Final Reflection

Looking back on my personal theory of learning from week one in this course has really opened my eyes to what this course has taught me.  This course has deepened my knowledge and understanding of learning theory and the use of educational technologies in many ways.  My students will have more hands on experiences and be active in the learning process as well as utilizing technology as a learning tool more rather than an instructional tool all the time.  By taking this course I have a better understanding of what the different learning theories are and how to utilize the information to make my instruction stronger for my students.

Before taking this course I thought the best way in teaching kindergarteners the different technology tools was by using technology as an instructional tool most of the time verses a learning tool.  One of the technology tools I used was power points and even then I was not using it correctly or effectively.  After teaching students how to use a voice thread, I realized that my students were very much engaged and became very exciting about creating something new.  The process of teaching a voice thread and having them create their own turned out to be a rewarding and successful experience.  So as for now, the adjustments I will be making in my class would be to utilize both technology as an instructional tool and a learning tool in order to shape my students learning and engage them with real world knowledge.  Two technology tools that I will be using with my students are voice threads and webspiration.  Voice threads will allow students time to collaborate and share thoughts, comments, and feedback with one another.  Webspiration will be a great way to increase knowledge by brainstorm ideas and creating maps for vocabulary, flow charts, and so much more.  These two tools will support and enhance my students learning while engaging them in with new knoweldge.  As a result of this course I have expanded my repertoire with instructional skills that I am able to put to use and can refer to for future reference.

Two long term goals changes I will be making to my instructional practice regarding integrating technology is to use at least two (if not more) technology tools in my classroom and keep up to date on new information about technology.  In an effort to build students knowledge and understanding on how the technology tools available, students need to utilize them.  As an educator I feel it is very important to get the latest information about technology that is available, in order to educate my students successfully on the changes that are constantly being made.  A strategy for achieving these goals is to work on them one day at a time.  In order to be successful I feel I need to use the goals that I have set for my self and make changes as needed.

Students in Line

http://voicethread.com/share/1522607/

Short cutting in Line

Connectivism and Social Learning in Practice

"Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action."
                                               -Albert Bandura, Social Learning Theory, 1977

“As the idea of cooperative learning revolves around the concept of students interacting with each other for a common purpose in learning” (Pitler, Hubbell, Kuhn, & Malenoski, 2007 pg152).  Social learning theory is when, “Students actively engaged in construction artifacts and conversations with others” (Laureate Education, Inc., 2010).  The relationship between cooperative learning and social learning theory is students are actively working together to gain understanding and knowledge about content.  “When students work in cooperative groups, they make sense of, or construct meaning for, new knowledge by interacting with others” (Pitler, Hubbell, Kuhn, & Malenoski, 2007 pg139). 

“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, Hubbell, Kuhn, & Malenoski, 2007 pg140).  Different technology tools can be set up in the classroom and extended outside of the classroom as well.  “Web resources facilitates powerful collaboration at any time of day and from any geographical location” (Pitler, Hubbell, Kuhn, & Malenoski, 2007 pg154).  Students are able to work on activities or create projects with other students they have never met using different technology tools.  “Now more than ever, technology allows students to collaborate on projects without the constraints of time or geography” (Pitler, Hubbell, Kuhn, & Malenoski, 2007 pg153).

In my Kindergarten classroom I have set up small cooperative groups for my math intervention students to work in, most of these students are struggling to obtain number sense.  I have several small groups working on different tasks. One particular group of students are working on ordering numbers 1-20.  As I watch these students I notice that they are all participating to help one another.  Some students are still struggling with the number six and number nine, which is very common for five and six year olds to do.  I see a child who I would call more of the observer step up when the number nine is put in place of the number six and address the issue.  “One of the really best ways of learning content is to teach it” (Laureate Education, Inc., 2010).  The other students immediately let that child make the change and continue putting numbers in order.  Working in these small groups not only benefits the child being taught but the child teaching the information as well.  “Teaching others helps the learner develop a deeper understanding of the content” (Laureate Education, Inc., 2010).  To see students at such young ages teaching one another content is very pleasing and rewarding.

URL:

Why use Cooperative Learning?

Elements of Cooperative Learning
Class Activities that use Cooperative Learning

http://edtech.kennesaw.edu/intech/cooperativelearning.htm

Daily Dose of the Web:  http://internet4classrooms.com/daily_dose.htm

Reference:

Laureate Education, Inc. (Executive Producer). (2010). Program eight. Social learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

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

Constructivism in Practice

The most important moment in a child’s education is when he connects with something that will engage his interest and encourage further exploration.
—Howard Gardner, Address at Brigham Young University, March 1998

To understand constructivist and constructionist you first have to know the meaning of each.  Constructivism as Dr. Orey puts it is, “A theory of knowledge stating that each individual activity constructs his/her own meaning” (Laureate Education, Inc., 2010).  As for constructionism Dr. Orey states its, “A theory of learning that states people learn best when they build an external artifact or something they can share with others” (Laureate Education, Inc., 2010).  Project based instruction correlates with the principles of constructivist/ constructionist in many ways such as allowing students to construct their own ideas of learning.  For example, “Constructionism is when students are engaged in learning and the process of creating artifacts” (Laureate Education, Inc., 2010).  With project based learning you are engaging students with authentic learning activities by connecting student’s interest and motivation.  Dr Michael Orey states, “If your students are engaged in creating something even if their writing a word processing document their engaged in creating something and whatever tool you choose to use if the students are the people creating it that’s constructionism” (Laureate Education, Inc., 2010).

“A teacher who incorporates technology greatly expands the pool of resources, means of instructional presentations and support, and modes of product creation available to students, and is thus better equipped to meet varying student needs” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 219).  Kindergarteners show a great amount of interest and motivation when they are allowed to use or play on the computer.  With that being said, I believe by incorporating technology into my classroom and allowing my students to build something whatever that may be, they are making the most of the constructionism approach.

Construction Activities:

http://www.innovativelearning.com/educational_psychology/constructivism/activities.html

Project, Problem, and Inquiry-based Learning: http://eduscapes.com/tap/topic43.htm

Reference:

Laureate Education, Inc. (Executive Producer). (2010). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

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

Using Cognitive Tools to Enhance Learning Experiences

Growing up I always thought of myself as being a visual learner.  I thought of a visual learner as being the hardest person to teach because things didn’t come easy for me.  I remember the teacher’s explaining an assignment or activity and not really being able to process the information.  This was very disturbing for me and I always thought there was something wrong with me.  The fact is, you could not tell me how to do something but, instead you had to show me.  I always thought, when I become a teacher I will make sure my visual learners know what they are learning and doing before just assigning an assignment.  The idea here is not to teach one way but instead teach to all students.  Cognitive learning is the product of listening, watching, touching or experiencing.  If we select one over the other in terms of what to teach, we are leaving so many students behind and that is not what we as educators should be doing.    

The instructional strategies that I explored this week correlate with the principles of cognitive learning theory in many ways.  “The instructional strategy cues, questions, and advance organizers focuses on enhancing students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Malenoski, 2007 p73).  Cues are direct and given by the teacher.  Questions are targeting prior knowledge.  Advanced organizers are given before an assignment to help understand content.  “The instructional strategy summarizing and note taking focuses on enhancing students’ ability to synthesize information and distill it into a concise new form” (Pitler, Hubbell, Kuhn, & Malenoski, 2007 p119).  Students are doing that by utilizing the resources they have and building on skills.  The cognitive learning theory is connected because the information is modeled using technology and later put to use by students.      

These instructional strategies will help me teach for understanding by allowing my students the opportunity to learn the way they do whether it’s auditory, visual or kinesthetic.  “The technology, in turn, provides you with editable visual aids and multimedia resources that appeal to a number of learning styles” (Pitler, Hubbell, Kuhn, & Malenoski, 2007 p79).  Technology will be integrated into my classroom so that my students get the best education they can receive.   “One of the powerful things we could do from a cognitive theory perspective is we could create a rich experience and this rich experience could be the foundational experience in this network of ideas that a child could have when their learning a content” (Laureate Education, Inc., 2010).  I will teach my students how to process and remember information with the help of the web tools that are available.  “For many students, multimedia is very effective because it helps them both activate prior knowledge and develop a mental model to help them understand new information” (Pitler, Hubbell, Kuhn, & Malenoski, 2007 p82).   

     

Reference:

Laureate Education, Inc. (Executive Producer). (2010). Program six. Spotlight on technology: Virtual field trips [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

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

Learning Styles URL:

http://www.learningrx.com/types-of-learning-styles-faq.htm

Reflecting on some strategies that relate to behaviorist learning theory

I believe the two instructional strategy of reinforcing effort and homework and practice are related to behaviorist theory in many ways.  “The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, Hubbell, Kuhn, & Malenoskil, 2007 p155).  Students are in control of the effort that they apply to a task or any given assignment, however; when the effort they apply is very minimal or lacking, reinforcing the effort is required.  “Reinforcement is the cardinal motivator.  Positive reinforcers like rewards and successes are preferable to negative events like punishments and failures” (Smith, K. 1999).  In order for students to realize how important effort is a relationship between effort and achievement needs to be made.  If students know they will not receive the maximum points because of their lack of effort, they will increase the amount of effort to maximize their achievement.  

Giving students a chance to practice what they learned at school with homework materials is a great way of extending the school day.  “Having students practice a skill or concept enhances their ability to reach the expected level of proficiency.  Multiple exposures to material help students deepen their understanding of content and become proficient with skills” (Pitler, Hubbell, Kuhn, & Malenoskil, 2007 p188).  A higher level of achievement is obtained when students are given extra practice that they can apply and review.  “Behaviorist techniques have long been employed in education to promote behavior that is desirable and discourage that which is not” (Smith, K. 1999).  For those students that do not take advantage of the extra practice at home the consequence is not obtaining a higher level of proficiency.  Students then make the connection and try harder for the better grade and the behavior is rewarded. 

For more information on the two strategies I talked about please visit the following websites.  For homework and practice http://www.netc.org/focus/strategies/home.php and for reinforcing effort http://www.netc.org/focus/strategies/rein.php

Reference:

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

Reflection

This course has helped me develop my own technology skills as a professional teacher by allowing me to utilize something that I would probably not if I was left to do it alone.  I have learned so much about blogs, wikis, and podcasts that I would not have otherwise.  I have deepened my knowledge of the teaching and learning process in many ways.  Learning so much from this course about the web 2.0 tools and what they can do for me as a teacher and for my students is remarkable.  Students will not only be learning inside the classroom but outside as well because learning does not stop when the school day is over.  Educating students on blogs, wikis, and podcasts will allow students more knowledge for their future in the real world.  I have been able to change my perspective from being teacher-centered to learner-centered because teaching is not done by the teacher only.  It is not suppose to be a lecturing process either, however; effectively modeling and allowing students to guide the teaching process is what it should look like.  To increase student achievement with technology being the aim, I will continue to expand my knowledge of learning by educating myself with the upcoming 2.0 tools that are available so that I can effectively teach my students.  I believe that when I increase my knowledge my students will also get the benefits and be successful with the new web 2.0 tools.  Unfortunately there are a lot of students that don’t have the technology at home to make use of so by guiding my students in class and allowing them an experience with technology that perhaps they might not get otherwise.  For students that have access this increases there learning outside the classroom and allows them the opportunity to work and communicate with millions of others world wide.  I will continue to learn new things and am excited and willing to utilize the new information to benefit my student’s futures.  Two long term goals that I have set for myself are, integrating technology into my lessons and teaching my students about podcasting, blogs, or wikis (just one to start with).  I plan to accomplish these goals by making notes to myself about the students needs and what is important to them and what they will get from these lessons.  I also plan to utilize blogs, wikis, and podcasts so that I can teach it to my students as well and getting other teachers on board so we can work together making it beneficial to all students as well as teachers.  Yes, some of my answers have changed from week one’s checklist.  This course I have learned so much about blogs, wikis, and podcasts that I did not know about starting this course.  Now that I have had the chance to experience these things and learn more about them by utilizing them, I believe my students will be able to learn some exciting things that can be utilized inside and outside the classroom.

Exploring the Partnership for the 21st Century Skills

If you haven’t already please take a look at the Partnership for 21^st Century Skills website located at Partnership for 21st Century Skills.  This site has useful information regarding skills, knowledge and expertise our students should master in order to succeed in the working world as we know it today.  I have found valuable information including what the 21^st Century Skills look like, guidelines for teachers to follow when planning professional development as well as videos that have really brought this framework to life for me.

Some of the information on the site that helped me develop a new understanding of the issues surrounding the 21^st Century skills were the articles because, they had so much information that helped me understand what this framework is, and could do if we were all on board.  I like the fact that the 21^st Century Skills is real, rigorous, and rewarding for all that take a part in it.  It doesn’t just stop when you graduate high school this is information and knowledge that is linked to learning a career that you pick and can take with you.  Also to support what it could do were the videos which I felt, were a big part as well.

For me as a contemporary educator I feel that if educating my students the 21^st Century Skills way will help the attendance issues that we have state wide and decrease the drop out rates that we face each year this is what I would want to be teaching.  If we can engage our students with new approaches to career and technical education to benefit them for their future why are there only 15 out of 50 states on board and mine is NOT one?  The students that take part in the 21^st Century Skills are better prepared to succeed in today’s real world than those that do not get the chance to.

Blogs in My Classroom

As a Kindergarten teacher my idea of utilizing blogs in my classroom is by starting small, getting students more involved with the internet.  How I would do this is by showing off my work and the things that are possible by using blogs.  I would also display student work and talk about how to get work displayed this would be a great way for me to discuss the rubric for what Kindergarten work looks like.  The content areas that I would really like to display would be writing and science, in the future however; I might add more.  The purpose of the blog would be to build student knowledge on technology and how utilizing the resources we have in our classroom can benefit us in so many ways.  Although it is not a place for student interaction about content, it is a place to showcase student work as well as sharing with the community.  Using a blog will enhance the lesson by allowing me to access information such as saved student work, activities, online articles, photos, links and sites that might not be readily available in my classroom.  My rationale as to why a blog is a good tool for the instructional context is because students need to be more aware that books and tools in the classroom is not the only means of learning in today’s society.  Allowing them to see how blogs work at such a young age will hopefully inspire them to want to learn more and to get more involved with learning.