EDUC 6711 Final Reflection

     As we began this course, I stated that my personal theory of learning centers on a student's emotions.  My belief was that the most important influence on a student's learning is how they feel each day in the classroom.  I still agree wholeheartedly with my original statements.  The most important thing you can do for your students is to give them a safe place to learn, try, fail, and try again.  This course has expanded my understanding of my own personal learning theory because I examined teaching practices that give students more autonomy and opportunity to take ownership of their learning.  Dr. Michael Orey stated that teachers can use technology as an instructional tool (teacher-centered, often used to present information).  Teachers can also use technology as a learning tool (student-centered, directly used by the students for learning) (Laureate, n.d.).  Using learning tools for themselves is a tremendous emotional boost for students because they are drawn in, engaged, and given respect when the impetus of learning is placed on their shoulders.

     I would like to make immediate adjustments to my classroom practice by allowing as much direct student use of learning tools as possible.  I could do this by flipping some lessons in order to minimize in-class lecture time.  Information given in a video lesson, to be watched at home as homework, is often shorter and more concise than in-class lectures which are interrupted by behavior issues, fire drills, and unrelated discussion.  By having students watch the lecture portion at home, I could use class time for hands-on activities, practice, or in-depth discussion.  I would also like to use more collaborative online tools with my students.  As they approach a future where online collaboration will be more and more important, we must prepare them for the "fast paced, virtual workplace" they will inhabit (Pitler, Hubbell, & Kuhn, 2012).  I can do this by giving them age-appropriate, content-driven online experiences in socially collaborative settings.  Tools such as Kidblog, wikis, Prezi, and Google docs are examples of technology I could use for this purpose.
   
     My repertoire of instructional skills has expanded as we studied each of the nine instructional strategies in depth.  Pitler, et al. documented these strategies as Setting Objectives/Providing Feedback, Reinforcing Effort/Providing Recognition, Cooperative Learning, Cues/Questions/Advance Organizers, Nonlinguistic Representations, Summarizing/Note Taking, Assigning Homework/Providing Practice, Identifying Similarities and Differences, and Generating/Testing Hypotheses (2012).  Each of these has many applications using technology.  It is the teacher's responsibility to choose wisely, using technology that enhances the lesson and allows students to do things they couldn't do otherwise.

     A long term goal for positive change in my classroom practice includes using nonlinguistic representation more in my teaching.  Orey stated that putting information in a Power Point and then reading the words to your students is the worst way to teach (n.d.).  I could improve my teaching by using pictures and videos, and explaining them with my words.  I could also teach students to do this when they are presenting.  I will prepare for this change by creating future slideshows differently, keeping this in mind.  I will create rubrics for student presentations differently as well.  I will explicitly teach this skill to students.

     Another long term goal for positive change in my classroom practice is to use technology to touch on many different intelligences.  Howard Gardner stated that there are eight primary intelligences.  They are musical–rhythmic, visual–spatial, verbal–linguistic, logical–mathematical, bodily–kinesthetic, interpersonal, intrapersonal, and naturalistic (Theory of Multiple Intelligences, n.d.).  I will implement this change by using images, audio, video, and physical activity in my lessons.  I will provide opportunities for students to experience each kind of learning, using technology when appropriate.  

References

Laureate Education (Producer). (n.d.). Technology: Instructional tool vs. learning tool [Video file].             

     Retrieved from https://class.waldenu.edu

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that 

     works (2^nd ed.). Alexandria, VA: ASCD.

Theory of multiple intelligences. (2014, November 12). Retrieved December 15, 2014, from 

     http://en.wikipedia.org/wiki/Theory_of_multiple_intelligences

Technology and Social Constructivism

     Vygotsky stated that "learning can be maximized through well-designed, intentional social interaction with others" (1978).  This is the heart of cooperative learning.  Students can be arranged in pairs or groups to work on a project.  This can take on many forms such as jigsaw learning, pair-share, or groups with divided responsibilities (Pitler, Hubbell, & Kuhn, 2012).

     Cooperative learning correlates well with social learning theory because "social constructivists believe that reality is constructed through human activity" (Orey, 2010).  It is the interaction between people that constructs their knowledge and alters their view of topics or issues that are addressed during their time together.  By working in pairs or groups, students begin to assimilate or accommodate new ideas and sort and re-sort existing schema to fit.  The social environment shapes their perception of reality.

     Teachers who provide opportunities for this type of learning may see increases in student engagement and dedication.  When students feel needed by their group, they are motivated to be present and engaged.  This makes it more likely for them to absorb the information in a meaningful way.

     Cooperative learning is a practical way to implement social learning theory by giving students ample opportunity to construct their knowledge through interaction with others.

References

Orey, M. (2010, January 1). Emerging Perspectives on Learning, Teaching, and Technology.

     Retrieved November 24, 2014, from

     http://www.textbookequity.org/oct/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that 

     works (2nd ed.). Alexandria, VA: ASCD.

Vygotsky, L.S. (1978).  Mind in Society: The Development of Higher Psychological Processes. 

     Cambridge, MA: Harvard University Press.

Voice Thread EDUC 6711 - Week 5

Visit this Voice Thread to leave a comment:
https://voicethread.com/share/6331889/

Technology and Constructivism

     Constructivism is a theory related to how the mind builds ideas.  It states that each learner builds new ideas in his/her mind.  These may look different from what other learners have built around the same idea.  Constructionism uses this concept in education: if a student has the opportunity to build something, the student will learn by experience about the targeted concepts (Laureate Education, n.d.).

     Generating and testing hypotheses are a natural part of hands-on, exploratory projects.  Students can use technology such as simulators, spreadsheets, and virtual building apps to formulate ideas, try them out, and revise the schema in their minds.  They can use the results to determine their next idea.  Repeated planning, experimentation, and reflection cause learning to occur, as students perceive patterns or evidence based on their experiences (Pitler, Hubbell, & Kuhn, 2012).

     Technology lends itself naturally to hands-on, constructivist learning.  It provides a variety of methods for students to create artifacts such as videos, online books, voice threads, web sites, and blog posts.  What makes each tool valuable is a teacher's insight into what type of project will stimulate disequilibration and lead to deeper thought, causing the learner to assimilate or accommodate new information (Laureate, n.d.).  This happens when students need to generate and test hypotheses during their research.

References:

Laureate Education (Producer). (n.d.). Constructionist and constructivist learning theories [Video 

     file]. Retrieved from https://class.waldenu.edu

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction 

     that works (2^nd ed.). Alexandria, VA: ASCD.

Concept Map and Virtual Field Trip

I used Popplet Lite on iPads with a class of third graders to create a concept map about the setting of Where the Red Fern Grows by Wilson Rawls.

We used video, photos, and Google Earth to visit the Ozarks.  We viewed homes similar to the one Billy's family owned.  We examined pictures of the Illinois River.  We explored the area between Billy's home and the city of Tahlequah, OK.

http://popplet.com/app/#/2178233

Technology and Cognitive Learning Theory

      Cognitive Learning Theory purports that the brain must be actively participating in the construction of knowledge in order to be able to easily retrieve it at a later time. As a part of this, experiential learning is a method in which students learn through engaging, hands-on experiences, reflection and/or altering of current knowledge, and reentering into the hands-on experience (Orey, 2010).  

     Cues and questions are explicit methods of bringing prior knowledge to the forefront of student thinking (Pitler, Hubbell, & Kuhn, 2012).  This sets students up to be ready for the construction of new knowledge as they proceed through the steps of experiential learning.  Advance organizers pique students' interest and give their thoughts clarity as study begins.

     Summarizing and Note Taking are ways for students to synthesize their knowledge.  This is an active process of reflecting on the information a student just gathered or received, and making sense of it within the prior knowledge already possessed.  When a student puts new information into his/her own words, it requires understanding of what has been learned.  Students must be carefully taught how to take notes and summarize in a way that builds their cognitive strength.  They must determine what was meaningful and important.

     Although I have not yet tried concept mapping with students, it seems to get at the very heart of comprehension and understanding.  Defining relationships between all important concepts in a text or activity would require higher level thinking skills (Novak & Canas, 2008).  

     All of these learning strategies and tools correlate well with Cognitive Learning Theory because they engage the mind in active reflection, synthesizing, and organization of knowledge.  These strategies will help me teach for understanding because they will draw my students into a deeper level of thinking while allowing me as the teacher to view their cognitive process through their use of these tools.

Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct 

     and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the 

     Institute for Human and Machine Cognition Web 

     site:http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

Orey, M. (2010, January 1). Emerging Perspectives on Learning, Teaching, and Technology.

Retrieved November 12, 2014, from

http://www.textbookequity.org/oct/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Pitler, H., Hubbell, E., & Kuhn, M. (2012). Using technology with classroom instruction that works 

            (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.

Technology and Behaviorism

     Behaviorism is concerned with observable, measurable outcomes and how they are affected by external stimuli (Orey, 2010).  Classroom strategies such as reinforcing effort, providing recognition, assigning homework, and providing practice are components of an effective classroom that rely on underlying behavioral theory to impact students.
     Reinforcing effort is, by its very nature, a behaviorist concept.  We reinforce behaviors that we wish to see continued.  Effort is a desirable behavior and is thus reinforced in the classroom.  The idea of using data collection tools for students to track their own effort based on measurable criteria such as frequency of practice is a great way to promote self-reflection and responsibility while helping students to understand the true correlation between effort and results (Pitler, Hubbel, & Kuhn 2012).
     Providing recognition is an example of a basic, external reward being presented in response to desired behavior.  Featuring student work on a class web site or blog is an example of giving students recognition for meeting a goal.
     Assigning homework is a good behavioral strategy if it is done correctly.  Rather than traditional practice such as re-reading notes or texts, a student will benefit from interactive practice such as quizzing, rehearsal, or self-assessment (Pitler Hubbel, & Kuhn 2012).  The key is to make sure there is feedback as the student is completing the homework.  Microsoft Word has components such as focused search capabilities, grade-level writing check, and spellcheck.
     Providing practice can give great behavioral reinforcement as well, if there is feedback.  Web sites such as Starfall and PBS Zoom can "teach students as they go" through the site.  Students are reinforced for correct answers.  Their responses are shaped as they practice.
     Behaviorism is used every day in classroom environments.  When using behaviorism to increase learning, a teacher must use care to select technology that truly reinforces the goals set for the learner.

References

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that 

     works (2^nd ed.). Alexandria, VA: ASCD.

Orey, M. (2010, January 1). Emerging Perspectives on Learning, Teaching, and Technology.

     Retrieved November 6, 2014, from

     http://www.textbookequity.org/oct/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

How has my first course changed me as a teacher and a learner?

I have now completed my first course toward my Certification in Technology Integration in the Classroom: “Understanding the Impact of Technology on Education, Work, and Society”.  I have gained much from this course and it has changed my view of how technology has impacted the classroom and will continue to do so. 

I have developed my own technology skills as a professional teacher by trying new media such as podcasts and wikis.  Because I have now experienced the use of these technologies, I am much more prepared to introduce them to students in the classroom.  This is a life skill when it comes to technology in education – I always need to be experimenting with new things that I would like to try with students. 

         The teaching and learning process is something a teacher studies throughout his/her entire career.  I have gained many insights about teaching and learning during this course.  Technology can play a major role in reshaping the classroom so that it can become a student-centered, collaborative environment for learning.  Nussbaum-Beach says that technology and the Internet are “about whole new ways to work and think and learn, to conduct your business and your life” (2008).  I see that technology connects students to a world of information, a community of peers and experts, and a platform from which to communicate.  None of those things were available in the same way just a few years ago.  This affects the teaching process because the information no longer comes solely from a textbook or a teacher.  Sources of information are limitless, and the most important skill is being a discerning researcher, even at a young age.  Teacher Jeff Houston remarks that “it is important for teachers to help guide [students] to an understanding of what is a good source.  Instead of telling them an answer, bring them through it” (Laureate, n.d.).  Training students to be savvy Internet readers gives them the lifelong tools they will need for learning.

         Learning occurs differently when a student’s audience is much more broad than one classroom and one teacher.  Being able to share and learn from peers outside the classroom changes the learning and teaching process in extraordinary ways.  Students are motivated to produce quality work and to carefully consider what information is being published.  They must learn and practice proper online etiquette when responding to what others have posted.  They truly have a voice.

         As a classroom teacher, it is easier to prepare lessons that are teacher centered.  This involves planning what the teacher will talk about or show, and what the students will do to prove they mastered the skill.  Student-centered lessons involve finding and attempting to solve real-world problems, using available technology to locate and peruse applicable information, and presenting the solution in an appropriate and powerful way.  Students are empowered through meaningful application of their knowledge and by being given a platform to share their ideas and results.  My perspective has changed as my eyes were opened to what learning could be with the 21^st Century technology that we have.  As I attempt to implement these ideas, there is some fear as I let go of the familiar.  I know it will be more work as a teacher, and I am unsure how I will organize my planning with this more open-ended approach.  But I believe this is the way people do their best learning, and if it can be harnessed in the elementary school classroom we will be educating students in a way that benefits them all their lives.

         It is my desire to continue to expand my knowledge of learning, teaching, and leading with technology.  One of the main ways I have done this in the past is to subscribe to blogs written by leaders in the field of technology in the classroom. By reading about their practices and reflections, I gain from their experience.  I am regularly supplied with new methods and projects to try.  I do not remain stagnant because I have a window into the progress being made outside my classroom walls.  Another way I will continue to grow is by staying connected to my Personal Learning Network in places like Twitter, Facebook, and blogs.  I will interact with experts in the field of Educational Technology, using the immediate nature of social media to be able to ask questions and learn more.  I also plan to continue taking courses toward my certification, which will expand my knowledge further so that I can manage technology use for the purpose of increasing student achievement. 

         My first long-term goal is to research 1:1 implementation in nearby and faraway schools for the purpose of moving our district closer to adopting a “one device per student” ratio.  Our superintendent is already beginning to research this and has asked me to assist him.  I will develop a questionnaire to touch on all of the important concerns our district faces as we approach this major proposal.  I will research what devices were chosen and why, what software or apps were purchased and why, how classroom structure and pedagogy has changed as a result, how districts were able to share with the community the importance of connected students (and therefore pass a levy for technology dollars), and how districts trained/inspired their teachers to use the devices in their classrooms.  I will use the information I gather to inform decisions made by our superintendent and school board as we move forward in the development of our plan for 1:1 implementation. 

         My second long-term goal is to lead our school by implementing the first technology rich classroom oriented toward 21^st Century Skills. I will work toward that goal by completing my certification in Technology Integration in the Classroom for the remainder of this school year.  My goal is to pioneer 1:1 implementation within our school, sharing with my colleagues as I go.  I hope to be given the opportunity to implement this a year sooner than the rest of the district (ideally with a counterpart in the high school doing the same).  I would like to put into practice the type of teaching I have learned about in my courses, for the benefit of my students and the rest of my school.  I would like to give others a practical example of how the Read-Write Web can change their classroom, teaching, and learning.  Our experiences could be shared with teachers district-wide and with the community at large as they consider whether to support the 1:1 initiative on the ballot.

         As I reflect on my Practices to Support 21^st Century Skills checklist from the beginning of this course, there are several responses that have changed.  Of those that changed, all have moved in a positive direction.  As I work with teachers in my school, I now design learning experiences that require students to formulate questions for inquiry and engage in real-world problem-solving activities.  I provide students with multiple and varied opportunities for using technology tools and resources to support the learning.  I design learning experiences incorporating technology by first examining the learning goals to be achieved.  Classroom teachers for various reasons do not utilize many of my efforts and recommendations.  I believe the primary deterrents to integrating technology in the classroom are a perceived lack of time and a staff that has not yet shifted toward 21^st Century Learning in general. 

References:

Laureate Education (Producer). (n.d.). The changing role of the classroom teacher: Part 2 [Video file]. Retrieved from https://class.waldenu.edu

Nussbaum-Beach, S. (2008). No limits. Technology & Learning, 28(7), 14–18. Retrieved from http://www.techlearning.com/features/0039/no-limits/44886

Profiling the Students of Today

Mrs. Haglin interviewed 8 students, grades 1-6, about their technology use at home and at school.  This podcast explores how the students use technology socially and academically, and how they believe it could be used.

Click to hear the podcast.

A Review of the Partnership for 21st Century Skills Website

A review of the Partnership for 21st Century Skills website:

This website looks like a great resource for those who are attempting to educate today's students in a way that prepares them for the world they will enter as adults.

The mission of this partnership is "to serve as a catalyst to position 21st century readiness at the center of US K12 education by building collaborative partnerships among education, business, community, and government leaders" (Partnership for 21st Century Skills, 2014).

This web site is valuable because it represents hundreds of hours of research.  It brings the results of that research into the public eye.  Although it is extremely detailed and therefore a bit overwhelming to read, the information is important.  I chose to subscribe to the blog in hopes that I might get more bite-sized pieces to consider in my teaching.

It surprised me to see that the members of this partnership have taken the time to give examples of school projects for every core subject area, which demonstrate the type of learning they are trying to promote.  There are also resources indicating how 21st Century standards connect with Common Core State Standards.

I did not find any parts that I disagreed with, however there were conflicting ideas that came to mind when I imagined this being introduced in schools.  Many experienced educators have seen the "pendulum" swing back and forth during their careers.  One example is math: first the students memorized facts.  Then schools began to value learning by investigation, focusing on the process more than the product.  This produced creative thinkers who did not know how to add quickly, and did not do well on standardized tests.  The result was a swing back toward memorization, or what many would call common sense math.  I see the ideas behind 21st Century Learning as more nuanced and sophisticated than a pendulum swing, but it would take much study and careful reading of the content to understand how all components are addressed in daily teaching.

I think that good teachers need to meet the goals of both aspects: strong knowledge of the core subjects and the ability to problem solve, communicate, collaborate, and be creative.  It takes a lot of work and preparation to integrate the two into daily learning for the students, but this needs to be the goal of every teacher who desires to prepare young minds for their future.  This web site is promoting exactly that sentiment and is a wonderful resource for teachers and administrators.  I plan to learn more as I read the blog updates in the future.

“The Partnership for 21st Century Skills.” The Partnership for 21st Century Skills. Partnership for 21st Century Skills, Sept. 2014. Web. 24 Sept. 2014. .

What good is a Blog?

Blogging is a buzzword in some education circles right now.  Many teachers find the concept intriguing, but want to know: how will this help my classroom and my students?

As a veteran blogger, I have used several approaches to classroom blogging and there have been benefits to each.

The Occasional Update

When I first started blogging, I only updated about every two weeks.  I used the blog as a place to publish pictures and descriptions of activities.  I sent home a slip of paper each time the blog was updated, inviting parents to view the post.

The Student-Authored Blog

One of my favorite blogging experiences was when I introduced my students to Kidblog.  I was inspired by a local tech-savvy colleague, who already had her Kindergarteners blogging.  I knew if they could do it, my students could too!  After much research, I discovered the idea of paper blogging.  This offline, yet very visual study of what blogging looks and feels like was a great way to begin teaching digital citizenship before my students actually ventured into cyberspace.  When the students were ready for the real thing, we used our curriculum's already-established writing assignments and submitted them on Kidblog.  Students made thoughtful comments and began to explore the back-and-forth communication that defines the online, collaborative world.  This has been my favorite type of blogging to date, and I will definitely pursue this again if I return to the classroom in the future.

The Information Center

A classroom blog can be an information hub that parents and students love to visit regularly.  As a teacher, my purpose for blogging changed when I discovered (in "Gadgets" for Blogger) that I could have parents subscribe via email.  Over 75% of the parents had email and checked it regularly, so I began updating several times per week.  My posts varied to include announcements, reminders, and celebrations of classroom events and accomplishments.  I printed each post to send home with families that did not have access.  Parents responded with positive comments about how connected they felt to our classroom and how much it changed their conversations with their child about school.

The Communication and Learning Tool

Now that I am in a new role as a Technology Integration Specialist, I have started a new blog for that purpose.  My blog is now directed toward the teachers in my district.  I post once or twice per week, presenting ideas and tips.  I purposely keep the content short and include pictures.  Some posts continue into lengthy explanations (to be read by teachers that desire to learn more about that topic).  I know that a teacher's time is valuable, and they need to know by reading the title or first few lines of the post whether the content is relevant for their needs.

The Guide for other Teachers

I have never authored this type of blog, but I follow many who do.  Matt Gomez and Erin Klein are two of my favorites.  Their websites offer regular tips, examples, and links to help the rest of us in our technology integration journey.

Blogging has been an integral tool in my classroom for connecting with parents, providing information, and helping students become good digital citizens.  By blogging, a class joins and connects with parents and students in the digital arena.

Have you tried blogging?  What has been successful for you?