In this week’s learning resources we explored one strategy for social learning called cooperative learning. In Pitler, Hubbell, Kuhn, and Malenoski’s book, they provide many examples of social networking and collaboration tools that correlate to this strategy and social learning theories in general. Dr. Michael Orey states that “collaborative and cooperative learning are when kids are working together to construct an artifact and everyone in the group is responsible for the work” (Laureate 2009).
There are many types of multimedia in which students can create. A video is an excellent way for students to demonstrate their understanding and apply what they have learned. Along with multimedia there are a vast amount of web resources available to teachers and students. Web 2.0, also called the “Read Write Web” has made it possible for teachers and students to create and share their artifacts with others around the world. This form of cooperative learning shows just how education has become more global than ever. In addition to web resources there is communication software that enables students to share their ideas with others. Blogs and wikis allow students to post their work, share it, and comment on others work. A wiki is an online collaboration tool that facilitates the working together of students to create projects and artifacts.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Program 8. Social Learning Theory. [Educational video]. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, March 31, 2010
Wednesday, March 24, 2010
In this week’s learning resources we explored the strategy of “Generating and Testing Hypotheses” (Pitler et al, 2007). The core tools for implementing this practice contain an overriding technology component. Traditionally, this concept is considered scientific in nature; however, it can be applied in many other subjects not related to science. Generating and testing a hypothesis can be accomplished using six different tasks. They are systems analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making. Many, if not all, of these tasks relate to constructivist/constructionist learning theory. In each instance students have the opportunity to create an artifact of some kind that builds upon their knowledge and strengthens their comprehension of the concepts.
There are several technologies that relate to the concept of generating and testing hypotheses and make this strategy more engaging for students. Spreadsheet software enables students to gather, organize, and analyze data and then draw conclusions based upon their findings. The artifact that is created provides a tool for students to learn the content the curriculum entails. Data collection tools use inquiry as a means of learning. They “enable students to see the bigger picture and recognize patterns (in data)” (Pitler et al p. 210, 2007). Web resources and gaming software allow students to put themselves in real-world situations that might not be possible to achieve otherwise due to financial or impractical reasons. These include virtual simulations, multiplayer strategy games, and online role playing games.
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
There are several technologies that relate to the concept of generating and testing hypotheses and make this strategy more engaging for students. Spreadsheet software enables students to gather, organize, and analyze data and then draw conclusions based upon their findings. The artifact that is created provides a tool for students to learn the content the curriculum entails. Data collection tools use inquiry as a means of learning. They “enable students to see the bigger picture and recognize patterns (in data)” (Pitler et al p. 210, 2007). Web resources and gaming software allow students to put themselves in real-world situations that might not be possible to achieve otherwise due to financial or impractical reasons. These include virtual simulations, multiplayer strategy games, and online role playing games.
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Sunday, March 21, 2010
Cognitivism in Practice
After reading the sections “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking”, I noticed some correlations between these strategies and cognitive learning theory. According to Dr. Michael Orey, technology such as word processing, spreadsheet, and organizing software can be used effectively by “integrating multiple senses in presentations (which) improve learning” (Laureate 2009). Pintler, Hubbell, Kuhn, and Malenoski mention specific benefits of these types of software in their book, Using Technology with Classroom Instruction that Works. Word processing programs have the capability to create charts and tables for note taking as well as data organization. Spreadsheets can also be used to organize data and greatly decreases the amount of time taken to create them due to the multitude of calculations that the program does for them. Organizing and brainstorming programs allow students and teachers to organize their ideas and put them in a visually appealing array that promotes processing of information.
All of the above mentioned tools employ cognitive learning theory. Dr. Orey believes that short-term memory and working memory are most important in classroom practices and they provide a bridge to long-term memory which is the location educators ultimately want information to reach. These technology tools also relate to Paivio’s Dual Coding Hypothesis which Dr. Orey states in this fashion: “People remember images better than they can remember just text” (Laureate 2009). Spreadsheets, concept maps, and word processing all have the capability of incorporating visual images in the products students create. These images then help to imprint information in their short-term and working memory which is eventually transferred into their long-term memory.
References:
Laureate Education, Inc. (Executive Producer). (2009). Program 5. Cognitive Learning Theories. [Educational video]. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
All of the above mentioned tools employ cognitive learning theory. Dr. Orey believes that short-term memory and working memory are most important in classroom practices and they provide a bridge to long-term memory which is the location educators ultimately want information to reach. These technology tools also relate to Paivio’s Dual Coding Hypothesis which Dr. Orey states in this fashion: “People remember images better than they can remember just text” (Laureate 2009). Spreadsheets, concept maps, and word processing all have the capability of incorporating visual images in the products students create. These images then help to imprint information in their short-term and working memory which is eventually transferred into their long-term memory.
References:
Laureate Education, Inc. (Executive Producer). (2009). Program 5. Cognitive Learning Theories. [Educational video]. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, March 9, 2010
Behaviorism in Practice
In this week's learning resources we were introduced to two concepts for combining technology with behaviorist theories of learning. In the book, "Using Technology with Classroom Instruction that Works", we learned about two strategies, "Reinforcing Effort" and "Homework and Practice". Both of these ideas use the behaviorist notions of reinforcement, rewards, and consequences. For example, the chapter on reinforcing effort provides several activities that use technology to reinforce good behavior. Spreadsheets programs can be used to help students track the relationship between effort and success. They soon realize that the amount of success they achieve is proportional to the amount of effort they put forth.
Another activity demonstrated the usefulness of homework and practice. Homework assignments should be given to reinforce what was learned in class. They should be used for practice and students should be given appropriate feedback. This relates to behaviorist theory because it accentuates positive results while trying to eliminate less desirable results. When a student is given specific feedback on their work, they will know exactly what they have done correctly and what they need to do improve.
Similar to the previously mentioned spreadsheet activity, another example from the learning resources mentions an activity done by a physical education teacher and football coach. By having his team members track their workouts, they were able to see the progress they were making. They saw the amount of weight they were lifting, as well as their speed increase. this allowed their positive athletic behaviors to be reinforced while minimizing their negative results.
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Another activity demonstrated the usefulness of homework and practice. Homework assignments should be given to reinforce what was learned in class. They should be used for practice and students should be given appropriate feedback. This relates to behaviorist theory because it accentuates positive results while trying to eliminate less desirable results. When a student is given specific feedback on their work, they will know exactly what they have done correctly and what they need to do improve.
Similar to the previously mentioned spreadsheet activity, another example from the learning resources mentions an activity done by a physical education teacher and football coach. By having his team members track their workouts, they were able to see the progress they were making. They saw the amount of weight they were lifting, as well as their speed increase. this allowed their positive athletic behaviors to be reinforced while minimizing their negative results.
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Sunday, December 27, 2009
Reflection on the Impact of Technology on Society
As I reflect on the past eight weeks of study in this Walden University course, the impact of technology on the many facets of society is apparent. I have read through and viewed numerous resources provided through the course materials and have gained a better understanding of how to integrate technology in my own classroom using balanced literacy. According to an article by Zach Miners and Angela Pascopella, balanced literacy is a classroom approach “that incorporates traditional print media, electronic media, and everything in between” (Miners and Pascopella 2007). This course has been one more step down the path toward earning my Master’s Degree in technology integration, achieving balanced literacy, and developing students’ 21st century skills in my classroom.
In order for me to use technology effectively to enhance student learning, I must first develop my own technology skills. This course has introduced me to unfamiliar technology as well helped me gain a deeper understanding of technology I am familiar with. Over the past eight weeks I have been exposed to blogs, wikis, podcasts, and other “learning objects...that can be used to illustrate, support, supplement, or assess student learning” (Cramer 2007). Blogs are a tool that I am already familiar with and use in my class as a means of communication. After this course, I know of more meaningful ways to use them to guide and assess instruction. Wikis were unfamiliar to me before this course. By collaborating with my colleagues on constructing our own wiki, I now have the knowledge to introduce them to my students. In addition to these tools I also now know how to create a podcast and publish it on the Internet. All of these web tools are excellent ways for students to publish their works and collaborate with their peers.
The next step I will take in expanding my technology awareness is to continue earning my Master’s Degree. I will also participate in as many professional development courses in which I am able to enroll. I will urge my administrator and colleagues to push for more district-sponsored training in the area of technology integration. I must continually “find ways to incorporate…the information and knowledge that…students acquire outside class in their digital lives” (Prensky 2006). I must understand that the gadgets and gizmos that students use in their personal lives can be used to enrich their academic lives as well.
There are two goals that I would like to achieve in less than two years. These goals involve the transformation of my classroom into a “collaborative space where student-centered knowledge development and risk taking are accepted as the norm and where an ecology of learning develops and thrives” (Nussbaum-Beach 2008). First, I want each of my students to have their own blog where they can share their thinking and works with other students. To achieve this I must introduce blogging to them early in the school year and ensure that they have a firm grasp of its uses. I must also be vigilant in evaluating their progress and participation. Then, I will consistently conduct lessons that incorporate their blogs in the final product. My second goal is to teach my students how to create their own podcasts and publish them on the Internet. To accomplish this I will have the students brainstorm real world problems that affect their lives and then create solutions to these problems. Using all of the data and research they have collected they will create a video podcast similar to a news report. In order to achieve the two goals I have set for myself I must also increase the amount of technology in my classroom. To attain this I will request the school’s computer lab as often as possible to ensure that my students have access to the resources they need to complete their projects.
References:
Cramer, S. (2007). Update your classroom with learning objects and twenty-first century skills. Clearing House, 80(3), 126–132.
Miners, Z., & Pascopella, A. (2007). The new literacies. District Administration, 43(10), 26–34.
Nussbaum-Beach, S. (2008). No limits. Technology & Learning, 28(7), 14–18. Retrieved from http://www.techlearning.com/article/8466.
Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4), 8–13.
In order for me to use technology effectively to enhance student learning, I must first develop my own technology skills. This course has introduced me to unfamiliar technology as well helped me gain a deeper understanding of technology I am familiar with. Over the past eight weeks I have been exposed to blogs, wikis, podcasts, and other “learning objects...that can be used to illustrate, support, supplement, or assess student learning” (Cramer 2007). Blogs are a tool that I am already familiar with and use in my class as a means of communication. After this course, I know of more meaningful ways to use them to guide and assess instruction. Wikis were unfamiliar to me before this course. By collaborating with my colleagues on constructing our own wiki, I now have the knowledge to introduce them to my students. In addition to these tools I also now know how to create a podcast and publish it on the Internet. All of these web tools are excellent ways for students to publish their works and collaborate with their peers.
The next step I will take in expanding my technology awareness is to continue earning my Master’s Degree. I will also participate in as many professional development courses in which I am able to enroll. I will urge my administrator and colleagues to push for more district-sponsored training in the area of technology integration. I must continually “find ways to incorporate…the information and knowledge that…students acquire outside class in their digital lives” (Prensky 2006). I must understand that the gadgets and gizmos that students use in their personal lives can be used to enrich their academic lives as well.
There are two goals that I would like to achieve in less than two years. These goals involve the transformation of my classroom into a “collaborative space where student-centered knowledge development and risk taking are accepted as the norm and where an ecology of learning develops and thrives” (Nussbaum-Beach 2008). First, I want each of my students to have their own blog where they can share their thinking and works with other students. To achieve this I must introduce blogging to them early in the school year and ensure that they have a firm grasp of its uses. I must also be vigilant in evaluating their progress and participation. Then, I will consistently conduct lessons that incorporate their blogs in the final product. My second goal is to teach my students how to create their own podcasts and publish them on the Internet. To accomplish this I will have the students brainstorm real world problems that affect their lives and then create solutions to these problems. Using all of the data and research they have collected they will create a video podcast similar to a news report. In order to achieve the two goals I have set for myself I must also increase the amount of technology in my classroom. To attain this I will request the school’s computer lab as often as possible to ensure that my students have access to the resources they need to complete their projects.
References:
Cramer, S. (2007). Update your classroom with learning objects and twenty-first century skills. Clearing House, 80(3), 126–132.
Miners, Z., & Pascopella, A. (2007). The new literacies. District Administration, 43(10), 26–34.
Nussbaum-Beach, S. (2008). No limits. Technology & Learning, 28(7), 14–18. Retrieved from http://www.techlearning.com/article/8466.
Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4), 8–13.
Sunday, November 29, 2009
Evaluating 21st Century Skills
The Partnership for 21st Century Skills, or P21, is an organization that promotes integrating technology into schools in order to prepare students for the "new literacies" that are becoming more prevalent in society (Miners and Pascopella 2007). This group sponsors a website of the same name that contains many resources for educators to use as they develop their technology integration skills for their own classrooms.
My initial reaction to the website was that it was neatly organized and visually appealing. It was very simple to navigate around the site and find what you are looking for. It was also excellent to see all of the tools and resources available to educators. I also found it pleasing to peruse the “In the News” section with the latest announcements regarding the progress of the partnership’s initiatives. I believe this website’s ease of use and visual appeal makes it one of the more exceptional education-related websites I have visited.
There were several pieces of information on the site that surprised me, but one item in particular. When I noticed the list of states that are considered “P21 Leadership States”, I noticed that my own state was not listed. I found this disturbing because I believe that my state needs to pay extra attention to 21st century skills. Montana is a very rural state with a total population under 1,000,000. Many of the students who graduate from high school will leave the state to go to college. In addition, many college students will leave the state upon graduation. If they leave the state unprepared for the workplace of the future, they will be left behind by their peers. “Students will spend their adult lives in a multitasking, multifaceted, technology-driven, diverse, vibrant world – and they must arrive equipped to do so” (Partnership for 21st Century Skills n.d.).
I found very little to disagree with on the P21 website. However, I was troubled to learn of the founding organizations of this website. Almost all of these organizations are based in technology. These companies have a tremendous stake in the future of technology integration in the classroom. They make their money from school districts and other companies who purchase their products, therefore it is imperative for them to make sure that as much technology as possible is used in the classroom. This makes me slightly uneasy because it produces a conflict of interest of sorts. How do we know if these companies are true proponents of education of merely thinking about their bottom line?
There are serious implications to our society if we do not begin to incorporate the initiatives of P21 in our schools. The workplace of the future will require certain skills such as “information literacy, critical thinking, communication skills, problem solving, and information technology skills” (Laureate 2008). The 21st century skill levels of future workers will be “a critical factor in the generation of national wealth” (Bates and Phelan 2002). Many of the occupations that have historically provided the most jobs are on the decline. In addition, the occupations that are on the rise are those in technology related fields that require many of the skills mentioned previously. If students of today are not gaining the skills necessary to be successful in the future, they will struggle to find jobs that will enable them to support a family and create personal wealth. (Levy and Murnane 2004).
The Partnership for 21st Century Skills is a valuable organization that will keep putting pressure on states to realize the importance of technology in the classroom. Many states have already dedicated resources to this cause, but many more have not. It is up to educators and friends of education to join with P21 in the fight for a change in thinking regarding educational philosophy. The status quo is no longer acceptable if we as a nation want to compete with the rest of the world in the workplace of the future.
References:
Bates, R., & Phelan, K. (2002). Characteristics of a globally competitive workforce. Advances in Developing Human Resources, 4(2), 121
Laureate Education, Inc. (Producer). 2008. Skills for the 21st Century [Motion picture]. Understanding the Impact of Technology on Education, Work, and Society. Baltimore: Author.
Levy, F., & Murnane, R. (2006). Why the changing American economy calls for twenty-first century learning: Answers to educators' questions. New Directions for Youth Development, 2006(110), 53–62.
Miners, Z., & Pascopella, A. (2007). The new literacies. District Administration, 43(10), 26–34.
Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/downloads/P21_Report.pdf
My initial reaction to the website was that it was neatly organized and visually appealing. It was very simple to navigate around the site and find what you are looking for. It was also excellent to see all of the tools and resources available to educators. I also found it pleasing to peruse the “In the News” section with the latest announcements regarding the progress of the partnership’s initiatives. I believe this website’s ease of use and visual appeal makes it one of the more exceptional education-related websites I have visited.
There were several pieces of information on the site that surprised me, but one item in particular. When I noticed the list of states that are considered “P21 Leadership States”, I noticed that my own state was not listed. I found this disturbing because I believe that my state needs to pay extra attention to 21st century skills. Montana is a very rural state with a total population under 1,000,000. Many of the students who graduate from high school will leave the state to go to college. In addition, many college students will leave the state upon graduation. If they leave the state unprepared for the workplace of the future, they will be left behind by their peers. “Students will spend their adult lives in a multitasking, multifaceted, technology-driven, diverse, vibrant world – and they must arrive equipped to do so” (Partnership for 21st Century Skills n.d.).
I found very little to disagree with on the P21 website. However, I was troubled to learn of the founding organizations of this website. Almost all of these organizations are based in technology. These companies have a tremendous stake in the future of technology integration in the classroom. They make their money from school districts and other companies who purchase their products, therefore it is imperative for them to make sure that as much technology as possible is used in the classroom. This makes me slightly uneasy because it produces a conflict of interest of sorts. How do we know if these companies are true proponents of education of merely thinking about their bottom line?
There are serious implications to our society if we do not begin to incorporate the initiatives of P21 in our schools. The workplace of the future will require certain skills such as “information literacy, critical thinking, communication skills, problem solving, and information technology skills” (Laureate 2008). The 21st century skill levels of future workers will be “a critical factor in the generation of national wealth” (Bates and Phelan 2002). Many of the occupations that have historically provided the most jobs are on the decline. In addition, the occupations that are on the rise are those in technology related fields that require many of the skills mentioned previously. If students of today are not gaining the skills necessary to be successful in the future, they will struggle to find jobs that will enable them to support a family and create personal wealth. (Levy and Murnane 2004).
The Partnership for 21st Century Skills is a valuable organization that will keep putting pressure on states to realize the importance of technology in the classroom. Many states have already dedicated resources to this cause, but many more have not. It is up to educators and friends of education to join with P21 in the fight for a change in thinking regarding educational philosophy. The status quo is no longer acceptable if we as a nation want to compete with the rest of the world in the workplace of the future.
References:
Bates, R., & Phelan, K. (2002). Characteristics of a globally competitive workforce. Advances in Developing Human Resources, 4(2), 121
Laureate Education, Inc. (Producer). 2008. Skills for the 21st Century [Motion picture]. Understanding the Impact of Technology on Education, Work, and Society. Baltimore: Author.
Levy, F., & Murnane, R. (2006). Why the changing American economy calls for twenty-first century learning: Answers to educators' questions. New Directions for Youth Development, 2006(110), 53–62.
Miners, Z., & Pascopella, A. (2007). The new literacies. District Administration, 43(10), 26–34.
Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Wednesday, November 11, 2009
Ideas for using blogs in the classroom 11/11/09
One idea I have for using blogs in the classroom is for website evaluation. My lesson would involve giving the students a website address that they would visit. Using a predetermined rubric, they would assess different aspects of the website such as educational value, visual appeal, accuracy, and so on. Then the students would post their findings on a blog. The next step in the lesson would require the students to choose two of the websites their classmates evaluated and post their own comments about those websites.
According to Will Richardson, "the use of Weblogs can enhance the development of expertise in a particular subject." The ability to assess websites for their usefulness and value is an important skill that students need to acquire due to the increasing demand for research on the Internet. I believe by participating in this lesson students will be "creating a database of learning that she can continue to build on."
Richardson, W. (2006). Blogs, wiks, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
According to Will Richardson, "the use of Weblogs can enhance the development of expertise in a particular subject." The ability to assess websites for their usefulness and value is an important skill that students need to acquire due to the increasing demand for research on the Internet. I believe by participating in this lesson students will be "creating a database of learning that she can continue to build on."
Richardson, W. (2006). Blogs, wiks, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
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