my classroom. From there, the student standards fall under the teacher standards, for example:
(Both the NETS-T and NEST-S information was retrieved from http://www.iste.org/)
The NETS-T states: Facilitate and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
The NETS-S states: Creativity and Innovation. Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
In order to have one, you must have the other. Students will not be able to demonstrate creative thinking skills if the instructor has not provided them their knowledge of the subject matter that would help facilitate these experiences. Each of the standards for teachers has a direct relation with the standards for students. The only way our students are going to be able to demonstrate these standards, is if we, the teachers, use these standards in our everyday teaching.
My GAME plan process incorporates all of the National Education Standards for Students and for my students to become proficient in these areas, they need to see them being modeled by me, their teacher.
Wednesday, August 4, 2010
Revising your GAME plan
As I continue with my Walden courses, the amount of technology that I am able to bring to my students is quite over whelming. With that said, it is also very rewarding to know that my students will be on the edge of the forefront of technology. As I learn to use increasingly different types of technology, the more my students will be able to use in order to demonstrate what they have learned. I really liked what Vicki Davis said about blogging in our course DVD this week, “blogging is important because they can communicate with each other even thought they are not sitting next to each other or even in the same school, city or country” (Laureate, 2009). At this point, I am not really working towards any goals because school is in session, but I want to complete this GAME plan so that I can use it with my seventh grade students.
Based on the NETS-T I really do not have any new learning goals. Some standards that I implement into my classroom are already apart of my Hi-Tech classroom; I am just going to be adding them to my seventh grade class, which will be using more technology as opposed to last year.
Learning approaches that I would like to try this year will definitely to set up some type of social networking for my classroom. I want my students to learn how to reach out to other students who are not necessarily in the same building or even the same state. The world is at their fingertips, we just need to show them how to get there.
References
Laureate Education, Inc. (Executive Producer). (2009). Program Ten. Spotlight on Technology: Social Networking and Online Collaboration, Part 1 [Motion Picture]. Integrating Technology Across the Content Areas. Baltimore: Author.
Based on the NETS-T I really do not have any new learning goals. Some standards that I implement into my classroom are already apart of my Hi-Tech classroom; I am just going to be adding them to my seventh grade class, which will be using more technology as opposed to last year.
Learning approaches that I would like to try this year will definitely to set up some type of social networking for my classroom. I want my students to learn how to reach out to other students who are not necessarily in the same building or even the same state. The world is at their fingertips, we just need to show them how to get there.
References
Laureate Education, Inc. (Executive Producer). (2009). Program Ten. Spotlight on Technology: Social Networking and Online Collaboration, Part 1 [Motion Picture]. Integrating Technology Across the Content Areas. Baltimore: Author.
Wednesday, July 28, 2010
Evaluating Your GAME Plan Progress
To reiterate, I think the best time to take this class is during the school year, and not the summer. It is very difficult to evaluate my GAME Plan progress when I have not been able to implement it as of yet. So I will do my best in answering the provided questions about my progress toward meeting my goals that I established for learning about technology and technology resources.
My first plan of attack is to still create my own website to be used by students, their parents and the community, but until I get to school, I can not achieve this goal.
What have I learned so far that I can apply to my instructional practice? This weeks learning resources have clearly defined what Project-Based Learning is, what it requires and especially why we want to teach using PBL. I would love to incorporate the idea of PBL into my other classes besides my 8th grade Hi-Tech Career class. I think my students will come out of those classes with more ownership of what they have learned because they are becoming self-directed learners (Laureate Education, Inc., 2009).
What do I still have to learn? What new questions have arisen? I think if I look really close at what I still have to learn, it would have to deal with creating problems that are interdisciplinary and cross curricular. I have had a lot of teachers in my building ask to do collaborative work but I have always been a little worried about how my content would fit in. I do know that the Family and Consumer Science teacher along with the Art teacher got together and did a Unit on Christmas cookies, in Art class they made clay cookie stamps that were fired in the kiln, and in the Family & Consumer Science class they researched cookie recipes and also had to figure out which recipe would be the best. As a wood shop teacher I am concerned that I would just be stuck building something. So is it possible to collaborate with a Core class and what would we do?
How will I adjust my plan to fit my current needs? The only way I can answer this question is to just wait and see. Every lesson that I teach gets better and better because I am always finding ways to improve it. So the only thing I can do is to wait until I start teaching, and then adjust accordingly.
I realize that my answers to the questions are short and sweet, but again to be honest I really cannot do anything until school starts. I should at that point be able to evaluate myself a little better.
References:
Laureate Education, Inc. (Executive Producer). (2009). Program Eight. Problem-Based Learning, Part 1 [Motion Picture]. Integrating Technology Across the Content Areas. Baltimore: Author.
My first plan of attack is to still create my own website to be used by students, their parents and the community, but until I get to school, I can not achieve this goal.
What have I learned so far that I can apply to my instructional practice? This weeks learning resources have clearly defined what Project-Based Learning is, what it requires and especially why we want to teach using PBL. I would love to incorporate the idea of PBL into my other classes besides my 8th grade Hi-Tech Career class. I think my students will come out of those classes with more ownership of what they have learned because they are becoming self-directed learners (Laureate Education, Inc., 2009).
What do I still have to learn? What new questions have arisen? I think if I look really close at what I still have to learn, it would have to deal with creating problems that are interdisciplinary and cross curricular. I have had a lot of teachers in my building ask to do collaborative work but I have always been a little worried about how my content would fit in. I do know that the Family and Consumer Science teacher along with the Art teacher got together and did a Unit on Christmas cookies, in Art class they made clay cookie stamps that were fired in the kiln, and in the Family & Consumer Science class they researched cookie recipes and also had to figure out which recipe would be the best. As a wood shop teacher I am concerned that I would just be stuck building something. So is it possible to collaborate with a Core class and what would we do?
How will I adjust my plan to fit my current needs? The only way I can answer this question is to just wait and see. Every lesson that I teach gets better and better because I am always finding ways to improve it. So the only thing I can do is to wait until I start teaching, and then adjust accordingly.
I realize that my answers to the questions are short and sweet, but again to be honest I really cannot do anything until school starts. I should at that point be able to evaluate myself a little better.
References:
Laureate Education, Inc. (Executive Producer). (2009). Program Eight. Problem-Based Learning, Part 1 [Motion Picture]. Integrating Technology Across the Content Areas. Baltimore: Author.
Wednesday, July 21, 2010
Monitoring your GAME Plan progress
I am not going to lie here, but steps that I have taken toward meeting my goals has been a little difficult due to the fact that it is the middle of the summer and I am not teaching.
So on that note when answering the first question, am I finding the information and resources that I need, the answer is yes. The fact that I am not in school does not mean that I am totally stuck. I do know that I have a great IT department, and their number one concern is making my teaching experience better using more technology. Unawares to myself, I have been able to locate different resources form a source that is new to me, my classmates. They have been a never-ending flow of new knowledge that I can apply to my GAME plan. From them I have found new websites to introduce to my students as well as new sites for me to use when teaching. So, implementing these new 21st century skills will begin in the fall, or August 13th, which if you ask me is still summer, when school starts. So at this time I do not know if I need to adjust or modify my GAME plan yet.
As I stated before, I have learned so much from this program.. The technology tools that I am going to be able to implement into my classroom because of Walden University are somewhat overwhelming, not overwhelming in a negative sense, but overwhelming in a sense that my students will have a number of different ways to show me what they have learned. As stated in our course DVD this week, “when students are given a choice of an assessment type, they are given empowerment” (Laureate Education, Inc., 2009). Being able to offer so many different types of assessments will be an effective way of meeting the needs of diverse learners. Being able to support the diverse needs of my students will be imperative to their learning.
To date, I have not come up with any questions pertaining to my GAME plan. I think once school starts, that will change, and as it changes I will ask the questions and answer them to the best of my ability. I am very excited about having my own web page, the biggest reason is that I want other people to see what my students are accomplishing in my classroom. I am also very excited to have a new platform when dealing with parent communication, this will allow for one more avenue of communication to be open to all of my parents.
References:
Laureate Education, Inc. (Executive Producer). (2009). Program Seven. Assessing Student Learning with Technology[Motion Picture]. Integrating Technology Across the Content Areas. Baltimore: Author.
So on that note when answering the first question, am I finding the information and resources that I need, the answer is yes. The fact that I am not in school does not mean that I am totally stuck. I do know that I have a great IT department, and their number one concern is making my teaching experience better using more technology. Unawares to myself, I have been able to locate different resources form a source that is new to me, my classmates. They have been a never-ending flow of new knowledge that I can apply to my GAME plan. From them I have found new websites to introduce to my students as well as new sites for me to use when teaching. So, implementing these new 21st century skills will begin in the fall, or August 13th, which if you ask me is still summer, when school starts. So at this time I do not know if I need to adjust or modify my GAME plan yet.
As I stated before, I have learned so much from this program.. The technology tools that I am going to be able to implement into my classroom because of Walden University are somewhat overwhelming, not overwhelming in a negative sense, but overwhelming in a sense that my students will have a number of different ways to show me what they have learned. As stated in our course DVD this week, “when students are given a choice of an assessment type, they are given empowerment” (Laureate Education, Inc., 2009). Being able to offer so many different types of assessments will be an effective way of meeting the needs of diverse learners. Being able to support the diverse needs of my students will be imperative to their learning.
To date, I have not come up with any questions pertaining to my GAME plan. I think once school starts, that will change, and as it changes I will ask the questions and answer them to the best of my ability. I am very excited about having my own web page, the biggest reason is that I want other people to see what my students are accomplishing in my classroom. I am also very excited to have a new platform when dealing with parent communication, this will allow for one more avenue of communication to be open to all of my parents.
References:
Laureate Education, Inc. (Executive Producer). (2009). Program Seven. Assessing Student Learning with Technology[Motion Picture]. Integrating Technology Across the Content Areas. Baltimore: Author.
Friday, July 16, 2010
Carrying out my GAME plan
So sorry this post is late. I did not see the assignment on the application page. I think that any blogging assignments should be put on the same page of our discussions seeing as they have the same due date. Just saying!!
In order for my GAME Plan to continue I need to look at the type of resources I will need in order for my plan to be carried out, I will also need to look at any additional information that I need, and lastly, what steps have I been able to successfully make during this process.
The first performance indicator that I will be working on is 3a: Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations, will require me to learn new technologies and then transfer that information over to my students. Currently we are on summer vacation, so the ability to transfer any new information will have to wait until school starts. Taking classes through Walden University is giving me the opportunity to work with new technologies and to become fluent in them, so that I will feel more confident when I teach my students in the fall. As far as resources, I will be using the Internet quite extensively because the majority of the programs that I will be using are located on the Internet. The steps that I have been able to make to date are learning about new technologies through Walden University.
The second performance indicator that I will be working on is 3b: Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. This step cannot really take place until I get back into school. Once I get back into school, the resources that I will need in order for my plan to be carried out will be to literally hunt down my IT guy and put a date on the calendar for him and I to create a website for me. By doing this, I will be able to start corresponding with students, parents, and an online community early in the school year. Additional resources that I might need will be the help of fellow colleagues. To date I have not taken any steps to make this GAME plan successful because it is summer and I don’t believe that my IT guy wants a call over the summer. Even though we need to invite him and his family over to dinner (we are good friends), I will wait until school starts.
In order for my GAME Plan to continue I need to look at the type of resources I will need in order for my plan to be carried out, I will also need to look at any additional information that I need, and lastly, what steps have I been able to successfully make during this process.
The first performance indicator that I will be working on is 3a: Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations, will require me to learn new technologies and then transfer that information over to my students. Currently we are on summer vacation, so the ability to transfer any new information will have to wait until school starts. Taking classes through Walden University is giving me the opportunity to work with new technologies and to become fluent in them, so that I will feel more confident when I teach my students in the fall. As far as resources, I will be using the Internet quite extensively because the majority of the programs that I will be using are located on the Internet. The steps that I have been able to make to date are learning about new technologies through Walden University.
The second performance indicator that I will be working on is 3b: Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. This step cannot really take place until I get back into school. Once I get back into school, the resources that I will need in order for my plan to be carried out will be to literally hunt down my IT guy and put a date on the calendar for him and I to create a website for me. By doing this, I will be able to start corresponding with students, parents, and an online community early in the school year. Additional resources that I might need will be the help of fellow colleagues. To date I have not taken any steps to make this GAME plan successful because it is summer and I don’t believe that my IT guy wants a call over the summer. Even though we need to invite him and his family over to dinner (we are good friends), I will wait until school starts.
Thursday, July 8, 2010
GAME Plan
As a technology educator I am very familiar with the NETS and how they were created. I am a member of ITEA (International Technology Education Association) and I have been using the standards in my classroom for quite sometime. Even though I am a technology educator, there are a couple of performance indicators that I would like to work on in my instruction. The third standard, Model Digital-Age Work and Learning, contains two performance indicators that I would like to develop more. Below is my GAME plan for those two performance indicators.
Performance indicator
3a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
Set Goals: I would like to become more fluent in different technology systems, meaning, I would like to understand more different types of programs that will help me as the teacher to teach my students new and interesting ways to use technology. I would like to feel more confident when using these new systems, so that I can transfer my knowledge to my students with confidence.
Take Action: Steps that I can take in order to become more fluent in different technology systems, is to take more professional development classes that teach new technology programs. I can also learn more from our building IT who offers classes on new programs for teachers in our building.
Monitor: I will be able to monitor myself when taking these courses by knowing I have learned new programs and I feel comfortable using the new programs. When I feel that I have become fluent in a new system I will be able to introduce the new program to my studnets and have the confidence to teach them.
Evaluate and Extend: To evaluate myself I will be able to discuss with my fellow cohorts the uses of the new technology programs and see if the knowledge that I have gained match what they know. If they are able to explain new uses, I will need to go back and review the programs so that I am fluent in that technology.
Performance indicator
3b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
Set Goals: I would like to spend more time using digital resources to support my students success and their innovations. Meaning, I would like to showcase work completed by my students using various different types of digital tools. I would like to create a website for my classroom that explains a little about myself, my classroom, and projects that my studnets complete. This website would be open for everyone to see.
Take Action: I will need to set up time with my IT to teach me how to create my own website. I will also contact some of my fellow cohorts who have already created websites for their classrooms.
Monitor: In order to monitor my progress I will first set aside specific dates on my email calender to keep me on schedule. Scheduling dates to follow will help me stay focused and on track.
Evaluate and Extend: Once I have completed my website I would like to be able to communicate with students, peers, parents, and the community within my site. I think the studnets will be very excited to see what other people think about their projects that they have created. I really hope that the creation of my own website will foster my communication between me and the parents of my students.
Performance indicator
3a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
Set Goals: I would like to become more fluent in different technology systems, meaning, I would like to understand more different types of programs that will help me as the teacher to teach my students new and interesting ways to use technology. I would like to feel more confident when using these new systems, so that I can transfer my knowledge to my students with confidence.
Take Action: Steps that I can take in order to become more fluent in different technology systems, is to take more professional development classes that teach new technology programs. I can also learn more from our building IT who offers classes on new programs for teachers in our building.
Monitor: I will be able to monitor myself when taking these courses by knowing I have learned new programs and I feel comfortable using the new programs. When I feel that I have become fluent in a new system I will be able to introduce the new program to my studnets and have the confidence to teach them.
Evaluate and Extend: To evaluate myself I will be able to discuss with my fellow cohorts the uses of the new technology programs and see if the knowledge that I have gained match what they know. If they are able to explain new uses, I will need to go back and review the programs so that I am fluent in that technology.
Performance indicator
3b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
Set Goals: I would like to spend more time using digital resources to support my students success and their innovations. Meaning, I would like to showcase work completed by my students using various different types of digital tools. I would like to create a website for my classroom that explains a little about myself, my classroom, and projects that my studnets complete. This website would be open for everyone to see.
Take Action: I will need to set up time with my IT to teach me how to create my own website. I will also contact some of my fellow cohorts who have already created websites for their classrooms.
Monitor: In order to monitor my progress I will first set aside specific dates on my email calender to keep me on schedule. Scheduling dates to follow will help me stay focused and on track.
Evaluate and Extend: Once I have completed my website I would like to be able to communicate with students, peers, parents, and the community within my site. I think the studnets will be very excited to see what other people think about their projects that they have created. I really hope that the creation of my own website will foster my communication between me and the parents of my students.
Saturday, June 26, 2010
Reflection for Course EDUC 6712
I think using the word revelation is a little strong to use, so instead, I choose exposure. During this course, Supporting Information Literacy and Online Inquiry in the Classroom, I was exposed to a new way for students to researching on the Internet, and when finding sources to use, how to correctly identify whether those sources were real or not. I was also exposed to how important it is for our students to credit their resources appropriately. If I were to choose which topic was the most striking “revelation” for me, I would have to choose crediting resources. I found this part of the course to be very eye opening for me. It is extremely important for our students to know the significance of why we credit our resources. Students are required to gather information for projects, and anything they learn from these sources should be credited so that other students as well as teachers understand where the information comes from.
The knowledge and experience gained in this course will influence my teaching practices by allowing me as the teacher to teach my students how to become better researchers. I thought I knew how to research the Internet, but little did I know the whole world behind the World Wide Web. By imparting my knowledge of researching on the internet I only hope that my students become more comfortable and more confident when having to research for any class that requires it. Once they locate resources that they can use, they will then be able to determine the validity of those sources to use in whatever application or project they have to complete. If my experience can teach my students the importance of giving credit to all of the appropriate sources that they find, then I know I have passed on what I learned while taking this class.
As a technology education teacher, I am always looking for professional development classes or workshops to attend. Because of funding, I am required to pay for conferences if I choose to go to them, or wait for my turn on the rotation to go to my National ITEA conference. As a part of our district, we have a Professional Development Committee that offers workshops and classes for professional development. Within the last 5 years we have added numerous technology classes for staff to take in order to improve their technology skills. What I would like to do is to talk to the librarian at my school, who is part of the PDC committee, along with myself, and see if we can offer a workshop that deals with teaching our students the importance of crediting their sources when they find valid ones. I think that if we can get the school on board with learning the importances of ethical usage, then our students can watch us model the appropriate manners and in turn do the right thing. The importance of crediting our sources is clearly stated in our course DVD where Dr. Sara Armstrong explains the reasons for crediting sources, “not doing so can result in negative consequences, shows how the work of others influenced your own thoughts, and how crediting sources shows signs of professionalism” (Laureate Education, Inc., 2009). So my focus is to not just build upon what I have learned, but rather introduce what I have learned to my fellow cohorts.
References
Laureate Education, Inc. (2009). Safe and Ethical Practices; Supporting
Information Literacy and Online Inquiry in the Classroom.
The knowledge and experience gained in this course will influence my teaching practices by allowing me as the teacher to teach my students how to become better researchers. I thought I knew how to research the Internet, but little did I know the whole world behind the World Wide Web. By imparting my knowledge of researching on the internet I only hope that my students become more comfortable and more confident when having to research for any class that requires it. Once they locate resources that they can use, they will then be able to determine the validity of those sources to use in whatever application or project they have to complete. If my experience can teach my students the importance of giving credit to all of the appropriate sources that they find, then I know I have passed on what I learned while taking this class.
As a technology education teacher, I am always looking for professional development classes or workshops to attend. Because of funding, I am required to pay for conferences if I choose to go to them, or wait for my turn on the rotation to go to my National ITEA conference. As a part of our district, we have a Professional Development Committee that offers workshops and classes for professional development. Within the last 5 years we have added numerous technology classes for staff to take in order to improve their technology skills. What I would like to do is to talk to the librarian at my school, who is part of the PDC committee, along with myself, and see if we can offer a workshop that deals with teaching our students the importance of crediting their sources when they find valid ones. I think that if we can get the school on board with learning the importances of ethical usage, then our students can watch us model the appropriate manners and in turn do the right thing. The importance of crediting our sources is clearly stated in our course DVD where Dr. Sara Armstrong explains the reasons for crediting sources, “not doing so can result in negative consequences, shows how the work of others influenced your own thoughts, and how crediting sources shows signs of professionalism” (Laureate Education, Inc., 2009). So my focus is to not just build upon what I have learned, but rather introduce what I have learned to my fellow cohorts.
References
Laureate Education, Inc. (2009). Safe and Ethical Practices; Supporting
Information Literacy and Online Inquiry in the Classroom.
Friday, April 16, 2010
Evaluating Research Methods
After studying the different types of research methods, which included qualitative, quantitative, mixed methods, action research, and secondary data analysis, the next step was to provide the correct research method for a given scenario.
The first scenario is the following: Ten students are available for in-depth interviews. Participants will be selected based on their involvement with the peer mediation program. They will be observed over three weeks. Analysis will attempt to determine issues concerning peer mediation. I feel that the type of research that needs to be used for this scenario is Qualitative. My reason behind my answer is because the researcher will be conducting in-depth interviews with participants of a program. I chose qualitative because in this type of research the “data are in the form of words rather than numbers” (McMillan & Schumacher, 2006, p.26). So because of the in-depth interviews, the research will be word based and not number based.
The second scenario is the following: Two classrooms of students are selected. There are 30 students in each class; each group will have similar demographics—age, sex, race, socio-economic background, etc. Classes will be randomly divided into two groups of 15 students. Of these two groups, one randomly selected group will get training on peer mediation and the other group will not. Thus in each classroom there will be one group that is trained in peer mediation and one that is not. Analysis will occur on which groups have the fewest office referrals. I feel that the type of research that needs to be used for this scenario is Quasi-Experimental. I chose this type of research because here some of the students are going to be subjected to the experiment and the others will be the control group (McMillan & Schumacher, 2006). As the book explained further, the researcher has created his / her control group to study, once the numbers come out, then the researcher will analyze the before mentioned group.
The third scenario is the following: A school counselor is interested in knowing how student attitudes affect the value of peer mediation to decrease the number of office referrals that are being filed for inappropriate interactions. I feel that the type of research that needs to be used is the Ex Post Facto design. I chose this method because, “rather than manipulate what will happen to subjects, as in experimental deigns, the research focuses on what has happened differently for comparable groups of subjects, then explores whether the subjects in each group are different in some way” (McMillan & Schumacher, 2006, p.25). This was a difficult method to choose. I finally went with this one because our explained that the subjects would not be manipulated and I felt that the school counselor was only looking at the attitudes associated with peer mediation.
The fourth scenario is the following: Peer mediation has become widely used in many schools. The feelings of those involved in the process are little known—either from those doing the mediation or those receiving it. The ZASK-R Acceptance Preference Survey will be given as pre- and post-tests to 40 students participating in mediation. Follow-up interviews will be conducted on a bi-monthly basis. I feel that the type of research that needs to be used for this scenario is the Explanatory method. I chose this method because, “quantitative data are collected first and, depending on the results, qualitative data are gathered second” (McMillan & Schumacher, 2006, p.28). The Explanatory method clearly states that the research uses the quantitative method first and then follow up with qualitative. Numbers before words, the survey is first followed up by interviews.
The methods I chose for the scenarios are not set in stone, I chose those methods based on the information I found either in our class text or from our DVD. I am sure that different methods can be substituted for these scenarios to get the same results, and I welcome any and all comments to help enlighten me. I will tell you that scenario number 3 stumped me, so I definitely need your help on that one.
McMillan, J. H., & Schumacher, S. (2008). Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson.
The first scenario is the following: Ten students are available for in-depth interviews. Participants will be selected based on their involvement with the peer mediation program. They will be observed over three weeks. Analysis will attempt to determine issues concerning peer mediation. I feel that the type of research that needs to be used for this scenario is Qualitative. My reason behind my answer is because the researcher will be conducting in-depth interviews with participants of a program. I chose qualitative because in this type of research the “data are in the form of words rather than numbers” (McMillan & Schumacher, 2006, p.26). So because of the in-depth interviews, the research will be word based and not number based.
The second scenario is the following: Two classrooms of students are selected. There are 30 students in each class; each group will have similar demographics—age, sex, race, socio-economic background, etc. Classes will be randomly divided into two groups of 15 students. Of these two groups, one randomly selected group will get training on peer mediation and the other group will not. Thus in each classroom there will be one group that is trained in peer mediation and one that is not. Analysis will occur on which groups have the fewest office referrals. I feel that the type of research that needs to be used for this scenario is Quasi-Experimental. I chose this type of research because here some of the students are going to be subjected to the experiment and the others will be the control group (McMillan & Schumacher, 2006). As the book explained further, the researcher has created his / her control group to study, once the numbers come out, then the researcher will analyze the before mentioned group.
The third scenario is the following: A school counselor is interested in knowing how student attitudes affect the value of peer mediation to decrease the number of office referrals that are being filed for inappropriate interactions. I feel that the type of research that needs to be used is the Ex Post Facto design. I chose this method because, “rather than manipulate what will happen to subjects, as in experimental deigns, the research focuses on what has happened differently for comparable groups of subjects, then explores whether the subjects in each group are different in some way” (McMillan & Schumacher, 2006, p.25). This was a difficult method to choose. I finally went with this one because our explained that the subjects would not be manipulated and I felt that the school counselor was only looking at the attitudes associated with peer mediation.
The fourth scenario is the following: Peer mediation has become widely used in many schools. The feelings of those involved in the process are little known—either from those doing the mediation or those receiving it. The ZASK-R Acceptance Preference Survey will be given as pre- and post-tests to 40 students participating in mediation. Follow-up interviews will be conducted on a bi-monthly basis. I feel that the type of research that needs to be used for this scenario is the Explanatory method. I chose this method because, “quantitative data are collected first and, depending on the results, qualitative data are gathered second” (McMillan & Schumacher, 2006, p.28). The Explanatory method clearly states that the research uses the quantitative method first and then follow up with qualitative. Numbers before words, the survey is first followed up by interviews.
The methods I chose for the scenarios are not set in stone, I chose those methods based on the information I found either in our class text or from our DVD. I am sure that different methods can be substituted for these scenarios to get the same results, and I welcome any and all comments to help enlighten me. I will tell you that scenario number 3 stumped me, so I definitely need your help on that one.
McMillan, J. H., & Schumacher, S. (2008). Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson.
Saturday, March 13, 2010
Problem / Purpose Statement
Please forgive me for the late post. We just started Spring break and spent 10 hours in the car driving to Destin, FL. Any comments are greatly appreciated!
Problem / Purpose Statement:
I plan to determine the correlation between cell phone use and course curricular assessments with 7th grade middle school students.
Who: 7th grade middle school students
What: Cell phone use
Why: Coorelation between course curricular assesments and cell phone use.
Problem / Purpose Statement:
I plan to determine the correlation between cell phone use and course curricular assessments with 7th grade middle school students.
Who: 7th grade middle school students
What: Cell phone use
Why: Coorelation between course curricular assesments and cell phone use.
Thursday, February 25, 2010
Reflection for class EDUC 6711
Upon my reflection of my personal theory of learning, I have come to the conclusion that on completion of this course, Bridging Learning Theory, Instruction, and Technology, I have not made any modifications of my personal theory of learning. The learning process implemented within my classroom is demonstration and explanation followed by student practice and fabrication. This type of learning theory compliments the styles of each of my students. Whether they are a visual, aural, reading / writing, or kinesthetic / tactile learner, every one of my students is able to walk away with new knowledge. If I have learned anything from this course, I have become more aware of the different types of learners in my classroom.
Immediate adjustments that I have made in my classroom instruction are two new technology tools that I am using with my 8th grade Woodworking class. During week 3 we learned about Virtual field trips that would allow our students to leave the classroom without really leaving the classroom. I was able to find a virtual fieldtrip that takes place at a sawmill. Before the virtual fieldtrip I would have the students look at the textbook as I described the process that a tree goes through in order to become a piece of usable lumber. Now I can literally take my students there, and they can watch the whole process from start to finish. The other technology that I have implemented, is the VoiceThread, I use this in both my 7th grade and 8th grade classes. With this tool I have the students post a picture of their completed projects and explain the process they went through in order to complete the project. They get feedback from their classmates as well as me. The principle has even chimed in on a few threads. They really enjoy this new tool.
I don’t know if I have two long term goal changes that I would like to make to my instructional practice regarding technology integration, but I definitely have one. I would like to implement more technology into my 6th grade Industrial exploration class. The main problem to overcome is the time limit. This class is a six week long class, and the curriculum would have to be revamped. In order to do that, I would have to meet with the other Industrial Technology teacher at the other middle school, and then we would have to go in front of the school board in order to get our curriculum changed. However, I feel that it would be worth the time and effort to implement a change to my sixth grade curriculum. This will be a long process that I would like to start at the end of this school year and have the summer to make the necessary changes. I would like to implement a sixth grade technology exploration class where the students would be able to come into my Hi-tech classroom and experience the 12 different modules we have. This would give them the opportunity to start thinking about different career paths that they might be interested in. Right now this class is set up for 8th graders only.
Immediate adjustments that I have made in my classroom instruction are two new technology tools that I am using with my 8th grade Woodworking class. During week 3 we learned about Virtual field trips that would allow our students to leave the classroom without really leaving the classroom. I was able to find a virtual fieldtrip that takes place at a sawmill. Before the virtual fieldtrip I would have the students look at the textbook as I described the process that a tree goes through in order to become a piece of usable lumber. Now I can literally take my students there, and they can watch the whole process from start to finish. The other technology that I have implemented, is the VoiceThread, I use this in both my 7th grade and 8th grade classes. With this tool I have the students post a picture of their completed projects and explain the process they went through in order to complete the project. They get feedback from their classmates as well as me. The principle has even chimed in on a few threads. They really enjoy this new tool.
I don’t know if I have two long term goal changes that I would like to make to my instructional practice regarding technology integration, but I definitely have one. I would like to implement more technology into my 6th grade Industrial exploration class. The main problem to overcome is the time limit. This class is a six week long class, and the curriculum would have to be revamped. In order to do that, I would have to meet with the other Industrial Technology teacher at the other middle school, and then we would have to go in front of the school board in order to get our curriculum changed. However, I feel that it would be worth the time and effort to implement a change to my sixth grade curriculum. This will be a long process that I would like to start at the end of this school year and have the summer to make the necessary changes. I would like to implement a sixth grade technology exploration class where the students would be able to come into my Hi-tech classroom and experience the 12 different modules we have. This would give them the opportunity to start thinking about different career paths that they might be interested in. Right now this class is set up for 8th graders only.
Wednesday, February 3, 2010
Voice Thread
Here is the link to my voice thread. What a great little tool. I hope everyone had as much fun making their voice thread as I did.
https://voicethread.com/#q+Woodworking+room.b889800.i4742293
For some odd reason I can not create a link, so please just copy and paste the address into your browser. Thanks
https://voicethread.com/#q+Woodworking+room.b889800.i4742293
For some odd reason I can not create a link, so please just copy and paste the address into your browser. Thanks
Tuesday, February 2, 2010
Connectivism and Social Learning in Practice
According to Dr. Orey in our DVD, social learning theories “actively engage students in constructing artifacts and conversing with others” (Laureate, 2009). An instructional strategy that encompasses the social learning theory is that of cooperative learning. Based on our class text, Using Technology with classroom instruction that works, cooperative learning “focuses on having students interact with each other in groups in ways that enhance their learning” (Pitler, Hubbell, Kuhn, Malenoski, 2007).
Social learning theories incorporate Vgostsky’s Zone of Proximal Development. Based on the three areas, what the child knows, what the child is able to learn at the time, and the highest level, what the child is unable to learn at this time, we can see that the cooperative learning takes place during the highest zone of proximal development. Meaning, the student needs “more knowledgeable others” (Laureate, 2009). The learner is being actively engaged with a parent, teacher, peer, or even a computer, to gain the knowledge that is normally unattainable by them.
Our class text lists some collaborative learning tools that correlate to the cooperative learning strategy. It first talks about Multimedia, for instance, videos. Here the students are required to work as teams to complete an activity. If this video project was done individually, then the students would not be able to feed off of one another for ideas. So, by working as a group, they are able to access each others ideas and put them into one big idea.
Another collaborative tool is web resources. Here students are able to collaborate with more than just their classmates. With the help of the web, students are able to gather more information quicker than they could before, they can collaborate with other students in their school or even students that are outside of their state or country, the web has opened up the limitations that used to exist with researching. Within the web, students are able to access online gaming where they are able to interact with other students simultaneously through some type of gaming interface. The best part of this type of tool is that the students are able to play against each other as opposed to playing against a machine.
The tools that students are able to access today have opened doors allowing students to explore beyond their desks. The idea of social learning theories is played out every day in every classroom. Teachers have their students work collaboratively to get more out of the project that has been assigned. Cooperative learning is a large part of education, and the reason for this is to allow our students to get ready for what is waiting for them when they are out in the workforce. Companies today are looking for people who are people persons, people who can get along with others, people who share their ideas for the advancement of a larger goal. If we don’t start this type of learning at a young age, then this type of desirable trait will be difficult to obtain. As an educator, I have learned more from teaching my students then I ever did when I was the one learning.
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Social learning theories incorporate Vgostsky’s Zone of Proximal Development. Based on the three areas, what the child knows, what the child is able to learn at the time, and the highest level, what the child is unable to learn at this time, we can see that the cooperative learning takes place during the highest zone of proximal development. Meaning, the student needs “more knowledgeable others” (Laureate, 2009). The learner is being actively engaged with a parent, teacher, peer, or even a computer, to gain the knowledge that is normally unattainable by them.
Our class text lists some collaborative learning tools that correlate to the cooperative learning strategy. It first talks about Multimedia, for instance, videos. Here the students are required to work as teams to complete an activity. If this video project was done individually, then the students would not be able to feed off of one another for ideas. So, by working as a group, they are able to access each others ideas and put them into one big idea.
Another collaborative tool is web resources. Here students are able to collaborate with more than just their classmates. With the help of the web, students are able to gather more information quicker than they could before, they can collaborate with other students in their school or even students that are outside of their state or country, the web has opened up the limitations that used to exist with researching. Within the web, students are able to access online gaming where they are able to interact with other students simultaneously through some type of gaming interface. The best part of this type of tool is that the students are able to play against each other as opposed to playing against a machine.
The tools that students are able to access today have opened doors allowing students to explore beyond their desks. The idea of social learning theories is played out every day in every classroom. Teachers have their students work collaboratively to get more out of the project that has been assigned. Cooperative learning is a large part of education, and the reason for this is to allow our students to get ready for what is waiting for them when they are out in the workforce. Companies today are looking for people who are people persons, people who can get along with others, people who share their ideas for the advancement of a larger goal. If we don’t start this type of learning at a young age, then this type of desirable trait will be difficult to obtain. As an educator, I have learned more from teaching my students then I ever did when I was the one learning.
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, January 27, 2010
Constructivism in Practice
In our resource, Using Technology with Classroom Instruction that Works, the authors talked about the instructional strategy that embeds technology: “Generating and Testing Hypotheses.” Our blog assignment is to answer the questions, how does this strategy relate to the constructivist / constructionism learning theories, and then to look back at the learning tools that we explored and how they correlate to the instructional strategy and constructivist / constructionism learning theories.
As stated in our course text, generating and testing hypotheses, we usually think of science class, but when students utilize this strategy in other classes, they are, “engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler et al, 2007). In order to know if this instructional strategy correlates with the constructivism / constructionism theories, we have to understand what these theories are.
In our DVD, Bridging learning theory, instruction, and technology. Dr. Orey explains Constructivism as “a theory of knowledge stating that each individual actively constructs his/her own meaning. And constructionism as “a theory of learning that states people learn best when they build an external artifact of something they can share” ( Laureate Ed, 2009). Based on the definitions of constructivism/constructionism, the strategy generating, and testing hypotheses definetly correlates with the principles of those learning theories.
When students are asked to create hypotheses, they are making a guess at what they think might happen. In order to prove their hypothesis incorrect or correct, the students must be able to collect data and analyze it. This does not necessarily have to take place in a science class. For instance in my seventh grade Industrial Technology class, my students go through a unit in Structural Engineering. A part of the unit is to predict which bridge will be the most efficient. In order for my students to figure this problem out, they must first collect their data, which includes the weight of the bridge and how much weight the bridge held. My students put all of the their information into Excel and create a spreadsheet that will help them calculate efficiency and do a comparison with all of the bridges in the class. As for gathering data, each bridge is put onto the structural tester, which is connected to a program running on the computer. The data being gathered is how much weight the bridge is holding every second until it breaks. Another nice feature with this program is the graph that is created for each break. My students use the graphs to determine which bridges held the most weight for the longest amount of time. As part of their grade, the student will create a report that either confirms or debunks their hypothesis.
I do not use Excel as extensively as a math or science teacher would, but my students are still getting exposure to that type of technology so that they can become comfortable with it.
As for the instructional strategy correlating with the learning theories, I feel that when the students are stating their hypotheses, you have the constructivism theory in play, and when they start gathering their data, inputting it into Excel and creating spreadsheets, and then you have the constructionism theory in play. Both being closely related and always being done at the same time.
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory,instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
As stated in our course text, generating and testing hypotheses, we usually think of science class, but when students utilize this strategy in other classes, they are, “engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler et al, 2007). In order to know if this instructional strategy correlates with the constructivism / constructionism theories, we have to understand what these theories are.
In our DVD, Bridging learning theory, instruction, and technology. Dr. Orey explains Constructivism as “a theory of knowledge stating that each individual actively constructs his/her own meaning. And constructionism as “a theory of learning that states people learn best when they build an external artifact of something they can share” ( Laureate Ed, 2009). Based on the definitions of constructivism/constructionism, the strategy generating, and testing hypotheses definetly correlates with the principles of those learning theories.
When students are asked to create hypotheses, they are making a guess at what they think might happen. In order to prove their hypothesis incorrect or correct, the students must be able to collect data and analyze it. This does not necessarily have to take place in a science class. For instance in my seventh grade Industrial Technology class, my students go through a unit in Structural Engineering. A part of the unit is to predict which bridge will be the most efficient. In order for my students to figure this problem out, they must first collect their data, which includes the weight of the bridge and how much weight the bridge held. My students put all of the their information into Excel and create a spreadsheet that will help them calculate efficiency and do a comparison with all of the bridges in the class. As for gathering data, each bridge is put onto the structural tester, which is connected to a program running on the computer. The data being gathered is how much weight the bridge is holding every second until it breaks. Another nice feature with this program is the graph that is created for each break. My students use the graphs to determine which bridges held the most weight for the longest amount of time. As part of their grade, the student will create a report that either confirms or debunks their hypothesis.
I do not use Excel as extensively as a math or science teacher would, but my students are still getting exposure to that type of technology so that they can become comfortable with it.
As for the instructional strategy correlating with the learning theories, I feel that when the students are stating their hypotheses, you have the constructivism theory in play, and when they start gathering their data, inputting it into Excel and creating spreadsheets, and then you have the constructionism theory in play. Both being closely related and always being done at the same time.
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory,instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, January 19, 2010
Cognitivism in Practice
Dr Orey explains (2009), that the cognitive learning theories relate back to Information processing. As teachers, we are trying to get information into our students using different processes. The short term / working memory is limited to 7 pieces of information + or – 2 pieces at a time, so there is a limit to how much a learner can handle at one time. To place information into long-term memory requires elaboration, here we want our students to make, as many connections to that information as possible, doing so will put the information into long-term memory. An important theory in Informational processing is Paivio’s Dual Coding hypothesis. This theory is a “phenomena” where people can remember images much better than if it were in plain text. By putting the two together, you have more ways to make the connection to recall the information (Laureate, 2009). By using technology and the tools that it provides, like concept maps, advance organizers, and note taking strategies, teaches are able to help their students teach themselves how to retain information better.
“The instructional strategy, cues, questions, and advance organizers focuses on enhancing students’ ability to retrieve, use, and organize information about a topic” (Pitler, et al, 2007). Cues are used to give the students an idea of what is about to learn, questions do the same thing as cues accept they help trigger prior knowledge that the students have. Concept mapping tools are great graphic organizers to support the dual coding hypothesis. For example, when students create a concept map, by using both graphics and text together, the student has a better chance pulling the information from their long-term memory. In a traditional woodworking class, I do not use a lot of technology, but based on what I have learned to date; I would like my students to take a Virtual Field trip to a Sawmill. During this field trip, I would like them to create a concept map around the given essential question. This information will then be used to create a brochure on what they learned about the process of how a tree becomes a piece of lumber that you buy at Home Depot or Lowes.
“The instructional strategy, summarizing and note taking, focuses on enhancing students’ ability to synthesize information and distill it into a concise new form” (Pitler, et al, 2007). Dual coding can be utilized in note taking when the student incorporates different formats and puts them together. By combining the different types of notes, the students have a higher percentage of recalling the information, because the information was viewed in multiple ways. To do this by hand would be time consuming, students creating double column notes by hand has not been looked upon with happy faces. If the students have a laptop at their disposal, creating notes that utilize dual coding would not take very long, and the notes would be there own.
As a woodworking teacher in a non technology classroom, I have found that using technology takes away from my students creating hands on projects. But before they can get to that stage of the class, they need to learn the very beginning. I feel that by introducing the above techniques when we explore a Virtual Field trip, my students will better appreciate the process of how our would came to be.
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, January 13, 2010
EDUC-6711I-7 Bridging Learning Theory, Instruction, and Technology
Assignment:
What are your thoughts on how the instructional strategies described in the resources you explored this week correlate with the principles of behaviorist learning theory.
Post:
In our reading this week our text talked about two different types of Instructional strategies; reinforcing effort, and homework and practice. As I look back at the rest of our resources, the behaviorist learning theory is best described by Lever-Duffy & McDonald as, “the learner acquires behaviors, skills, and knowledge in response to the rewards, punishments, or withheld responses associated with them” (2008). Correlating reinforcing effort with the behaviorist learning theory is quite simple. In the text, Using Technology with Classroom Instruction that works, teachers create a type of Effort rubric so that each student can keep track of their own effort in different categories. At the end of the week, the students have a test, and then they compare their “effort” grade to their “test” grade. What they have found is that the more effort they put into their note taking, paying attention, participation, homework and so forth, the better they did on their test. So in a round about way, students are rewarding themselves for putting more effort into the work that is assigned. Sounds like behaviorism to me.
Homework and Practice relate back to skill and drill techniques which fall under behaviorist thinking. Homework is used for review and application of what the students have learned from the day. If done incorrectly, homework can seem like punishment, meaning, our students are doing homework for hours and hours every night. Is this good practice? No, this can work as a punishment, which is part of the behaviorist theory. Homework should be given not only as “busy” work, but as work that counts. Students need to see what they get right and wrong. You can not correct a behavior if you do not take the time to check it. If the student does that behavior long enough because it has not been checked, then when they get it wrong on a test, how are they to know they did it wrong. As stated in our online text, “Because it is easy for errors to slip in when students are practicing, teachers should give feedback as quickly as possible-ideally, early in the practice sessions, before students internalize erroneous processes and knowledge” (Pitler, Hubbell, Kuhn, Malenoski, 2007, p.188).
Behaviorist learning is evident in both of the strategies; Reinforcing effort and homework and practice. When done correctly they can reward the necessary behavior and when done incorrectly, the result is negative. “The entire rational of behavior modification is that most behavior is learned. If behaviors can be learned, then they can also be unlearned or relearned” (Orey, 2001).
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education,
Inc., custom ed.). Boston, MA: Pearson Education, Inc.Chapter 1: Theoretical Foundations
Orey, M. (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved from http://projects.coe.uga.edu/epltt/
Chapter 8: Reinforcing Effort
Chapter 10: Homework and Practice
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
classroom instruction that works. Alexandria, VA: ASCD.
What are your thoughts on how the instructional strategies described in the resources you explored this week correlate with the principles of behaviorist learning theory.
Post:
In our reading this week our text talked about two different types of Instructional strategies; reinforcing effort, and homework and practice. As I look back at the rest of our resources, the behaviorist learning theory is best described by Lever-Duffy & McDonald as, “the learner acquires behaviors, skills, and knowledge in response to the rewards, punishments, or withheld responses associated with them” (2008). Correlating reinforcing effort with the behaviorist learning theory is quite simple. In the text, Using Technology with Classroom Instruction that works, teachers create a type of Effort rubric so that each student can keep track of their own effort in different categories. At the end of the week, the students have a test, and then they compare their “effort” grade to their “test” grade. What they have found is that the more effort they put into their note taking, paying attention, participation, homework and so forth, the better they did on their test. So in a round about way, students are rewarding themselves for putting more effort into the work that is assigned. Sounds like behaviorism to me.
Homework and Practice relate back to skill and drill techniques which fall under behaviorist thinking. Homework is used for review and application of what the students have learned from the day. If done incorrectly, homework can seem like punishment, meaning, our students are doing homework for hours and hours every night. Is this good practice? No, this can work as a punishment, which is part of the behaviorist theory. Homework should be given not only as “busy” work, but as work that counts. Students need to see what they get right and wrong. You can not correct a behavior if you do not take the time to check it. If the student does that behavior long enough because it has not been checked, then when they get it wrong on a test, how are they to know they did it wrong. As stated in our online text, “Because it is easy for errors to slip in when students are practicing, teachers should give feedback as quickly as possible-ideally, early in the practice sessions, before students internalize erroneous processes and knowledge” (Pitler, Hubbell, Kuhn, Malenoski, 2007, p.188).
Behaviorist learning is evident in both of the strategies; Reinforcing effort and homework and practice. When done correctly they can reward the necessary behavior and when done incorrectly, the result is negative. “The entire rational of behavior modification is that most behavior is learned. If behaviors can be learned, then they can also be unlearned or relearned” (Orey, 2001).
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education,
Inc., custom ed.). Boston, MA: Pearson Education, Inc.Chapter 1: Theoretical Foundations
Orey, M. (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved from http://projects.coe.uga.edu/epltt/
Chapter 8: Reinforcing Effort
Chapter 10: Homework and Practice
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
classroom instruction that works. Alexandria, VA: ASCD.
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