Voice Thread EDUC 6711 - Week 5

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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.