Reflecting on Integrating Technology Across the Curriculum

Integrating Technology Across the Curriculum has been one of the classes where I feel like I finally see it all coming together.  This class has been challenging in a variety of ways, but most importantly, I realized some attitudes I needed to change about myself and teaching.  I have found myself being much more comfortable with technology and the way it is used in the classroom.  Being in a very limited technology classroom, I have discovered ways to push what little I do have to the limits and stretch it for the benefit of the children in my classroom.  I discovered a way to do so by using the GAME plan for self directed learning.  GAME stands for developing goals, actions or steps to take in achieving those goals, a system for monitoring the achievement of those goals, and evaluating results or whether or not the goals have been reached or changes that need to be made (Laureate Education, Inc. 2009).  Utilizing the GAME plan, I was able to research and make changes that helped my teaching, although there are many areas I still need to improve.

At the beginning of this course, I evaluated my strengths and weaknesses against the ISTE NETS-T Standards to determine areas for improvement.  The first standard I saw room for improvement in is Standard 3c: Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats (ISTE, 2008).  The second standard I attempted to address through my GAME plan is Standard 1c: Promoting student reflection using collaborative tools to reveal and clarify students’ conception understanding and thinking, planning, and creative processes (ISTE, 2008).  Both standards proved overwhelming in the amount of options to go about improving.  I chose the area I wanted to focus on was improving communication with my parents by using a classroom newsletter in which students would collaborate to create.  Although I started pursuing each standard separately, they both merged into one GAME plan through the creation of a student newsletter blog.  However, as I moved out of the action phase into monitoring and evaluating, I discovered that one of the biggest challenges was getting my students to be excited about the blog.  They started out pretty excited about sharing about what they had been learning, but I think I may have burned them out by asking them to update it weekly.  After Christmas break, I plan to make it either biweekly or monthly so my students do not get burned out on and feel like they are not repeating themselves on the blog.  I also plan to begin incorporating different tech tools to create the newsletter and embed on the blog.

            The GAME plan has impacted my instruction in that it is really a model for lifelong learning to my students.  I have shared with them about this process and encouraged them to apply to something they want to learn, maybe not even school related, although on a simpler level since they are only in fourth grade.  I admit, I was skeptical about implementing this process into the lesson plans created as part of this course, but after doing so I am finding that it was much easier than I thought.  I am used to lesson planning being time consuming, but this actually simplified the process by having a structure to the lessons that was consistent.  Although I am not sure I could apply the GAME plan in every situation, it did push me to try implementing new technology, such as digital storytelling.  Above all, lessons designed using the GAME plan are engaging my students in new ways that forces them to build important twenty-first century skills such as working collaboratively, problem solving, and self-directed learning.  I am also addressing standards in authentic learning experiences.

            This class has taught me the importance of using technology as a way to differentiate instruction.  I teach in a very unique situation in that I have only a few kids at a time.  However, those kids deserve to have the same experiences as they would in a regular classroom by engaging with classmates and projects that spark their interests.  In addition, I am working with the parents to help them understand why online collaboration and project based learning is important.  Right now, they have allowed me to create anonymous accounts for their students and have asked that I keep everything private online, but I am hoping with a little discussion about the merits of some of the Web 2.0 tools out there, they will come around and open up to interacting with classrooms across the nation and around the world.  One of my short term goals is to include a problem-based learning, collaborative learning, and/or digital storytelling lesson in each grading period.  Although I did manage to do all three with the unit created in this class, I think realistically I need to start small and work my way up to incorporating them all of the time in every lesson.

Above all, I feel that I have gained a better understanding of how to infuse technology in content to act as a support in developing both creative and critical thinking (Laureate Education, Inc., 2009).  Gone are the days when students should go to “computer class” but instead be actively using the technology in the classroom to support content.  It can also be a valuable tool for assessment by not only allowing students to create in different ways, but also by gathering data that is needed to inform instruction (Cennamo, Ross, & Ertmer, 2009).  Learning objectives and teaching methods must first be determined, and then technology chosen based upon what will support the learning objectives (Laureate Education, Inc., 2010).  I often have to remind myself to respect the data collected.  It is a way to see not only the growth of my students, but also the effectiveness of my instruction.

As I look forward to the last semester of this program, it amazing to see how far I have come in just a year.  At times it has been a test of endurance and patience, but I feel those are lessons from the classroom as well.  With anything, it will take time to implement all of the important practices I have learned, and even then I am not sure that I will ever consider myself to be a master teacher.  After all, if there is nothing else to learn, what kind of example am I setting to my students?  I want to continue to model that learning does not stop when they finish school, but is a lifelong adventure.

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

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

The GAME Continues...

            Three weeks ago I set out on the journey of accomplishing my GAME plan.  I evaluated my strengths and weaknesses against the ISTE NETS-T Standards to determine areas for improvement.  The first standard I saw room for improvement in is Standard 3c: Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats (ISTE, 2008).  The second standard I am hoping to address through my GAME plan is Standard 1c: Promoting student reflection using collaborative tools to reveal and clarify students’ conception understanding and thinking, planning, and creative processes (ISTE, 2008). 

Last week I felt overwhelmed by my GAME plan partially because I have a hard time making decisions when it comes to choosing tools.  I had too many options for creating a classroom newsletter.  Then, I had an epiphany.  Why should I be the one to select the newsletter format?  Why not explore some options with my students and get their feedback?  After all, providing choice is important so students can choose tools to use that showcase their strengths (Laureate Education, Inc., 2009).  I also wanted them to take ownership of the newsletter to showcase their learning each week.  In addition I realized that the two standards I chose to create a GAME plan for were starting to merge.

I started out by showing my students some of the ideas I gained from colleagues.  I showed them some example newsletters from other classes as well as showed them tools.  One of the tools they loved the most was Prezi and asked if they could use that one to create their newsletter.  Another student asked if they could change formats as they saw fit based on the material they wanted to include in the newsletter that week.  For example, if it would do better to show the parents what they were doing, they would like to be able to produce a newsletter that allowed for video or links to video stored online.  I think the video idea came from the fact that they had made their first movie about Thanksgiving this week using We Video, an online video editing collaboration tool.  In order to accommodate both, I suggested using a blog.  A blog would allow them to not only create a newsletter in text, but also allow multimedia to be posted to include pictures, movies, or audio commentary.  It was at this point that I realized the two standards I was addressing in my GAME plan were beginning to merge.  Students were going to be using a blog to create a newsletter to inform parents about happenings in the classroom enhancing parent communication.

            I also finally located some good resources for creating a classroom newsletter this week.  One of the resources I discovered was this lesson plan for creating a classroom newsletter.  Although I will not be using that format, I thought it might be a good place to start with my students.  It has students work together to brainstorm a list of 4 or 5 topics they would want to write about.  Then each student chooses one topic from the list to write about.  Each student writes their article individually in three of four sentences.  After engaging in a peer review process, the students copy and paste their articles into a separate document to combine the articles for formatting into a newsletter.  This could easily be accomplished with Google Docs.

            Another resource I discovered was from the Miami Herald.  They created a 5 day unit plan for creating a classroom newspaper.  Although this is longer than what I need, there are some great resources for students in the file to help them think through what is important in a news article.  I also found this Printing Press tool that can format all articles into a newsletter.

            Overall, my GAME plan has changed slightly in that the two standards I began addressing separately, are starting to become one.  By using a blog to create a classroom newsletter, parents will be able to comment on articles as necessary as well as ask questions.  I will use Google Blogger to create a separate blog for my classroom for students to use.  My next step will be to send a letter home to parents explaining what is about to happen and to get permission for students to create their own Google accounts.  Students will then work together to create the look of the blog as well as receive input from myself.  I also realized we will have to spend some time going over criteria for a newspaper article, which makes the above resources so valuable.

            Some of the questions I still have include, how do you get parents to visit and read the newsletter?  Do I leave it up to the student to notify their parents of the newsletter or do I send reminders home?  I plan to send a letter home to the parents telling them what I am planning on doing and to ask for permission to create individual Google accounts to be able to post on the blog.  These accounts could be used for accessing any of the Google productivity tools.  I am open to suggestions!

References                                                     

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

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

Resources for GAME plan

            Last week, I started putting together a GAME plan for strengthening my proficiency in two standards from NETS-T.  The two standards I chose as my weakest areas involved promoting student reflection using collaborative tools to reveal and clarify students’ conception understanding and thinking, planning, and creative processes, and communicating relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats  (ISTE, 2008). 

In order to begin implementing the GAME plan, I need to locate some resources to guide me.  My goal is to find at least three peer reviewed articles about blogging in the classroom across content areas.  By finding these resources, I will have a better understanding of the benefits of blogging or using a wiki to supplement other areas of the curriculum in addition to writing.  I also would like to look at five examples of blogs from classrooms that have successfully implemented blogging with students across content areas.  Then, I can evaluate what worked well for them and what I think might work well for the students in my class.  I would also like to find a mentor for blogging.  This person would preferably be a current or recently retired teacher from around the third and fourth grade level that I could contact to “pick their brain” about the ins and outs of blogging in the classroom.  My hope would also be to invite them to leave comments on the blog once started and to be there as a resource if I become stuck while implementing the blog.  At this time, the only progress I have made in my GAME plan is selecting Blogger as the blogging tool to use with my students.  I feel comfortable with creating anonymous accounts on Google to protect the identity of my students.  I also feel the blog is easy to use and customize so students can make it their own.

Addressing the second standard will follow much of the same plan for finding resources except that I feel I need to narrow down the choices to use to create a classroom newsletter.  Before narrowing down the medium, however, I want to look at a variety of examples and research the software used to create them.  Then I feel I could make an informed decision about what form or options to offer to my students.  After all, providing options for students is important so they can take control of the learning process and appeal to their strengths (Laureate Education, Inc., 2009). 

Although I expect my students to build upon their skills, simplicity is going to be the key in the beginning to implementing both blogs and newsletters.  I want them to feel comfortable with the content put into a newsletter or blog and then feel the freedom to tweak using more advanced features of the software or tool later.  However, at this time I have only begun looking at examples of classroom newsletters and blogs as well as looking at different pieces of free editing tools available on the internet.

I know I had some great suggestions last week, but has anyone found some interesting articles recently about blogging or newsletters they would like to share?  Do you blog with your students?  If so, what has been the biggest obstacle?  If you have your own versions of blogs or newsletters you would like to share, I would love to take a look at them.

References

International Society for Technology in Education. (2008). National education standards

for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

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

It's GAME Time!

The International Society for Technology in Education (ISTE) has developed a set of standards for effect teachers in integrating technology into the classroom for 21^st century classrooms.  As I was reviewing the NETS-T standards, I realized I have room to grow in each area.  Using the GAME plan, I can develop a plan for improving confidence in integrating technology in meaningful ways into the classroom through self-directed learning (Laureate Education, Inc., 2009).

The first weak area I identified was the following: Standard 1c Promoting student reflection using collaborative tools to reveal and clarify students’ conception understanding and thinking, planning, and creative processes (ISTE, 2008).  My goal for improving in this area is to research how others have used blogs and wikis as reflective tools in their classroom.  I understand a lot about how the tools work, but when it comes to implementing in the classroom, I am confused as to how others have implemented it.  After researching how others have accomplished the use of Blogs and Wikis, my action will take place in two parts.  I want to first model for my students by writing a blog post reflecting on what I have learned about using blogs and wikis. Then I will engage students in a discussion about blogs and implement at least one assignment that involves a blog or wiki.  I plan to monitor my learning throughout by keeping notes about the research I have discovered and asking myself if there is a lesson I could successfully implement my findings into.  Once discovering the where I can implement a blog or wiki in support of the content, I will evaluate the outcome of the lesson to determine whether it enhanced or deterred from the lesson and demonstrating student understanding.  Student surveys will also be administered prior to the lesson and post lesson to analyze their feelings towards using blogs to demonstrate their understanding.

The second standard I chose as a weak area is Standard 3c Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats (ISTE, 2008).  Creating some type of classroom news bulletin has been an idea floating around in my head for a while.  My problem is I do not know enough about the tools that can be used to create such bulletins.  My goal is to research tools, such as publishing software as well as audio and video tools, which can be used to create a multimedia classroom news presentation.  Ease of use is important to me as my hope is to hand the project over to my students.  My plan of action is to research classroom tools I could use to create such a publication and look at examples from other classrooms.  I will monitor my progress towards this goal by listing pros and cons about each tool I discover before selecting what I think will work best for my classroom situation.  Finally, I will choose one tool to collaborate with students to create a monthly newsletter.  I will use parent feedback to evaluate how effectively I have achieved my goal.

Although there are more areas I am weak in, I am anxious to receive feedback from others.  I would love especially to hear from others who have created student or parent newsletters before that were accessible to parents via the web.  Do your parents check your newsletters regularly?  How do you engage parents and students in the content of the newsletter?  What type of information did you include in the newsletter?  Did the parents of your students find it useful?

References

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

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

Reflecting on Bridging Learning Theory, Instruction, and Technology

Of all the assignments for this course, I felt like this one should be the easiest.  As I started to write this post, however, I discovered it was harder than I thought.  The reason it was difficult is because I have learned so much since the first week of this class.  Prior to this class, I knew of various learning theories, but cannot say I fully understood the impact they have in the classroom when it comes to planning a lesson, implementing technology, and even executing the lesson.

Since the first week of this course, my personal learning theory has changed to encompass multiple theories.  During the first week, I stated I tended to take a social constructivist approach to learning, but was also concerned about the environmental and behavioral factors that can affect learning.  While I still maintain social constructionist as one of the stronger approaches to learning, there is balance to incorporating many learning theories and instructional strategies in the classroom, just as there is balance to meeting the diverse needs of students in the classroom.  For example, in a lesson I recently conducted on constructing concept maps with a group, the lesson is primarily rooted in social constructionist learning theory through cooperative learning.  However, concept mapping is based in cognitive learning theory as the students are creating a visual representation of the network model of memory (Laureate Education, Inc., 2011b).  In addition, behaviorist learning theory is at work in classroom management through the reinforcement of desirable behaviors and punishment of undesirable behaviors (Laureate Education, Inc., 2011c).  All teachers need knowledge of learning theories in order to create a learning environment that is successful for all students (Lever-Duffy & McDonald, 2008).  From those learning theories, the teacher can then develop a view that pulls relevant pieces of each theory to meet the needs of students or the needs of a lesson’s objectives (Lever-Duffy & McDonald, 2008).

When using educational technology, this course has helped me to understand the purpose behind the technology and how it should be viewed in the classroom.  Kevin Jarrett stated it best when he said, “Technology should be transparent.  It shouldn’t matter what you are using.   The focus should still be on the objectives for the lesson” (Laureate Education, Inc., 2011e).  Keeping the learning theories and instructional strategies in mind, it is important for teachers to stay student-centered where students are active learners using the technology (Laureate Education, Inc., 2011e).  Gone are the days when a teacher could lecture to the class in a teacher-centered approach and students learn.  Technology should be viewed as a learning tool engaging students in the lesson by creating rich experiences that help students use multiple modalities to aid in the retrieval of information from memory later (Laureate Education, Inc., 2011f).

One of the immediate adjustments I need to make in incorporating technology into my lessons it to really evaluate if the technology tool is enhancing the lesson or if I am including it because I think it is neat.  I tend to get caught up in a tool because I think it is fascinating to use, but I need to ask myself if it aids the objectives of the lesson or if there is a tool that may be less fascinating, but relates to the lesson better.  Two of the tech tools we discussed in this class are VoiceThread and SpiderScribe.  Both are tools that I plan to implement on a regular basis into my classroom instruction.  Both also are rooted in constructionist learning theory as you are creating an artifact (Orey, 2001).  “VoiceThread allows the creation of powerful learning experiences with students in very little time” (Laureate Education, Inc., 2011d).  Students upload their slides to the VoiceThread website.  Then students can respond with text, voice, or video to give feedback or add comments.  It creates a conversation of sorts that can take place.  The other tool, SpiderScribe, can be used in isolation or in conjunction with other activities such as a virtual field trip.  SpiderScribe allows for students and teachers to create beautiful concept maps in very little time.  The concept maps can be enhanced with pictures, links to other resources or videos, and maps.  By creating a concept map, students are creating a visual representation of the connections between ideas which will aid in studying and retrieving the information presented on the map at a later time (Laureate Education, Inc., 2011b).  For example, virtual field trips are experiences that allow students to visit places they could not ordinarily go for various reasons.  Information they find while on the virtual field trip could be organized into a concept map around an essential question.

As I was considering the instructional skills I used prior to this course, I admit I was mainly focused on direct instruction.  I did allow students to work in groups, but was primarily teacher-centered in instruction.  Through this course, I have become more confident in using student-centered approaches to learning and how powerful the learning experiences can become when the student is in charge of the technology and driving instruction.  In the past, although I made adjustments and students did work cooperatively, I felt project based learning or cooperative learning had many issues to overcome that prevented me from implementing it on a regular basis.  I also felt they were too time consuming to deviate from everything else that is supposed to be accomplished in the year.  After careful consideration, I have come to realize that if teachers take the time, the students will learn more content than you might originally think and probably more efficiently (Laureate Education, Inc., 2011a). 

My first long term goal is, upon returning to a traditional classroom, I would like to work toward incorporating a project based learning activity that spans across the curriculum each semester.  Specifically, I would like for my students to collaborate with students in another part of the world on a real-world problem.  Realistically, I need to find other teachers to work together in planning of the project so there is a support system in place both on this side of the world and wherever the other students may be located.  It will also make it easier in managing the students if there is more than one mentor available.  In order to achieve this goal, it will be important to start small.  For example, so students can adjust to using tech tools such as Skype, students may first collaborate with another class in the building, then another school in the district, and continue to expand outward from there.  This will be important for students to learn the technology and develop a comfort as well as to work out any technical issues that may happen.

My other long term goal is to have command of all nine clusters of effective research-based instructional strategies: identifying similarities and differences, summarizing and note taking, reinforcing effort and providing recognition, assigning homework and practice, creating nonlinguistic representations, using cooperative learning, setting objectives and providing feedback, generating and testing hypotheses, and using cues, questions, and advanced organizers (Laureate Education, Inc., 2011a).  It is unrealistic to think I can start using all nine, but instead should choose one or two and focus on those clusters for a couple of years and then gradually add more as I become comfortable with implementing them  and explicitly teaching the strategies to students (Laureate Education, Inc., 2011a).  When considering the instructional strategy being used, it will also be just as important to consider the technology being used.  I would like to develop a list of technology tools matched to specific instructional strategies they can be used for, although I realize there will be some overlap.  This list will be developed over time, although my personal goal is to find at least one new technology tool to explore each week to add to the list.  I have already gained several to start the list from this course.  This list will serve as a resource for me as I gain command of the instructional strategies to know what technology could be used in school and at home in support of the instructional strategy and become more student-centered.

I admit I was not excited about this class when I first started it, but through it I have gained understanding of so much more than just what I have talked about here.  The more technology I learn about, the more excited I get about working with my students to show them the world of possibilities that are out there to make learning fun and engaging.  Overtime, I will continue to digest the information from this class as well as others to apply it effectively in my classroom.  As I journey deeper into this program, I am excited for what the next year holds.

References

Laureate Education, Inc. (Producer). (2011a). Program eleven: Instructional strategies, Part one [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011c). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011d). Program ten: Spotlight on technology: VoiceThread [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011e). Program thirteen: Technology: Instructional tool vs. learning tool [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011f). Program two: Brain research and learning [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Lever-Duffy, J., & McDonald, J. (2008).Theoretical foundations (Laureate Education,

Inc., custom ed.). Boston, MA: Pearson Education.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.

Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Connectivism and Social Learning Theory

            Although my head is now swimming with “isms,” this week the focus is on Connectivism and Social Learning Theory.  At a basic definition, both concern the interactions people have with one another to construct knowledge (Laureate Education, Inc., 2011a).  As Karen Casselman noted in her observation of social learning theory in her classroom, “In working together, students have the chance to socialize with each other, bounce ideas off each other, validate their thoughts, and receive encouragement from the teacher and the peers” (Laureate Education, Inc., 2011a).  “To be prepared for the fast-paced, virtual workplace that they will inherit, today’s students need to be able to learn and produce cooperatively” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.139).  As in constructivism, the teacher takes the role of a facilitator and creates experiences that requires students to work together.  One strategy that can be used to accomplish the task is cooperative learning.

            In cooperative learning, students make sense of new knowledge by working with others (Pitler et al., 2007).  Students  work together to attain a goal through active dialog that helps students stay involved in the learning process (Orey, 2001).  It is recommended that students should be grouped together in a variety of ways and in manageable sizes (Pitler et al., 2007).  Informal groups can be used for short activities while formal groups should be intentionally designed.  There are five basic components teachers should keep in mind when creating assignments.  These include positive interdependence, face-to-face interaction, individual and group accountability, interpersonal and small-group skills, and group processing (Pitler et al., 2007).  These recommendations and components fall in line with the principles of social learning theories. 

            “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (Pitler et al., 2007, p. 140).  For example, movie making software, such as iMovie or Windows Movie Maker, is easy to use and provide many ways in students can work together.  Specific tasks can be assigned for such complex projects so that all students may feel included and responsible.  For example, some students may be responsible for doing part of the research of the subject while others work on gathering artifacts to include in the video or scout locations. 

Online communication software, such as Skype, can aid planning, organization, and brainstorming sessions that take place within groups outside of the classroom.  Students can record notes in the chat room so that everyone has a record of what was discussed (Pitler et al., 2007).  Screen sharing software, such as Team Viewer, can be used to share updated progress on projects that cannot be stored on the web.  Team Viewer is free for educational use.  In addition, shared calendars, such as Google Calendar or Calendars Net, allow students to set due dates of when they would like to have certain phases of the project completed.  I personally love Google Calendar because I can sync it to my iPhone.  There are also a variety of task management apps that sync with a web version.  For example, Remember the Milk allows students, or anyone for that matter, to create a prioritized list of tasks that need to be completed.

One of my favorite tools is social bookmarking.  I have my own Delicious site that allows me to organize sites under different headings that will make it easily accessible in the classroom.  I started it while I was in undergraduate college, but it has not been updated recently other than for personal use, as I am currently not in a teaching situation where I have needed it.  Feel free to check mine out at del.icio.us/lairotsap85.  Just forgive the current mess it is in, as I need to check for broken links and do some reorganizing in addition to add some updated sites.  It is very easy to use and saves a lot of time when it comes to directing students to specific websites instead of having to go around and bookmark it on every computer every time you want students to look at a new website.  I can see groups creating their own Delicious sites to organize their research and artifacts they plan to use in their final project. 

Although there are many other tools that exist to aid students in cooperative learning, one final tool is VoiceThread.  “VoiceThread allows the creation of powerful learning experiences with students in very little time” (Laureate Education, Inc., 2011c).  It is essentially an online photo album where voice narration can be added with the click of a button.  Others can respond easily as well.  I decided to create a VoiceThread about an upcoming trip to Romania I plan to take later this summer.  I decided to create an opportunity for students to ask questions about the culture and people there in hopes of integrating it into a unit on world cultures later upon returning to the classroom.  What is unique about Romania is that this will be the fourth year I have gone and may be able to arrange for students over there to submit their own VoiceThread in response, although access to internet and technology in general can be very limited.  Check out my initial VoiceThread that asks students to think about how their culture and way of living may be different than theirs by following this link:  https://voicethread.com/share/3149710/.

It is important to remember that social learning theory and connectivism is influenced by social principles of learning, cultural and social dimensions, and the learning community (Laureate Education, Inc., 2011b).  It is important for teachers to be responsive to the needs of learners, and acknowledge the diverse background of students in the classroom.  The physical and emotional environment of the classroom needs to be considered if cooperative learning is to be successful.  How have you seen social learning theory at work in your classroom?  What has been your favorite use of cooperative learning?  What other amazing tech tools have you used to enhance cooperative learning in your classroom?

References

Laureate Education, Inc. (Producer). (2011a). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program nine: Connectivism as a learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011c). Program ten: Spotlight on technology: VoiceThread [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.

Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with

classroom instruction that works. Alexandria, VA: ASCD.

Constructionism Strategies

Of the learning theories discussed so far, constructivism / constructionism is my favorite because, as an advocate for life-long learning, it is highly engaging and motivating to students.  Although it may seem like the two terms are interchangeable, there is a slight difference.  Dr. Michael Orey describes the difference between constructivism and constructionism in the following statement.  “Constructivism is a theory of knowledge stating that each individual actively constructs his/her own meaning.  Constructionism is a theory of learning that states people learn best when they build an external artifacts” (Laureate Education, Inc., 2011).  The terms compliment each other, but constructionism is what is most likely to be implemented in a classroom. 

Elements for inclusion of constructionism in the classroom include defining expectations, discussing the assignment, exploring multiple strategies, inquiry, presentation of work, projects, collaboration, working with professionals, and engaging in authentic tasks (Orey, 2007).  Two of the instructional strategies that correlate well with constructionism are “Generating and Testing Hypotheses” and “Project-Based Learning.”  Both can involve using technology to create an artifact in response to an authentic task. 

In generating and testing hypotheses, there are six tasks teachers can use: systems analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making (Pitler, Hubbell, Kuhn, & Melenoski, 2007).  Technology can be used to aid in the testing of the hypothesis and can vary from using data collection tools to manipulating data inside a program, such as Excel, or Google Spreadsheets.  Regardless of the data used, it should be within the context of a real, or authentic situation.  For example, in a unit on investing and saving money, a spreadsheet can be used to calculate how various accounts grow over time.  The students would first make a prediction, or hypothesis to test.  Then, students can use a spreadsheet to compare their prediction to the actual outcome and make a decision as to what type of investment they should make (Pitler et al., 2007).  This is the type of decision that many adults have to make and can involve financial planners in the community to provide a professional connections.

In addition to spreadsheets or probes, the Internet is a data collection tool (Pitler et al., 2007).  Global Schoolhouse allows students to share and compare vast amounts of data which provides more accuracy in measurement in order to hypotheses.  Other web resources can provide interactive environments for students to use background knowledge, make decisions, and test their hypotheses in situations that may be impossible inside a classroom (Pitler et al., 2007).  Regardless of the method used to gather the data, students still have to evaluate it and synthesize the information from their research in order to create an artifact to present their findings.

Besides data collection, simulation websites allow students to test their hypotheses through the manipulation of a scenario.  For example, Smog City allows students to observe the affects of weather, population, and emissions on a city’s ozone levels (Pitler et al., 2007).  I recently used a simulation website, Volcano Explorer, for a concept mapping lesson that allows students to manipulate viscosity and gas levels to generate various types of volcanic eruptions. 

Project-based learning is similar to generating and testing hypotheses in that it is also centered on an inquiry process that requires students to choose a topic, conduct research, and synthesize their findings culminating in an artifact (Orey, 2007).  “Constructionism is reflected in project-based learning by the creation of a student-centered learning environment, and emphasis on artifact creation as part of the learning outcome based on authentic and real life experiences with multiple perspectives” (Orey, 2007, p.10).  Often, project-based learning may be graded with a rubric that is given ahead of time to students so they know the expectations for the project.  Students can work together to create an artifact that reflects their growth as a student.  This may involve reaching out to resources beyond the classroom, such as professionals in the community.  Students move through three stages when constructing their knowledge and artifacts about the topic: planning, creating, and processing (Orey, 2007).  There are a variety of online presentation tools, such as Prezi, that can aid students when access to more popular software, such as Microsoft PowerPoint, is not available.

Both project-based learning and generating hypotheses to be tested help students achieve equilibrium, balance between external reality and current beliefs, by assimilation and accommodation of new knowledge (Laureate Education, Inc., 2011).  Students are engaged in learning and the process of creating an artifact using tools and technologies to resolve any disequilibrium that may exist in a student’s mind (Laureate Education, Inc., 2011).  What experiences do you have with incorporating constructionist learning in your classroom?  If you had to give one piece of advice to a teacher who is new to incorporating these strategies into their classroom, what would it be?  What has been the biggest challenge?

References

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.

Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with

classroom instruction that works. Alexandria, VA: ASCD.

Integrating Cognitive Tech Tools

            Dr. Orey describes the information processing model as receiving the information through sensory input into short-term memory, and through rehearsal, processing information to move to long-term memory (Laureate Education, Inc., 2011).  It is important to dual code information with text and images to build connections in the brain that allow for easier retrieval of the information from long-term memory (Laureate Education, Inc., 2011).  One of the ways this is accomplished is through elaboration.  Components central to cognitive learning theory includes taking into account limited working memory, elaboration, effective use of images, and episodic experiences that integrate multiple senses (Laureate Education, Inc., 2011).  In order to incorporate technology centered cognitive tools it is important for the teacher to keep in mind that the students should be learning with technology, not from it (Orey, 2001).  This means the computer should not be the teacher, but more of a tool for learning.  Gone are the days when technology was thought to replace teachers entirely.

            One of the strategies explored this week included cues, questions, and advanced organizers.  “The instructional strategy cues, questions, and advanced organizers focuses on enhancing students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Melenoski, 2007, p. 73).  Cues are used to hint to students about what they are about to experience whereas questions are used to access prior knowledge (Pitler et al., 2007).  Advanced organizers allow students to organize information and focus their learning (Pitler et al., 2007).  These strategies fit within cognitive learning theory as they are useful in helping students make connections among information to move from short-term to long-term memory.  The more higher-level questions and advanced organizers used, the deeper the learning (Pitler et al., 2007). 

            When considering the use of technology to support cues, questioning, and advanced organizers, there are many tools available.  Word processing and spreadsheet applications, brainstorming software, and multimedia can be used with careful manipulation to help teachers record student responses and manipulate them into useful information (Pitler et al., 2007).  For example, spreadsheets can be used to simplify calculations so students can focus on other aspects of a lesson (Laureate Education, Inc., 2011).  If students do not have to focus on making so many simple calculations, then more working memory is free to allow for more short-term memory to be processed.  It can make a labor intensive task easier so that students can focus on the objective of the lesson.  “Technology provides you with editable visual aids and multimedia resources that appeal to a number of learning styles” (Pitler et al., 2007, p. 79).  In addition, brainstorming software, such as Kidspiration, can be used to quickly make visual representations of essential questions and ideas.

            One of my favorite tools for capturing videos that for one reason or another may be blocked due to filtering software is the YouTube Downloader.  This tool allows anyone to download videos so they can be saved and accessed without using the internet.  I have used it many times with my students who need an extra visual representation by downloading the video on my computer at home and bringing it with me on a USB device.  The tool can be used with more than just YouTube, however, and I have often found there are many that can be accessed through other streaming websites such as TeacherTube or Google Video. 

            In addition to cues, questioning, and advanced organizers, there are many tech tools that can be used to support cognitive learning through note taking and summarizing.  “The instructional strategy summarizing and note taking focuses on enhancing students’ ability to synthesize information and separate important information from extraneous information” (Pitler et al., 2007, p. 119).  Both summarizing and note taking are centered around condensing information into a useful form that can easily be converted into memory.  They are a work in progress.  In fact, I have found they can be combined as I often help my students summarize their notes so they can compact information and build connections to make it easier to retrieve from long-term memory later.  It is important for students to learn how to summarize and take notes in a variety of ways so they can choose the method that works best for their style of learning (Pitler et al., 2007).  Software such as Microsoft Word or PowerPoint, have tools built into them to make summarizing and note taking easier, such as the Auto Summarize feature in Microsoft Word, or creating visually appealing combination notes on slides in PowerPoint.  In addition, tools such as Google Docs or Wikis allow students to work collaboratively to summarize and take notes. 

            Above all, the teacher is responsible for creating elaborate learning experiences that help students build connections between information in their brain (Laureate Education, Inc., 2011).  Technology has come a long way, and can be used in the classroom now more than ever to create the rich learning experiences students need.  Virtual field trips are just one way to provide an immersive experience without even having to leave the classroom.  These episodic experiences through the effective use of images can create powerful cognitive environments where learning is engaging and exciting for both the student and the teacher!

           

                                                               References                           

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.

Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with

classroom instruction that works. Alexandria, VA: ASCD.

Behaviorism's Role in Reinforcing Effort, Homework, and Practice

This week, I explored the idea of reinforcing effort and homework from a behaviorist perspective.  Behaviorism is most notably defined by B.F. Skinner as reinforcing the desirable behaviors and punishing behaviors that need to stop (Smith, 1999).  This is called operant conditioning.  According to James Hartley, there are four key principles to learning: activity, repetition, motivation through reinforcement, and clear objectives (Smith, 1999).

At first glance, using spreadsheets to reinforce the idea of effort did not seem like behaviorism until considering that effort is a behavior.  According to the four key principles, it fits.  Students use a rubric to evaluate their effort in four categories: class notes, attention, participation, homework, and studying (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Then, using a template, students rate their effort in each category every week and record the results of their weekly test grades.  Using the tools of the spreadsheet software, a graph can be easily generated to show the correlation between test grades and effort.  Students are actively involved in the process of collecting data, repeating the act weekly, reinforced by the graphs through immediate feedback, and have a clear objective through the use of a rubric with clear expectations.  The purpose of the project is to change an undesirable behavior of putting minimal effort into the class to the desirable behavior of putting more effort into the class.  Students, who may have written the class off due to “bad genes” will receive intrinsic motivation by seeing how their effort correlates to their grades in the class. 

If I were to use this experience with younger students, I think I would print out a copy of the spreadsheet and have students fill it in by hand.  Then the students could use an online tool, such as Create-A-Graph, to enter the data and create a graphical representation.  In my opinion, Create-A-Graph is more kid friendly, especially for students in elementary school who may not have had exposure to spreadsheet software, although it is not complicated.  In addition to using spreadsheet software, online surveys can be used to poll students anonymously about their effort using tools such as Survey Monkey.

Another common area of behaviorism to be integrated with technology for use in the classroom is in the area of homework and practice through programmed instruction.  “As an extension of the classroom, homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 187).  Programmed instruction presents a small amount of information, asks a series of questions, then changes the information presented based on how the question is answered (Laureate Education, Inc., 2011).  Students receive immediate feedback to let them know if they are on the right track, or need to review more.

There are a variety of tools available for teachers to use programmed instruction as a way to reinforce skills.  However, many of these tools are best suited for drill and practice situations.  One of my favorite tools is Brain Pop because it provides a short clip with each skill to review and then provides a variety of activities for students to complete and receive feedback.  Another example would be Fun Brain which provides arcade style games for reading and math.  Many textbooks now provide resources for teachers to create online quizzes for students to practice with at home as well, although there are a wealth free resources just by searching the internet or App store if using such technology as iPads or iPod Touch in the classroom.

What are some of your favorite resources for student practice and homework?  Do you find your students more engaged when using these tools?  How do you motivate your students and reinforce desirable behavior in your classroom?

Resources

Laureate Education, Inc. (Producer). (2011a). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with

        classroom instruction that works. Alexandria, VA: ASCD.

Smith, K. (1999). The behaviorist orientation to learning. In The encyclopedia of 

         informal education.  Retrieved from http://www.infed.org/biblio/learning-behavourist.htm

"Blogs, wikis, and podcasts--oh my!"...

These were the words that first popped into my head when I received my textbook for this course and looked at the syllabus.  This course has been a whirlwind of information.  At first, I was intimidated by the title, “Understanding the Impact of Technology on Education, Work, and Society.”  It seemed like such a broad title that I felt like there was no way I could possibly grasp everything in one class.  I was trying to put everything into a box, but this course has helped me to open the box and allow it to explode with a new knowledge-base I have never experienced before.  It has opened my eyes to a whole new perspective on teaching that is student-centered.  While I still feel there is so much more I need to learn, this class has excited me and reinforced why I decided to choose integrating technology into the classroom as the emphasis for my master’s degree.

Before this course, I do not think I understood what a wiki was and how it was different than blogging.  In addition, I had heard about podcasting, but not realized how easy it was to create a podcast.  I definitely feel more confident in my ability to use all of these tools as well as how incorporate them in meaningful ways into the classroom.  In addition, RSS feeds have helped me organize information from current resources to stay up to date on latest trends in technology.  This is a practice I plan to continue throughout my teaching career and even beyond.

What a powerful tool just having the internet in the classroom!  Teachers can use the resources available on the internet to make what they are trying to teach students come alive.  “Technology provides many resources for use, holds students’ attention, and keeps them from misbehaving” (Associated Press, 2008).  A picture can quickly be accessed to use as visual representation for learning.  A virtual experiment can be used to help tactile learners gain deeper understanding.  The possibilities are truly endless. “With fast processors, advanced software, and powerful networks, we all have the opportunity to enter new informational worlds where the computer and its network connections can act as a tool for augmenting our minds as we strive to create understanding from a global deluge of faceless data and information (Thornburg, 2004).

Although I feel like I am just now starting to rethink my long-term goals, one of the goals I have set for myself is to incorporate at least one collaborative assignment using technology every month.  Because I have students that are constantly entering and exiting the program, I feel like monthly would be an excellent goal.  If I transition back to a regular classroom in the next two years, my goal would change from monthly to every unit.  I need to start small, so I would rather start out by just working on getting one together building up to once a month or every unit.  For example, to start I would focus on doing one every two months since most students are in the program for that length of time.  Once again, I have an institutional obstacle to overcome as I am bound by the curriculum handed to me by a corporate office.  However, I feel like I could use these tools to enhance student learning and prove to others that they have value in the classroom.

Another goal I have set for myself is to conduct a workshop for other teachers about ways technology can be used to achieve academic standards and promoting 21st century skills.  This would involve staying current in research and best practices in addition to incorporating the technology into my own classroom and teaching practices to learn from experience.  This is not something I feel prepared to do in the immediate future, but could see happening within the next two years, especially as I finish my master’s degree.  It would not only help transform my classroom, but the classroom of others, and maybe even an entire school or district.

Looking at the checklist from when we started, I feel like I have grown a lot.  At the beginning of this course, many of the practices I checked “sometimes” with a few checked “rarely.”  Now, I am in more of a mindset to move toward implementing many of the practices so that I would be able check “often.”    One of the practices I feel like I have grown the most in is helping students take control of their own learning by providing necessary tools and skills.  I also feel like I have grown a lot in incorporating technology in purposeful learning experiences by selecting appropritate tools to meet the goals determined for the lesson.  For example, I would never have thought about using blogs or wikis in the past for assignments with the students, but I see how both can be valuable tools to promote self-directed learning, collaboration, and other 21st century skills that will go a long way toward helping students beyond the classroom walls.

As far as developing technology skills for the school and workplace, I had never attempted a podcast before this class.  I was surprised at how easy it was to create a podcast.  Although time consuming at first, I think with more practice, I will become proficient enough to create them more quickly and be able to show my students how to create them as well.  As I look back on the checklist, I feel like I have grown in my ability to talk about the importance of using technology to support learning in the classroom.  In my current teaching situation, we use iPads to deliver instruction in both reading and math.  This is just a small step toward integrating technology across the curriculum; however, I still have parents that question why technology needs to be used.  They want to see the teacher interaction, which I have to show them is there and necessary.  The computer is not replacing the teacher (Laureate, 2008).  “Technology is not a substitute for good instruction; effective teachers should provide intellectually powerful and technology rich environments for students without undermining sound pedagogical practices” (Keengwe, Onchwari, & Wachira, 2008).  The teacher’s role has just changed from being the source of knowledge to helping students evaluate, synthesize, and utilize that knowledge (Laureate, 2008).

I am excited to see what the future holds as I further my education.  What was glowing embers has grown into a blaze of passion for taking my students to the next level by teaching them skills that will have an impact beyond the classroom one day.  One day, I want to be able to look back at my teaching, reflect, and know that I helped my students become productive digital citizens in society.

References

Associated Press. (2008, May 9). Technology-rich classrooms render textbooks useless. Teacher Magazine.

Keengwe, j., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support
meaningful learning. AACE Journal, 16(1), 77-92.

Laureate Education, Inc. (Executive Producer). (2008). Understanding the impact of technology on education, work, and society. Baltimore: Author.

Thornburg, D. (2004). Technology and education: Expectations, not options. (Executive Briefing No. 401). Retrieved from http://www.tcpdpodcast.org/briefings/expectations.pdf