Over the past eight weeks, I have learned a vast amount of knowledge to help more effectively integrate technology with each lesson. As a computer teacher, my students use a form of technology every day; however, I do not always use the technology in the most efficient way. This class has given me vital instructions on how to teach more successfully through the use of technology.
As stated in my Personal Theory of Learning, I use different teaching styles depending on content of the subject matter. I will continue to vary my instructions as before. However, I have learned new ideas that I hope to implement immediately. One technology tool that I am excited about using is VoiceThread (Laureate, 2009c). I am anxious to have my students collaborate online via this new and exciting tool. I know my students will enjoy it and will also be able to discuss and analyze numerous topics through the power of this web-based software. A second technology tool I am already incorporating is concept maps (Laureate, 2009a). I had the students create a concept map describing how a computer works. With allowing students the ability to use their own creative webs and images to describe each part of the computer, they grasped the material much more easily and retained it for the test.
For the long-term, I want to incorporate more collaborative activities with my students as well as use more non-linguistic representations. To have my students work more collaboratively, I plan to use blogs and wikis for students to post projects. I also can incorporate discussion boards through students’ blackboard accounts where they can discuss ideas for their projects. When I am lecturing and introducing students to new topics, such as computer ethics and virus protection, I will use a non-linguistic approach. I will have the students draw pictures to represent the ideas discussed or they may use clip-art or pictures from the internet to illustrate what is being taught (Laureate, 2009b).. Thankfully, I always have access to computers and the internet, so the possibilities for my students are endless. I must concentrate on using that time wisely and keeping the students actively engaged so that the use of the technology will be beneficial to their learning.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Cognitive Learning Theories [DVD}. Bridging learning theory, instruction, and technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009). Instructional Strategies, Part One [DVD}. Bridging learning theory, instruction, and technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009). Spotlight on Technology: VoiceThread [DVD}. Bridging learning theory, instruction, and technology. Baltimore: Author.
Sunday, October 31, 2010
Wednesday, October 6, 2010
Wednesday, September 29, 2010
4 Constructivism/Constructionism in Practice
According to Dr. Orey, Constructivism is a theory of knowledge stating that each individual actively constructs his/her own meaning. Constructionism is the theory of learning that states people learn best when they build an external artifact or something they can share with others (Laureate, 2009). Constructionism can enhance learning tremendously in the classroom. The goal of any teacher is to have students actively involved in each lesson. What better way to achieve this than through actual construction of an idea, project, or artifact.
The text Using Technology with Classroom Instruction that Works offers several ideas for students to generate and test hypotheses in class. These activities work hand in hand with the Constructionist Theory because students are creating spreadsheets, graphs, charts, etc to become better acquainted with the information in the lesson.
One idea given in the text is the creation of a spreadsheet to show the difference between savings and investments. The students enter information and are able to decide which form of investment would generate the most money in a 30 year period. The text also suggests that the students do not have to create the spreadsheet from scratch; the teacher can insert the formulas to save on time, yet the students still end up with the same result (Pitler, Hubbell, Kuhn, & Malenoski, 2007). These spreadsheets can easily be formatted into graphs and charts so that the information is more easily visible to the students. In the end, students have created their own spreadsheet and chart/graph instead of just listening to a teacher lecture on the topic.
Another activity that I found interesting is the virtual simulations, specifically the World War II strategy game. Students take on the role of a country leader during World War II and make diplomatic and economic decisions best for that particular country. What a great way for students to fully grasp all of the many factors that existed during the war! In order to win, students must apply what they know and be able to make informed decisions based upon that knowledge. Students are actively participating and strengthening their country with this game instead of just listening to lectures and taking notes (Pitler et al, 2007).
The constructionist theory can easily be integrated into the classroom with the use of technology. With a little creativity, students can learn in new, hands-on method that makes the information relevant to them.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Constructionist and Constructivist Learning Theories [DVD}. 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.
The text Using Technology with Classroom Instruction that Works offers several ideas for students to generate and test hypotheses in class. These activities work hand in hand with the Constructionist Theory because students are creating spreadsheets, graphs, charts, etc to become better acquainted with the information in the lesson.
One idea given in the text is the creation of a spreadsheet to show the difference between savings and investments. The students enter information and are able to decide which form of investment would generate the most money in a 30 year period. The text also suggests that the students do not have to create the spreadsheet from scratch; the teacher can insert the formulas to save on time, yet the students still end up with the same result (Pitler, Hubbell, Kuhn, & Malenoski, 2007). These spreadsheets can easily be formatted into graphs and charts so that the information is more easily visible to the students. In the end, students have created their own spreadsheet and chart/graph instead of just listening to a teacher lecture on the topic.
Another activity that I found interesting is the virtual simulations, specifically the World War II strategy game. Students take on the role of a country leader during World War II and make diplomatic and economic decisions best for that particular country. What a great way for students to fully grasp all of the many factors that existed during the war! In order to win, students must apply what they know and be able to make informed decisions based upon that knowledge. Students are actively participating and strengthening their country with this game instead of just listening to lectures and taking notes (Pitler et al, 2007).
The constructionist theory can easily be integrated into the classroom with the use of technology. With a little creativity, students can learn in new, hands-on method that makes the information relevant to them.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Constructionist and Constructivist Learning Theories [DVD}. Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, September 15, 2010
6 Behaviorism in Practice
In the text, Using Technology with Classroom Instruction that Works, the authors discuss two topics: “reinforcing effort” and “homework and practice” (Pitler, Hubbell, Kuhn & Malenoski, 2007). In both of these chapters, technology is embedded in the instructional strategies, and the behaviorist learning theory is reinforced.
In the chapter “Reinforcing Effort”, the authors discuss how it is important for students to realize that their success is directly related to the amount of effort they put into each assignment. They suggest that teachers reinforce this idea until students recognize it as a norm and automatically put effort into their work. This is a prime example of Behaviorism, repeating an activity until you get the desire result. The chapter on “Homework and Practice” again reinforces the theory of behaviorism, in that students should continue to strengthen their abilities through repeated practice (Pitler, Hubbell, Kuhn & Malenoski, 2007).
However, the book does not simply leave students with boring practice as an option. They include numerous techniques that involve technology to achieve the goal. Students can monitor their effort through spreadsheets and graphs made with computer software. They will visually see the results of their efforts and how it correlates with their success in the classroom. Also, students can participate in online games as a form of remediation. They may be practicing the same math skills over and over, but are using a different medium to obtain their goal. So although the students are repeating certain skills until they are embedded in their minds (Behaviorism), they are doing it in creative ways that should keep their interest.
Resources:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
In the chapter “Reinforcing Effort”, the authors discuss how it is important for students to realize that their success is directly related to the amount of effort they put into each assignment. They suggest that teachers reinforce this idea until students recognize it as a norm and automatically put effort into their work. This is a prime example of Behaviorism, repeating an activity until you get the desire result. The chapter on “Homework and Practice” again reinforces the theory of behaviorism, in that students should continue to strengthen their abilities through repeated practice (Pitler, Hubbell, Kuhn & Malenoski, 2007).
However, the book does not simply leave students with boring practice as an option. They include numerous techniques that involve technology to achieve the goal. Students can monitor their effort through spreadsheets and graphs made with computer software. They will visually see the results of their efforts and how it correlates with their success in the classroom. Also, students can participate in online games as a form of remediation. They may be practicing the same math skills over and over, but are using a different medium to obtain their goal. So although the students are repeating certain skills until they are embedded in their minds (Behaviorism), they are doing it in creative ways that should keep their interest.
Resources:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thursday, June 24, 2010
0 Class Reflection
I have thoroughly enjoyed the graduate class Understanding the Impact of Technology on Education, Work, and Society. Like the other classes in my Master’s program, this class has been full of relevant information that it is applicable to my classroom. More importantly, in this class I participated in several activities that I can easily incorporate with my curriculum.
In what ways has this course helped you to develop your own technology skills as a professional teacher?
At the beginning of the course, I was familiar with the Web 2.0 projects; although I was unfamiliar with that term, and I had not created all of the items on my own. During the class, I formed a solid foundation with these technological skills. Not only did I create a Podcast, Blog, and Wiki for this class, but I was also able to incorporate it in a summer enrichment camp. I feel as a teacher, especially a technology teacher, I am more aware of the tools available to me, but I am also competent in their functions and implementation.
In what ways have you deepened your knowledge of the teaching and learning process?
I must admit that I felt overwhelmed with teaching a new technology course this past year. I was not sure how to focus the classroom from teacher-centered learning to student-centered learning. I spent a lot of time giving instructions and felt that I was boring my students. This class helped me to see from the perspective of my students, the digital natives. I understand that the students need to have more control over the learning, and they will in turn take more interest in the project.
The videos and articles offered in the course opened my eyes to something that seems logical – students are different learners than they were years ago because of their exposure to technology. This is something I knew, but I was not sure how I could change my class to meet the needs of the students. The use of Web 2.0 tools as well as collaborative projects that stimulate students’ critical thinking will open up many doors to stimulate learning in my classroom.
In what ways have you changed your perspective from being teacher-centered to learner-centered?
I have often thought that student-centered learning should be increased in my classroom. I spent much of the class time lecturing in my history class while students took notes. When I made the switch from teaching history to teaching technology, I wanted to focus the classroom from me to the students. I knew that it was important, yet I was not sure how to implement that style of learning. I wrestled with how to initiate higher-level thinking projects while still having the time to teach students the basic skills needed to create those projects. The resources in this class have demonstrated that most students can figure out basic technology skills on their own, but they need the opportunity to use those skills critically. If I center the curriculum on their needs, the other information will come.
In what ways can you continue to expand your knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement?
One way I plan to continue expanding my knowledge is by continuing to pursue higher education. Walden’s graduate program offers up-to-date techniques and pedagogical insight that will increase my professionalism. In addition, I will continue to read the educational blogs from week 1’s assignment as well as the blogs of my classmates. Staying connected with other teachers and learning from their experiences is an invaluable way of increasing knowledge as an educator.
Set two long-tem goals (within two years) for transforming your classroom environment by which you may have to overcome institutional or systemic obstacles in order to achieve them. How do you plan to accomplish these goals?
My first goal to achieve with my students is integrating more analytical reading and thinking. I want to expose my students to more online articles and have them create their own ideas about what they read. The idea does not seem like a challenge, but many of my students’ reading levels as well as interest in reading are extremely low. Creating a class of analytical readers will take time and effort on both my part and theirs. I need to find articles that will interest them but that are also on their reading level and then build up as the year progresses.
My second goal is to collaborate with other classrooms in other states and countries. I want to incorporate video conferencing with programs such as Skype. Although I teach a technology course, the district is very strict on what sites are available for students, and they do not allow video streaming. However, the district has always understood when I have asked for leniency as long as I can prove the educational significance. I will present the idea to them and hopefully can have funds for webcams and the software downloaded to the student computers by the end of next year.
Refer to your checklist from Week 1. Have any of your answers changed after completing this course?
Because I am a technology teacher, my students use a form of technology in class everyday. However, I have not always used the technology in the most effective ways. After looking back over the Technology checklist from Week 1, I have made a few changes in my classroom procedures. Collaborative work has been my focus. I incorporated a group video project with my summer enrichment camp students. They had to plan and record a commercial, and then I assisted them with editing the film. Students were also encouraged to ask their neighbors for help or simply figure out problems themselves before I would come to their assistance. I wanted them to attempt to problem-solve and not to rely on my knowledge.
In Conclusion, I have earned a greater understanding of how to integrate technology in my classroom in an appropriate manner that will best benefit my students. I feel more competent as a teacher not just with technological skills but also with pedagogical theories that focus instruction on the student with the teacher acting as a facilitator. I am excited about integrating these new strategies with my students next year.
In what ways has this course helped you to develop your own technology skills as a professional teacher?
At the beginning of the course, I was familiar with the Web 2.0 projects; although I was unfamiliar with that term, and I had not created all of the items on my own. During the class, I formed a solid foundation with these technological skills. Not only did I create a Podcast, Blog, and Wiki for this class, but I was also able to incorporate it in a summer enrichment camp. I feel as a teacher, especially a technology teacher, I am more aware of the tools available to me, but I am also competent in their functions and implementation.
In what ways have you deepened your knowledge of the teaching and learning process?
I must admit that I felt overwhelmed with teaching a new technology course this past year. I was not sure how to focus the classroom from teacher-centered learning to student-centered learning. I spent a lot of time giving instructions and felt that I was boring my students. This class helped me to see from the perspective of my students, the digital natives. I understand that the students need to have more control over the learning, and they will in turn take more interest in the project.
The videos and articles offered in the course opened my eyes to something that seems logical – students are different learners than they were years ago because of their exposure to technology. This is something I knew, but I was not sure how I could change my class to meet the needs of the students. The use of Web 2.0 tools as well as collaborative projects that stimulate students’ critical thinking will open up many doors to stimulate learning in my classroom.
In what ways have you changed your perspective from being teacher-centered to learner-centered?
I have often thought that student-centered learning should be increased in my classroom. I spent much of the class time lecturing in my history class while students took notes. When I made the switch from teaching history to teaching technology, I wanted to focus the classroom from me to the students. I knew that it was important, yet I was not sure how to implement that style of learning. I wrestled with how to initiate higher-level thinking projects while still having the time to teach students the basic skills needed to create those projects. The resources in this class have demonstrated that most students can figure out basic technology skills on their own, but they need the opportunity to use those skills critically. If I center the curriculum on their needs, the other information will come.
In what ways can you continue to expand your knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement?
One way I plan to continue expanding my knowledge is by continuing to pursue higher education. Walden’s graduate program offers up-to-date techniques and pedagogical insight that will increase my professionalism. In addition, I will continue to read the educational blogs from week 1’s assignment as well as the blogs of my classmates. Staying connected with other teachers and learning from their experiences is an invaluable way of increasing knowledge as an educator.
Set two long-tem goals (within two years) for transforming your classroom environment by which you may have to overcome institutional or systemic obstacles in order to achieve them. How do you plan to accomplish these goals?
My first goal to achieve with my students is integrating more analytical reading and thinking. I want to expose my students to more online articles and have them create their own ideas about what they read. The idea does not seem like a challenge, but many of my students’ reading levels as well as interest in reading are extremely low. Creating a class of analytical readers will take time and effort on both my part and theirs. I need to find articles that will interest them but that are also on their reading level and then build up as the year progresses.
My second goal is to collaborate with other classrooms in other states and countries. I want to incorporate video conferencing with programs such as Skype. Although I teach a technology course, the district is very strict on what sites are available for students, and they do not allow video streaming. However, the district has always understood when I have asked for leniency as long as I can prove the educational significance. I will present the idea to them and hopefully can have funds for webcams and the software downloaded to the student computers by the end of next year.
Refer to your checklist from Week 1. Have any of your answers changed after completing this course?
Because I am a technology teacher, my students use a form of technology in class everyday. However, I have not always used the technology in the most effective ways. After looking back over the Technology checklist from Week 1, I have made a few changes in my classroom procedures. Collaborative work has been my focus. I incorporated a group video project with my summer enrichment camp students. They had to plan and record a commercial, and then I assisted them with editing the film. Students were also encouraged to ask their neighbors for help or simply figure out problems themselves before I would come to their assistance. I wanted them to attempt to problem-solve and not to rely on my knowledge.
In Conclusion, I have earned a greater understanding of how to integrate technology in my classroom in an appropriate manner that will best benefit my students. I feel more competent as a teacher not just with technological skills but also with pedagogical theories that focus instruction on the student with the teacher acting as a facilitator. I am excited about integrating these new strategies with my students next year.
Thursday, June 3, 2010
0 Podcasting
I recently created my first podcast. It is based on the results of a technology usage survey I conducted with my 7th and 8th grade Summer Enrichment Camp students. Check it out here!
Wednesday, May 26, 2010
2 Taking the Classroom to the 21st Century!
As many educators know, the workplace and world around us are moving at a fast-pace. The 21st century has begun, and technology along with critical thinking, communicative work, and creativity are at the forefront. Unfortunately, school still lags way behind. Not only are funds for technology limited, but many of us are focusing on the necessary skills that our students need in today's competitive job market.
Knowing the problem exists and working on a solution to the problem are two different things. However, a coalition has formed to push 21st century skills into the classroom, The Partnership for 21st Century Skills (P21). Eleven states are listed on the website as agreeing to fuse the 3 R's of education with the new C's (critical thinking and problem solving, communication, collaboration, and creativity and innovation.)
This partnership seems like a great starting point for schools to begin implementing new strategies to teach these concepts. Just glancing at the founding organizations, lead me to believe that P21 is a legitimate organization. Apple, Dell, and Microsoft along with several others are all in on the initiative, which should only stand them to gain by having better qualified employees in the future.
But what does this mean for us as educators? It means we have to step up, put aside excuses, and start doing what is necessary to equip our students. No longer can we depend on rote memorization skills. We have to step away from the textbooks and worksheets and delve into critical thinking and reasoning skills. We have to focus on collaborative and creative work. It means that answers may not be black and white or easy to grade. It might put more work on us at first. But it will be more work for the students as well. The students are also going to have to put in the work and effort. However, we may find that the students are more attentive during our lessons. The students may be more motivated if they feel they have a personal interest in the project. But regardless, our students are going to be better prepared for the workforce, and that is the only thing we should be concerned about.
Knowing the problem exists and working on a solution to the problem are two different things. However, a coalition has formed to push 21st century skills into the classroom, The Partnership for 21st Century Skills (P21). Eleven states are listed on the website as agreeing to fuse the 3 R's of education with the new C's (critical thinking and problem solving, communication, collaboration, and creativity and innovation.)
This partnership seems like a great starting point for schools to begin implementing new strategies to teach these concepts. Just glancing at the founding organizations, lead me to believe that P21 is a legitimate organization. Apple, Dell, and Microsoft along with several others are all in on the initiative, which should only stand them to gain by having better qualified employees in the future.
But what does this mean for us as educators? It means we have to step up, put aside excuses, and start doing what is necessary to equip our students. No longer can we depend on rote memorization skills. We have to step away from the textbooks and worksheets and delve into critical thinking and reasoning skills. We have to focus on collaborative and creative work. It means that answers may not be black and white or easy to grade. It might put more work on us at first. But it will be more work for the students as well. The students are also going to have to put in the work and effort. However, we may find that the students are more attentive during our lessons. The students may be more motivated if they feel they have a personal interest in the project. But regardless, our students are going to be better prepared for the workforce, and that is the only thing we should be concerned about.
Wednesday, May 12, 2010
5 Using Blogs
I am a 7th grade technology teacher. My curriculum includes a basic introduction to computers and the Internet, keyboarding skills, and Microsoft Word and PowerPoint, along with leadership skills and career pathways. One of the numerous competencies I am to teach is the use of blogs. How better to show them how they work than allowing them to create their own!
There are numerous topics taught in the class that the students could use as starting points for their blogs. They could read articles about the latest technology trends or ethical issues such as piracy or cyperstalking. Also, students could discuss their ideas about to how to be a good leader or what careers they may want to pursue.
Not only would students be learning content material through a hands on activity, but blogging bleeds across curriculum. Blogs allow students to enhance reading, writing, and critical thinking skills. In my class, it seems the possibilities for blogs are endless!
There are numerous topics taught in the class that the students could use as starting points for their blogs. They could read articles about the latest technology trends or ethical issues such as piracy or cyperstalking. Also, students could discuss their ideas about to how to be a good leader or what careers they may want to pursue.
Not only would students be learning content material through a hands on activity, but blogging bleeds across curriculum. Blogs allow students to enhance reading, writing, and critical thinking skills. In my class, it seems the possibilities for blogs are endless!
Friday, May 7, 2010
2 Welcome!
This is not my first time in the blogosphere, but this is my first post on my "educational" blog. As a first year technology teacher and a Graduate student in an ITC (intergrating technology) program, I am going to focus on the educational side of technology.
For those of you who do not know me, I am a fourth year teacher in the Mississippi Delta. At the beginning of the school year, I switched from teaching 7th grade history to 7th grade computer technology. It has been a new challenge for me, but I am thoroughly enjoying the transition and the ability to work with one of my hobbies everyday!
For those of you who do not know me, I am a fourth year teacher in the Mississippi Delta. At the beginning of the school year, I switched from teaching 7th grade history to 7th grade computer technology. It has been a new challenge for me, but I am thoroughly enjoying the transition and the ability to work with one of my hobbies everyday!
Subscribe to:
Posts (Atom)
