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.
Sunday, June 28, 2009
Sunday, June 7, 2009
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
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
Wednesday, June 3, 2009
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.
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.
Wednesday, May 27, 2009
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.
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.
Wednesday, May 20, 2009
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/
Wednesday, May 13, 2009
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/
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/
Wednesday, February 25, 2009
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.
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.
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