Reflection: Final Blog Post - 6713

As I reach the end of my current Walden University ITC course, I have started to reflect upon some of the learning and resources we explored throughout this course. My initial assignment was to develop a personal GAME plan of how to strengthen both my confidence and proficiency with the National Education Standards for Teachers (NETS-T). According to Dr. Cennamo, in order to be effective at achieving a desired learning goal, self-directed learners must first establish a GAME plan. A GAME plan consists of the following areas: G.oals, A.ctions, M.onitoring your actions, and finally E.valuating how effective your actions have been towards meeting your goals (Laureate Education, Inc., 2009). At the beginning of the course, I chose two areas of the NETS-T that I wanted to develop and integrate in my own classroom. The two areas I focused on was stronger communication through the use of a class website and demonstrating leadership by developing the technology skills of others.

The use of a GAME plan has really helped me to clearly establish a better vision of where I want to take my students. The GAME plan model has also helped me to create a more defined pacing chart as to when I want to reach a particular standard or goal. Now that I have had some experience with using the GAME plan, my goal is to teach my students how they can create a GAME plan to help them reach the grade level expectations with both the content standards and technology standards. With technology becoming a central aspect of both learning and teaching, I believe it is important for my students to clearly understand what each of the grade level technology standards are. My next goal is to post each of the technology standards on my class website and to also create a bulletin board with the standards for students to refer to. If students understand what they are learning and why it is important for them to learn it, they are more likely to retain the skills needed to be successful life-long learners.

Kevin Richstad

References:

Cennamo, K., Ross, J., & Ertmer, P. (2007). Technology integration for meaningful classroom use: a standards based approach. Mason, OH: Cengage Learning

Laureate Education, (2009). Integrating technology across the content areas. Baltimore, MD: Author

Using the GAME Plan Process with Students

As my current Walden Master’s ITC course reaches the final week, I have had an opportunity to reflect upon the GAME plan I originally created at the beginning of this course. According to Dr. Katherine Cennamo, in order to be effective at achieving a desired learning goal, self-directed learners must first establish a GAME plan. A GAME plan consists of the following areas: G.oals, A.ctions, M.onitoring your actions, and finally E.valuating how effective your actions have been towards meeting your goals (Laureate Education, Inc., 2009). I have been reflecting upon my own personal GAME plan throughout the past several weeks. As I reach the end of this course, I have started to think about how I can apply some of the knowledge and skills I have acquired about creating a GAME plan with my own students.

After briefly reviewing many of the technology standards for the elementary level, I plan to have my students use the GAME plan strategy to help them keep track of their progress towards meeting several different technology goals. As explained Dr. Arnie Abrams from my course DVD, students can often become competitive and get caught up with all of the extra features and fonts available on many software/online programs. One way I plan to integrate the GAME plan with my fourth graders is to have them each create a GAME plan prior to exploring with a new piece of technology. For example, I am planning on teaching the students how to use a program called Inspiration to help them organize their ideas for a writing assignment. I am anticipating many students may get caught up with the various features and shapes available for creating a story map/writing web. The GAME plan will hopefully provide my students with a timeline to help them maintain an appropriate pace for completing their technology projects.

Kevin Richstad

References:

ISTE: http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm

Laureate Education, (Executive Producer), 2009. Integrating technology across the content areas. Baltimore, MD: Author

Revising My GAME Plan

Throughout my current Walden University Master’s course, I have been learning about many of the various ways in which today’s educators can integrate technology throughout the different content areas. At the beginning of the course, each student in our class developed a GAME plan. A GAME plan consists of the following areas: G.oals, A.ctions, M.onitoring your actions, and finally E.valuating how effective your actions have been towards meeting your goals (Laureate Education, Inc., 2009). For my GAME plan, I have focused on two main goals. The first goal I have worked towards is establishing a class website to enhance my communication between school/home. The second goal I have been working on is helping to teach the other staff members at my school how to effectively integrate technology. I am specifically working with a product called the eBeam and would like my colleagues to learn from my experience throughout the pilot program of the eBeam.

This entire experience has helped me to better understand how critical it is for educators to truly set goals to work towards. One aspect of the GAME plan that I am planning on using in my instructional practice is to continue to set at least two goals to work towards throughout each new school year.

As I work on my GAME plan, there are still some goals that I am currently working towards. One of the goals I would like to meet is to effectively integrate a class weblog. In order to meet this goal I have been working with the IT department in my school district and requesting access to particular blogging sites. Currently, our school district has blocked many of the educational-based blogging websites from gaining access.

Another area of this class that I have gained a stronger understanding for are the NETS-T. The main strand of the NETS-T that I plan to focus on is: Design and Develop Digital-Age Learning Experiences and Assessments http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm. I am would like to continue to implement many of the different Web 2.0 resources and tools that we have been learning about throughout this Master’s program.

References:

Laureate Education, (2009). Integrating technology across the content areas.
Baltimore, MD: Author

Evaluating My GAME Plan Progress

I have continued to work on my GAME plan. According to Dr. Katherine Cennamo, in order to be effective at achieving a desired learning goal, self-directed learners must first establish a GAME plan. A GAME plan consists of the following areas: G.oals, A.ctions, M.onitoring your actions, and finally E.valuating how effective your actions have been towards meeting your goals (Laureate Education, Inc., 2009). We are currently in the fourth week of working on our GAME plans and have reached the Evaluation stage.

The actions I have taken up to this point have definitely helped me to maintain my original goals. The first goal I set was to create a class website to help increase and maintain a steady communication system between our class, my students and their families. The second goal I set was to take a leadership role by piloting a product called eBeam. I have been able to get my website started, but have had difficulty finding the time to update my website on a regular basis. My original intention was to have the entire website completed and up and running by the middle of November. I am a little behind, but plan to use some of my extra time during the winter break to finish the website.

The idea of the eBeam is great, but unfortunately I have continued to have several issues with the connectivity. My students have been able to use the tool to record their problem solving strategies during our morning math, but it has not been a consistent tool and not always reliable. I have contacted the official eBeam company representative for our school district with some of my specific concerns. I am still awaiting a reply to see if there is anything I need to do to establish a stronger connection and touch with the included stylus pen.

The insight that my GAME plan issues have provided me with is the ability to maintain patience in front of my students when technical issues arise. As a student in an Integration of Technology program, I want my students to be intrigued by the new types of technology available for their learning purposes. Even if the eBeam is not always consistent, the students are still very eager to use the product when it is properly working.

Some of the questions I am hoping to address throughout this course relate to the Problem-Based Learning unit we will be creating throughout the next few weeks. According to Dr. Peggy Ertmer, the advantage of using a PBL approach is that, “students learn content as they learn higher-order thinking skills” (Laureate Education, 2009). I would like to apply this teaching method to the goals I have set for my GAME plan. I would like to look further into how I can integrate my GAME plan with the PBL unit I will be putting together. As Dr. Ertmer explained, technology is used throughout the learning process (Laureate Education, 2009).

References:

Cennamo, K., Ross, J., & Ertmer, P. (2007). Technology integration for meaningful classroom use: a standards based approach. Mason, OH: Cengage Learning

Laureate Education, (2009). Integrating technology across the content areas. Baltimore, MD: Author

Monitoring Your GAME Plan Progress

Throughout the coursework in my current Walden University class, we have been developing a GAME plan. According to Dr. Katherine Cennamo, in order to be effective at achieving a desired learning goal, self-directed learners must first establish a GAME plan. A GAME plan consists of the following areas: G.oals, A.ctions, M.onitoring your actions, and finally E.valuating how effective your actions have been towards meeting your goals (Laureate Education, Inc., 2009). There are two areas that I have chosen to focus on for my GAME plan. The first area has to do with the area of communication. In order to effectively communicate with my students and their families, I have been working on constructing a class website. The second area of my GAME plan that I have been working on has to do with developing the leadership and technology skills of others. I am specifically working on a technology called the eBeam.

I am currently working on finding both the information and resources I will need to be successful with my initial GAME plan. For my class website, I currently downloaded my school district’s SWIFT website instructions for creating a class website. I am also utilizing a lot of the support from a fellow teaching colleague who is currently our building’s technology specialist. This teacher has already created her own website, so I have been turning to her website for examples of what types of information to add on my website.

For my second area of focus, I have continued to explore different options for effectively using the eBeam in an elementary classroom. I have had a few issues with proper connectivity and collaboration with the tool on my whiteboard. In order to remedy this situation, I turned to my building administrator for support. Within just a couple of days, he had a district contractor in my class to help construct a custom designed board that we placed above my whiteboard. This seemed to help level out the whiteboard and wall so the projection would have a level plane surface. I am still experiencing a few technical issues, but it has been working much more effectively within the last couple of weeks.

Overall, I do not see any reasons for modifying my initial GAME plan. Within each of the two areas of focus that I started working on, I have been able to make significant progress and am pleased with the changes this plan has already added to my teaching experience and classroom. The work that I have completed so far has provided me with further insight as to how teachers can working in today’s classrooms can effectively use technology to increase both students’ skills and engagement. The main concern that I have come across so far is whether or not the eBeam tool is a practical tool for my teaching style. I have found that there are several times when it is much more efficient use of our time to simply use a traditional method of marker/whiteboard. I have had the most success with switching in between using the eBeam and using a maker/whiteboard. With today’s students experiencing so much visual/audio stimulation through video games and internet tools, it is critical for my as an educator to provide an active and engaging learning atmosphere. According to Cennamo, Ross, and Ertmer (2009), this type of learning environment, “enables you to meet your curricular standards in ways that can engage and support your students’ interests, creativity, and motivations (p. 40). I believe through the right integration, the eBeam offers this type of learning experience for students.

References:

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: a standards based approach. Mason, OH: Cengage Learning.

Laureate Education, (2009). Integrating technology across the content areas. Baltimore, MD: Author

Week 3: Carrying Out Your GAME Plan

For this week’s blog posting, I needed to share some of the resources and information that I will need to carry out my action plans as well as my intended learning strategy.

What resources will you need to carry out your plan (video, reading, experts or colleagues, etc)?
For the first indicator that I am working on, I plan to create a class website. In order to create my website, I will simply need to log into my school district’s website program called SWIFT. This website provides its users with several capabilities and options for both posting and sharing information with families/students.

For the second indicator that I will be focusing on, I will need to continue to familiarize myself with the eBeam technology in order to determine the best methods/activities for integrating the technology with.

What additional information do you need?
For my class website, I will need to determine what types of assignments and activities that will be most useful for both my parents and students to access.

For the eBeam tool, I will need to test out different activities with the students to see which lessons can either benefit or enhance from the incorporation of the eBeam.

What steps have you been able to take so far?
I have already started working on my class website. I am currently putting together a lay out that will be the most user-friendly and easily accessible for my students.
As far as the eBeam technology, I am planning on attending a second workshop to gain some additional ideas about how the tool can best be used in a classroom setting.

Developing My Personal GAME Plan

For this week’s learning application in my Walden ITC program, we explored several of the different ways in which teachers in today’s classrooms can effectively integrate technology into the classroom. Our assignment is to begin developing a personal GAME plan of how to strengthen both our confidence and proficiency with the National Education Standards for Teachers (NETS-T). According to Dr. Katherine Cennamo, in order to be effective at achieving a desired learning goal, self-directed learners must first establish a GAME plan. A GAME plan consists of the following areas: G.oals, A.ctions, M.onitoring your actions, and finally E.valuating how effective your actions have been towards meeting your goals (Laureate Education, Inc., 2009). I have chosen two areas of the NETS-T that I would like to focus on throughout this school year.

The first NETS-T that I will focus on states, “Model Digital-Age Work and Learning”. The specific indicator that I will work towards is:

3c: Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats.

In order to meet this goal, I will use the following GAME plan:

Actions:
Create a class website that provides both students, parents and peers with updated information on what is happening each week in our classroom. Families will have the opportunity to email/respond to discussion questions using the site’s discussion board.

Monitor:
As I continue to update my class website, I will check the status of how often/how many users view the site each week. I will also check for discussion responses and emails from both students/parents and respond as necessary.

Evaluate:
I plan to meet with my building administrator in both the winter/spring to go over the integration and effectiveness of my class website. We will discuss both the strengths and areas of my website that may need revisions.

The second NETS-T that I will focus on states, “Engage in Professional Growth and Leadership”. The specific indicator that I will work towards is:

4b: Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.

In order to meet this goal, I will use the following GAME plan:

Actions:
Volunteer as our building’s representative for integrating a new technology called the eBeam. This teaching resource works similarly to a SmartBoard by allowing users to interact with the computer desktop on their whiteboard. Our district is currently piloting the technology to decide whether or not to pursue ordering more eBeams for each classroom throughout the district.

Monitor:
As a building rep for this pilot program, I am committed to meeting regularly with the other members currently piloting the product. We will share both the pros/cons that we’ve have each experienced with the product and discuss whether or not the product is an effective tool for the classroom.

Evaluate:
At the end of the school year, our committee will reconvene and have a final discussion about whether or not the district should invest in the product. I will also share the technology with the rest of my staff through a brief training session about what the product is/how it works.

Kevin Richstad

References:

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. Belmont, CA: Wadsworth, Cengage Learning.

ISTE International Society for Technology in Education. (2008). NETS-T. Retrieved November 10, 2009, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf

Laureate Education, Inc. (Executive Producer). (2009). Integrating technology across the content areas. Baltimore: Author.

EDUC 6712 - Week 8 Reflection

Prior to beginning this course, I felt as though I had a pretty good understanding of how to effectively use today’s technology and internet resources to teach my students. After eight weeks of learning about many of the 21st century literacy skills, I realized there are specific teaching strategies that must be applied in order to successfully teach my students the skills they will need to really embrace the power of the internet. I think Maya Eagleton and Elizabeth Dobler explained it best when they stated, “…students need to be able to identify an information need, figure out which resources to use to address that need, evaluate the information they find, read and synthesize information from multiple sources, and perhaps even transform all those stray pieces of information into something original (Eagleton & Dobler, 2007, p. 1). Today’s students have the power to research and find any given topic with the simple click of a mouse. It is our jobs as educators to teach our students the most efficient and effective way to locate that information. On top of teaching our students how to search for information, it is just as important for today’s students to both question/evaluate the sources they are looking at. With the internet as an open source for anyone to post to, students must know the different aspects of a website that help to legitimize it and make it a reliable source of information.

As I worked through my inquiry-based project for this course, I began to analyze some of the teaching strategies I have used in the past and reflected upon some of the ways that I can improve my strategies to help promote the new literacy skills. I recently incorporated a new piece of technology into my classroom called an eBeam. This technology works similar to a SmartBoard in that it allows users to interact with the computer display on a standard whiteboard. Through the support of this class tool, I have started showing my students how to effectively search for a topic on the internet. We have had discussions about some of the different aspects of a website that help to prove whether or not it is a reliable or bogus site. I am hoping my students are able to take this skill and apply it to their own research projects.

One area that I would like to continue to develop and work on is effectively implementing inquiry-based projects. Prior to this course, I had minimal experience with using this type of teaching/assessment method. I would like to provide my students with more opportunities to use their questioning skills to help them search out the information they are seeking. I also would like to continue to broaden the types of technology projects my students can choose from. One project that I have not tried out with a class is incorporating podcasts. In order to teach this skill, I would first need to demonstrate to my students how to both create and post a podcast. The next step would be to make sure my school can provide some sort of recording tool such as a microphone/headset. With technology continuing to advance and change, it will be critical for me to stay current in my teaching strategies. As Dr. Douglas Hartman explained, “Our past was rooted in book culture. The future will be rooted in online and digital media” (Laureate Education, Inc, 2009). As I continue to try out new projects with my students, I plan to make sure they are exposed to each of the different literacy skills explored throughout this course.

Kevin Richstad

Reflection:

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

Laureate Education, Inc. (Executive Producer). (2009). Developing Students’ Digital Literacy. Baltimore: Author.

Bridging Learning Theory, Instruction, and Technology - Final Reflection

Modifications to My Personal Learning Theory:

As I reflect back upon the learning and readings we completed throughout this course, it was interesting to look back at my original “Personal Theory of Learning”. Prior to beginning this course, I only had a basic understanding of many of the different learning theories of how people learn. As Dr. Michael Orey explained, there are several different learning theories that educators utilize. Each of the different learning theories we explored in this class provided me with a stronger foundation for how to best teach my students. Another modification that I would make to my “Personal Theory of Learning” is how to use technology as both a teaching and learning resource. Before I began this course, I had misconceptions about using technology as a teaching tool and using technology as a learning tool. I now understand that displaying a PowerPoint slide is more of a teaching tool where as having students communicate through a class blog is can be a learning tool.

Immediate Adjustments to my Teaching Style:

There are several aspects of this course that I am eager to implement. As I begin my summer vacation, I have started to think about ways that I can adjust my teaching style and incorporate many of the resources we have looked at in this class. One of the first changes I plan to make is to my class website. Throughout the past 3 years, I have used a class website to keep my families and students informed. In this course, we have been posting and responding to each other’s blogs. I would like to incorporate this tool into my own classroom. A class blog will provide my students with an opportunity to collaborate outside of the classroom. My current class webpage only allows students to email me with questions or comments. A class blog would provide parents and students with a way to post messages for by myself and other students to respond to. The teacher would no longer be the only resource for answering questions.

Another resource I am planning to use is VoiceThread. VoiceThread is a web-based tool that allows users to post pictures, video clips and feedback. Similar to PowerPoint, VoiceThread can be used for students and teachers to make presentations. The major difference is that other users can log in and leave feedback on the VoiceThread and can also browse through other VoiceThreads. This tool will definitely have a strong impact on my students because it is very interactive and engaging. Similar to the class blog, VoiceThread provides students with another way to collaborate and learn from each other.

Long Term Goals:

One of the tools that I really enjoyed learning about in this course was the Virtual Field Trips. I have started to think about how I can incorporate this tool, but am exploring some of the features. I’m hoping to start using this tool throughout each of the weekly stories my students read. Instead of simply reading about the global warming effects occurring in the Arctic, I now of the ability to take my students on a “Virtual Field Trip” to actually show them. This is a much more powerful tool that will help to construct stronger connections for my students. Another tool that I plan to use is concept mapping. I recently installed Inspiration on my computer and have started to explore some of the features. This tool is a great resource for students to use when completing a research project. They can organize their thoughts in a concept map, and then convert the map into an outline that could be used for a research paper.

Overall, it is exciting to think about many of the tools available to teachers and students these days. Classrooms no longer have to end when the bell rings. Tools such as class blogs and wikis allow students to communicate over the internet and stay connected. Images and video clips that can enhance the content are just a mouse click away. These types of teaching/learning resources help to make learning very powerful and permanent.

References:

Laureate Education, Inc. (Executive Producer). (2009). 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/

Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007). Using Technology With Classroom Instruction That Works. Alexadria, VA: ASCD.

My First VoiceThread

For this week's learning application, we explored an online tool called VoiceThread. This tool allows users to post pictures, video clips, audio clips or text based comments. After navigating through some of the different features on this site, I created my own VoiceThread. In my classroom, we are currently studying about the explorers and fur traders that came to the New World. I chose to create a VoiceThread that provided my students with an opportunity to hold a debate over whether or not it was okay for the explorers to claim the land that was already occupied by the Native Americans.

Here is a link to my VoiceThread:
http://voicethread.com/share/530859/

I have posted a several pictures along with a few comments to get the discussion going.

Kevin

Connectivism and Social Learning in Practice

Throughout this week’s learning resources, we have been exploring many of the different aspects of social learning theories. We looked at several tools and resources that educators can use to help their students utilize cooperative learning that will help to create strong connections and construct deeper meaning. While I am a strong advocate of the social learning approach to instruction, it has been challenging for me to actually implement this approach with my students. I had always been taught in a way that the teacher was the leader with all of the knowledge and answers, while the students were simply the followers expected to absorb and retain the lecture based instruction.

In today’s society, that is no longer the norm. Teachers have learned to take more of a back seat allowing their students to guide the instruction. Instead of serving as only a leader, teachers are beginning to take the role of a facilitator that provides support to his/her students. This matches up very appropriately with the cooperative learning we are studying about in this week’s learning resources. There are several online resources available for teachers to use with their students in order to support the social learning approach to instruction. One tool that I was introduced to was VoiceThread. This is essentially an online photo album that allows users to post pictures, video, text and even commentary. I definitely see the advantage of using this tool to help my students collaborate with each other. Another tool that several students and teachers are using is Facebook. This social networking site helps individuals not only stay connected, but it also opens the door to other people with similar interests or hobbies. A powerful advantage of using these types of online collaboration tools is that the social learning does not have to stop within the barriers of your class or school. Students have the ability to discuss and learn from students in a completely different country. This type of social learning provides students with real-life scenarios and experiences that will not only provide stronger learning experiences, but will also create deeper meanings.

References

Laureate Education, Inc. (Producer). (2008). Program Eight. Social Learning Theories. [Motion Picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.

Laureate Education, Inc. (Producer). (2008). Program Ten. Spotlight on Technology: Voice Thread. [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/

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

Constructivism in Practice

In this week’s readings, we looked at the importance of providing our students with as many opportunities to both generate and test their hypothesis. According to Pitler, Kuhn, & Malenoski (2007), “When students generate and test hypotheses they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (p. 202). This directly relates to both the Constructionist and Constructivist learning theories we explored this week. Dr. Michael Orey explains how constructionism is a, “theory of learning that states people learn best when they build an external artifact or something they can share with others”. He explained how this basically comes down to engaging your students in inquiry-based projects that involves creating things.
In Using Technology with Classroom instruction that Works, students in Mrs. Omar’s 5th grade class were involved in a project designed to help them understand the impact that putting money into savings investments can have in the long term future. This project demonstrates a clear example of the constructivist/constructionist theories because it presents students with a focus question that can lead to multiple solutions. The learning is student centered with Mrs. Omar serving mainly as a facilitator to the students. Students are not only working on portions of the project by themselves, but they are involved in small groups that work collaboratively to determine which of the three investment plans provides the best scenario for producing a substantial profit.

Overall, I was very intrigued and excited by this week’s readings and resources. I have briefly explored this type of instructional approach, but did not have a strong understanding of how to involve my students in Problem/Project based learning. After reading through “Generating and Testing Hypothesis”, one idea I plan to integrate is the “By Kids for Kids: How to Invent” website (www.bkfk.com/howtoinvent). One of the stories in our reading curriculum is called, “The Kids Inventions’ Book”. This informational text provides students with a brief look at the invention process. Once we complete this short story, I plan to have students form small groups. Each group will use the BKFK website as a reference to both investigate and explore the invention process. Once students have a clear understanding of the process, they will work together as a group to come up with an idea that they believe is a new invention. As explained in “Emerging Perspectives on Learning, Teaching, and Technology, “Such problems create opportunities for meaningful activities that engage students in problem solving and higher-order thinking in authentic settings”. (Orey, 2001).

References

Laureate Education, Inc. (Executive Producer). (2009). 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/

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

Cognitivism in Practice

In this week’s learning resources, we explored many tools and activities that teachers can use with their students to help support instructional strategies as well as the cognitive learning theories. One type of resource that we looked at was, “Concept Maps”. While I am familiar with this term/resource, I have not actually incorporated a concept map into my instruction or class projects. There are several reasons I think this is a great resource to use in the classroom. According to the cognitive learning theories discussed by Dr. Michael Orey, the information we gather is can be stored and recalled in many different ways. In order for our students to truly retain/recall the concepts we are teaching, they need a way to connect with the information. This is where a concept map can be a powerful learning tool. For those who are unfamiliar with concept maps, they are essentially an electronic version of the common web/tree map teachers use for organizing ideas. Dr. Orey explained how the concept map provides students with both text/visual representations that help create stronger connections. The stronger the connection, the easier it is to recall/retain the information.

Another great resource we looked at was Virtual Field Trips. Prior to this week’s learning resources, I was not familiar with the idea of a virtual field trip. The video resource provided a great video clip showing how a virtual field trip was used to enhance the learning of a historical lesson about the assassination of President Lincoln. Even though we may not have the time, funding or capabilities of taking our students on an actual field trip, a virtual field trip can still provide students with a rich experience that can be extremely motivating and engaging. Dr. Orey explained the importance of giving your students as many opportunities to “Elaborate” upon the concepts and ideas being covered in the lesson.

This week’s learning resources also discussed how educators can help students develop and improve their “note-taking” abilities. In my experience, students often use highlighters simply turn their white page to a bright yellow rather than highlighting only the critical ideas. One tool that I plan to share with my students is the “track changes” found in Microsoft Word. This can be used as a way for students to simply find only the most important ideas in a given text.

The final focus point of this week’s topics was about how teachers can use cues, questions, and advance organizers to help students create strong connections. I am currently starting to use Microsoft Excel for a variety of activities. In the video, students were working on a spreadsheet to help them find the changes in populations in state and district unions over the past 17 years. Instead of spending a lot of time calculating the difference for each of the different years, students were able to use an Excel formula to calculate the differences. This provided students with more time to make stronger connections with the topic being covered. This is a tool I am hoping to integrate into my own classroom.

Through resources such as concept maps, virtual field trips and many other computer based tools, teachers have unlimited amounts of information and tools that can help to enrich as well as empower the learning already being taught by educators.

References
Laureate Education, Inc. (Executive Producer). (2009). Program number 5. Cognitive Learning Theories[Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009). Program number 6. Spotlight on Technology: Virtual Field Trips [Motion picture]. 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.

Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <5/18/2009>, from http://projects.coe.uga.edu/epltt/

Behaviorism in Practice

In this week’s learning resources, we had a chance to learn about the behaviorist learning theory and how it can be applied within the classroom setting to help improve/achieve the desired behaviors. We also read some strategies about how to teach students the significance that a quality effort can have upon both your work and grades. Finally, we looked at several ideas about how to effectively assign homework and practice assignments that reinforce the content being taught.

One of the ideas that I gained from this week’s resources was the importance of “explicitly teach[ing] students about the importance of effort” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.156). I have often shared with my students how important it is to put forth a strong effort, but I have never considered actually tracking their progress. Through the use of simple spreadsheet programs such as Microsoft Excel, students can create and monitor their progress on an “Effort Rubric” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.157). This not only gives them a visual of their progress, but also improves their beliefs and behaviors. Pitler, Hubbell, Kuhn, & Malenoski (2007) explained how research shows, “that students can change their beliefs and make a connection between effort and achievement” (p. 156). This is one way in which technology can help students develop a positive attitude about school and help to improve behavior.
Another focus throughout this week’s learning resources was how to use homework and practice strategies effectively. There has always been a lot of controversy over the issue of assigning homework. I am a strong advocate in assigning homework as long as it is relevant and simply a way to reinforce and practice a skill already taught in class. The school I am currently working at is fortunate to have three sets of laptop carts for classes to check out. This provides my students with several opportunities to use different computer resources to help practice and reinforce different skills. Pitler, Hubbell, Kuhn, & Malenoski (2007) shared a game called, “Battlegraph” that helps students develop ideas about coordinate grids (p. 195). While I have used the idea of Battleship to help teach my fourth graders ordered pairs, I have always used the traditional method of graph paper/pencil. I am planning on trying out this PowerPoint method as a way to engage my students even more.

Another resource that I would like to implement is a class wiki that could be used for class discussions/projects. Students would be able to work on their projects on their own time outside of the classroom. It would also provide students with a chance to work collaboratively and could serve as a communication tool. This would help to improve relationships among students and help to establish positive behavior and a positive working environment. Through the use of interactive games and activities like this one, my students will become more engaged and be less likely to act out or misbehave.

References
Laureate Education, Inc. (Producer). (2009). Program four. Behaviorist Learning Theory [Motion picture]. Bridging Learning, Theory, and Technology. Baltimore: Author.

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

Standridge, M.. (2002) Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <2009>, from http://projects.coe.uga.edu/epltt/

Reflection for “Understanding the Impact of Technology on Education, Work, and Society”

As I reflect back on the readings and resources for this course, it is incredible how much I have learned about how to effectively and efficiently integrate technology into the classroom. The skills and resources I have acquired from this course have already begun to significantly improve my instruction. Prior to completing this course, I was familiar with such terms as weblog and podcast, but I had no experience actually using them. This course has provided me with both the skills and the understanding of how powerful and engaging many of today’s web 2.0 tools are for both educators and their students.

Each of the web 2.0 tools that we utilized throughout this course helped me to realize the possibilities available with today’s technology. A strong example of this is the weblog we created. Throughout the past few years, I have used a class website to inform both families and students about upcoming events, projects and enrichment activities. While my website is a great communication tool, a class blog would allow for more of a two-way communication tool in which students/families could post interests, questions or concerns that either I could respond to or other students could support. The group wiki we created in this course is another web 2.0 resource that opened my eyes to what Dr. David Thornburg describes as “doing different things” (Thornburg, 2004). Instead of having my students create individual projects that only the instructor and a couple of students may see, a wiki would allow for my students to share their work on a more global level in which others online could both appreciate and even edit if necessary.

This course has also provided me with a stronger understanding of the specific types of skills today’s students need to be successful. Today’s students enter our classrooms both immersed and absorbed with the latest types of technology. In his article, Digital Natives, Digital Immigrants Part 1, Marc Prensky explains how, “They [students] have spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age” (Prensky, 2001). This provides educators with both an added level of excitement, but a new challenge to overcome. According to Dr. David Thornburg, today’s students need to be exposed to several types of skills and dispositions including: Information Literacy, Critical Thinking, Problem Solving, Teamwork and Collaboration, Leadership, Communication Skills, Information Technology and Leadership (Laureate Education, Inc., 2008). By having a deeper understanding of many of these types of 21st century skills, I can better engage my students and provide them with the types of skills necessary for today’s competitive workforce.

In order to begin utilizing many of the tools and resources gained from this course, I have set two long-term goals for myself. The first goal I would like to achieve is to switch my class homepage to a class blog. A class blog will provide my students with an opportunity to communicate with both myself and their peers. Students will have access to a variety of resources. Parents will have a much stronger understanding of what their child is studying in school. One of the challenges of achieving this goal is the limited amount of access my district currently has for many blogging sites. In order to overcome this challenge, I have already contacted the technology committee in my school district and requested that they reconsider granting access to different blogging sites for my students to use.

A second goal that I am working on is making the shift from a more direct-instruction approach to a classroom based around lots of student collaboration and team work. It will be important for my students to work together and to share their diverse ideas for approaching different problems. This has been a little challenging in that this type of instruction is very different than the instruction that I grew up with and am used to. I also feel as though I did not receive enough training in my undergrad work and student teaching experience, so this type of instruction is still very new to me.

Overall, this course has helped me to gain a new sense of excitement and enthusiasm for the types of changes occurring within the educational field. I look forward to continue trying out “different things” in my classroom and improving my skills as a professional educator. One of the main reasons I chose this career is because of the different challenges, diversity and rewarding experiences educators are surrounded with each day in the classroom.

References:

Laureate Education, Inc. (Producer). (2008). “Skills for the 21st Century [Motion picture]. Understanding the Impact of Technology on Education, Work, and Society. Baltimore: Author.

Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon, 9(5).

Thornburg, D. (2004). Technology and Education: Expectations, Not Options.

Podcast Assignment: Profiling the Students of Today

Gabcast! Walden #2 - Podcast Assignment: Profiling the Students of Today

This podcast provides information about the types of modern technology that students in my school district are familiar with and using on a daily basis.

21st Century Skills

After navigating through the Partnership for 21st Century Skills website, I was very impressed and motivated by the information and resources included on this site. The 21st Century Learning Framework provides an excellent visual representation of what essential skills students will need to acquire to be successful. Another aspect of the site that I found helpful was the “Route 21” link. After reading about some of the skills teachers need to be teaching, the “Route 21” link provides lots of great resources and tools that educators can begin using and implementing within their classrooms.

I was a little surprised by the short list of states included under the “State Initiatives” link. It is apparent how important each of the skills included in the Partnership for 21st Century Learning Framework are. It is critical for our students gain these skills in order to be successful in today’s competitive workforce. With society and technology advancing at such a fast pace, it will be necessary for every state to begin working towards preparing our students with many of these 21st century skills.

The 21st Century Skills website is an excellent resource that educators can reference for ideas on how to support the needs of our students. I am a strong advocate for the vision the Partnership for 21st Century Skills website has. I did not see anything that I would disagree with. As an educator in today’s classrooms, I would definitely recommend this site. The assessments and resources found on this site help to guide the instruction needed for preparing our students with the essential skills they will need.

Partnership for 21st Century Skills

Incorporating a Blog Into the Classroom - Writing Journals

There are endless possibilities as to how a blog can add to the educational atmosphere in one’s classroom. As I am just beginning to learn about the potentials a blog offers, I have already begun thinking of ways that I could implement a blog into my classroom. I currently use a daily journal that students use to practice their writing skills. The students each have a journal in their desks. While some students enjoy sharing their entries with the class, this traditional method does not allow for my less outgoing students to share their work. Through the use of a blog, my students could all add a journal entry and have access to their peers’ journal entries. My students could share comments about each others’ work and provide feedback. As the readings on blogs have recommended, I would have to first teach my students how to write a blog that will be open to the public. Students would have to be very careful to edit/proofread their postings prior to making it public. Our class could work together to create rules and procedures to follow when posting on a class blog. Once the students understand both the safety precautions and public access associated with blogs, my students would have numerous opportunities to share their work. Once I become comfortable with the blogging experience, I definitely plan to utilize this resource in my classroom.
Grade Level: 4
Content Area: General Ed.

First-Time Blogger

I am usually pretty up-to-date with the latest innovations with technology. Blogging however is very new to me. While I have read several blogs on sites such as MySpace and Facebook, I have never actually created my own blog. Since this a new experience for me, I am open to any feedback or ideas as to what types of things make for interesting posts to add to a personal blog. I was planning on using my blog as a place to post teaching ideas and resources that I use and would recommend to fellow teachers.