When reflecting on my personal theory of learning, I find that my overriding ideas and opinions have changed very little—I still believe in integrating parts of all the learning theories as I did at the start of this course. It is finding the right balance between all of them that is the key to a successful learning environment. The theory I find myself relying heavily upon is the social learning theory—my classroom is filled with collaborative learning activities (Laureate Education Inc., 2009). In order, "[t]o be prepared for the fast-speed virtual workplace that they will inherit, today's students need to be able to learn and produce collaboratively" (Pitler, 2007, p. 139). Students are often seen exploring concepts through inquiry and teaching their peers what they have learned as a result of their discoveries. I am often seen as a facilitator of learning—encouraging exploratory learning and aiding students when they struggle to find the right direction. I also rely upon the constructivist theory—students are often required to create some sort of artifact to show what they have learned (Laureate Education Inc, 2009). One way I have grown over the course of the past eight weeks is in my ability to utilize technology to support the integration of the different learning theories. I feel more comfortable with and knowledgeable about the plethora of tools available at my students’ fingertips and my disposal.
The immediate adjustments I am making to my instructional practice are subtle but powerful. I am trying to incorporate technology into every unit I teach this year—so far I have used BrainPop videos with interactive quizzes (multiple times), webquests, and student created PowerPoints. I have added links to websites students can visit for enrichment activities, learning games, research among others to my classroom website. In the future, I am planning on incorporating VoiceThread into several lessons and I am going to utilize concept mapping in my next unit on classification of living organisms. Both technologies allow students to produce artifacts as evidence of learning and are valuable forms of authentic assessment—alternatives to pencil and paper tests. I enjoy seeing the wide-range of products my students create—and having them share with pride. I am attempting to address the needs of all types of learners through diversifying the types of activities I implement.
I have plenty of room for growth in the area of technology integration in my classroom. One of my major goals is to explore the usage of discussion groups or blogging in my classes. My school recently lifted part of the internet firewall that would allow me to access blogging sites at my school, and the district actually implemented a discussion board on our individual websites. I am in the process of learning about the system and the rules and regulations provided. I plan on beginning to use/require students to use the discussion board starting next semester. I am hopeful that it will help further develop a classroom rapport and encourage more learning through inquiry.
My second goal is to develop my skills with the 3M projector (smartboard) and my document camera. I am currently stuck in the rut of using it as a glorified overhead projector because I am thoroughly overwhelmed by the capabilities of the system. I am quickly finding that my students are more comfortable exploring its wide variety of applications than I am. I am signed up to take some professional development courses to assist me in easing the “fear.” I know once I conquer it, my students will reap the bountiful benefits—it is a great tool for actively engaging students in the learning.
Overall, my comfort level with technology has increased by leaps and bounds. My students love all the new activities we are experiencing together, and they are learning so much more from each other than I could ever dream of teaching them. They are having fun exploring and discovering new talents and ideas. Technology is opening doors to learning that were previously locked; I am lucky to have the tools and resources to unlock and distribute the hidden treasures.
Resources:
Laureate Education, Inc. (Producer). (2009). Instructional theory vs. learning theory. [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Laureate Education, Inc. (Producer).(2009). Social learning theories. [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Sunday, November 1, 2009
Sunday, October 11, 2009
Wednesday, October 7, 2009
Social Learning in Practice
The world is becoming more and more networked and collaborative as technology advances. If students do not leave school with the a social skill set, then, they will be left in the dust to struggle in the workplace. Social learning is the way of the future in education. As opposed to being the main source of knowledge, encouragement and reassurance, the role of the teacher in social learning is to act as a facilitator and the students take on the major role as peer educators and holders of information.
The course materials this week were packed full of great tools and ideas to assist in incorporating social learning/collaboration into my classroom, many of which I already utilize often. Technology plays a prominent part in many of the instructional strategies as well. "Technology can play a vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing groups to communicate even if they are not working face to face" (Pitler, 2007, p. 140). One of the best examples of technology working in conjunction with social learning is the wiki. The collaborative nature of the wiki allows students from different classes, cities, states, or even countries to work together to create a great learning tool. Another instructional strategy mentioned in the text that struck me as powerful was the "keypals" which is an electronic pen pal. Students can learn so much more if the lesson extends beyond the classroom walls, and connecting students with peers in different locations across the world helps them develop communication skills that will be useful as citizens of the work force when they "grow-up."
One of my favorite types of collaborative activities is the jigsaw. I love what it inspires in my students when I tell them they get to be the teachers. They usually run with the idea, creating fancy PowerPoint presentations and even asking to create note sheets, reinforcement handouts, study guides, and quizzes to aide in their teachings. Students truly learn more when they are required to teach someone else what they learned (Laureate Education Inc., 2008). I always encourage students when studying to teach a younger sibling, a parent or a peer what they have been learning in class to reinforce and solidify what has been learned in class--If they can teach someone else then they KNOW the material.
"To be prepared for the fast-speed virtual workplace that they will inherit, today's students need to be able to learn and produce collaboratively" (Pitler, 2007, p. 139). It is our job to prepare our students for life as citizen of the real-world--and the real-world is filled with collaboration. Students need to know how to communicate with each other--give feedback and take constructive criticism from their peers. Social learning helps students develop necessary life skills.
Resources:
Laureate Education, Inc. (Producer).(2009). Social learning theories. [Motion Picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
The course materials this week were packed full of great tools and ideas to assist in incorporating social learning/collaboration into my classroom, many of which I already utilize often. Technology plays a prominent part in many of the instructional strategies as well. "Technology can play a vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing groups to communicate even if they are not working face to face" (Pitler, 2007, p. 140). One of the best examples of technology working in conjunction with social learning is the wiki. The collaborative nature of the wiki allows students from different classes, cities, states, or even countries to work together to create a great learning tool. Another instructional strategy mentioned in the text that struck me as powerful was the "keypals" which is an electronic pen pal. Students can learn so much more if the lesson extends beyond the classroom walls, and connecting students with peers in different locations across the world helps them develop communication skills that will be useful as citizens of the work force when they "grow-up."
One of my favorite types of collaborative activities is the jigsaw. I love what it inspires in my students when I tell them they get to be the teachers. They usually run with the idea, creating fancy PowerPoint presentations and even asking to create note sheets, reinforcement handouts, study guides, and quizzes to aide in their teachings. Students truly learn more when they are required to teach someone else what they learned (Laureate Education Inc., 2008). I always encourage students when studying to teach a younger sibling, a parent or a peer what they have been learning in class to reinforce and solidify what has been learned in class--If they can teach someone else then they KNOW the material.
"To be prepared for the fast-speed virtual workplace that they will inherit, today's students need to be able to learn and produce collaboratively" (Pitler, 2007, p. 139). It is our job to prepare our students for life as citizen of the real-world--and the real-world is filled with collaboration. Students need to know how to communicate with each other--give feedback and take constructive criticism from their peers. Social learning helps students develop necessary life skills.
Resources:
Laureate Education, Inc. (Producer).(2009). Social learning theories. [Motion Picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, September 30, 2009
Constructivism in Practice
The learning instructional strategies explored in the course materials/resources this week correlate completely with the principles defined by constructionists. The constructionist learning theory states that “people...learn best when they build an external artifact or something they can share with others” (Laureate Education Inc., 2008). Many of the strategies included a end product created by the students and the teacher simply acting as a facilitator of learning in the classroom. Valuable learning takes place when students are able to show and to apply what they are learning through the creation/building of a tangible artifact; it is only through the application of learning that students understand the relevance of the concepts they are learning. The process of building the artifacts and presenting them to their peers also supports the learning theory we explored last week: cognitivism because students are asked to use what they have learned and develop an end product. (The "cognitivist[s] focus on learning as a mental operation that takes place when information enters through the senses, undergoes mental-manipulation, is stored, and is finally used" (Pitler, 2007, p. 16)).
I am intrigued by Pitler's revisiting of spreadsheets because I am currently reviewing how to graph science data with my students and they are struggling a little. I think it would be a neat idea to have students utilize Excel's spreadsheet graphing capabilities--adding the element of technology and a hands-on approach might make the concept more understandable to my students (especially since they will be "building" graphs on the computers). I am trying explore Excel myself so that I can better instruct my students how to use it; up until recently it was like a foreign language to me, but I am making progress. It is amazing how many tools are at these students' fingertips; everyday I learn something more to make life easier.
I am also a big proponent of PowerPoint creations--which Dr. Orey discussed in the DVD program this week (Laureate Education Inc, 2008). I wrote in my discussion posting about an animation of mitosis that we complete in my seventh grade. It truly is neat to see how much more students learn when they have the freedom of creativity and they are making something hands-on. I am always impressed with my students technological savvy and experience--every student ends up making something completely unique to them--and that aspect helps them remember the concept. I also love how bringing technology into the classroom provides an opportunity for students to teach each other (and me) new things--it helps them develop self-esteem and pride in their work (Laureate Education Inc., 2008).
Resources:
Laureate Education, Inc. (Executive Producer). (2008). Constructionist and Constructivist Learning Theories. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
I am intrigued by Pitler's revisiting of spreadsheets because I am currently reviewing how to graph science data with my students and they are struggling a little. I think it would be a neat idea to have students utilize Excel's spreadsheet graphing capabilities--adding the element of technology and a hands-on approach might make the concept more understandable to my students (especially since they will be "building" graphs on the computers). I am trying explore Excel myself so that I can better instruct my students how to use it; up until recently it was like a foreign language to me, but I am making progress. It is amazing how many tools are at these students' fingertips; everyday I learn something more to make life easier.
I am also a big proponent of PowerPoint creations--which Dr. Orey discussed in the DVD program this week (Laureate Education Inc, 2008). I wrote in my discussion posting about an animation of mitosis that we complete in my seventh grade. It truly is neat to see how much more students learn when they have the freedom of creativity and they are making something hands-on. I am always impressed with my students technological savvy and experience--every student ends up making something completely unique to them--and that aspect helps them remember the concept. I also love how bringing technology into the classroom provides an opportunity for students to teach each other (and me) new things--it helps them develop self-esteem and pride in their work (Laureate Education Inc., 2008).
Resources:
Laureate Education, Inc. (Executive Producer). (2008). Constructionist and Constructivist Learning Theories. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thursday, September 24, 2009
Cognitivism in Practice
The "cognitivist[s] focus on learning as a mental operation that takes place when information enters through the senses, undergoes mental-manipulation, is stored, and is finally used" (Pitler, 2007, p. 16). The instructional strategies described in the resource this week definitely connect to the principals of the cognitive learning theory. Many of the strategies assist students in activating the proper schema, jogging prior knowledge memories, priming the students for future learning to take place. In particular, I enjoyed the advance organizers, which "...are structures that teachers provide students before a learning activity to help them classify and make sense of content they will encounter" that may be confusing or unorganized in nature (Pitler, 2007, p. 73). I have used multiple forms of advance organizers in my class before, a personal favorite being the K-W-L chart, to activate prior knowledge and spark active discussion amongst my students.
As a science teacher, other strategies I rely heavily on are tables, charts, and graphs as activators. I am also a big proponent of providing students with rubrics prior to a large writing assignment or project. I use the website http://rubistar.4teachers.org/ to assist me in creating quality rubrics for my students. I find that these organizers "help students organize their thoughts around the essential information and gets them thinking about what they know about the topic even before the teacher has fully begun the lessons" (Pitler, 2007, p. 74).
I have also encountered issues with instructing students about how to take adequete, yet concise, notes in class. I usually provide them with most of the notes in handout form, but I remove one main word per line (usually a vocab word) and they are responsible for filling in the blanks. I find that this method engages students because they are listening for the wholes in their notes. I really like the format of the Problem/Solution template in Inspiration from page 128 in the course text. Many of the concepts in my class can fit into that format, and it would benefit the students to use more critical thinking skills while contemplating new concepts (the fill-in-the-blank notes do not develop those skills). I like how the multimeda aspect adds an extra motivation and helps students visualize what they are learning (Laureate Education Inc., 2008). There is truly nothing like intergrating technology into the learning process to inspire kids to do their best.
Resources:
Laureate Education, Inc. (Producer).(2009). Cognitive Learning Theories.[Motion Picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
As a science teacher, other strategies I rely heavily on are tables, charts, and graphs as activators. I am also a big proponent of providing students with rubrics prior to a large writing assignment or project. I use the website http://rubistar.4teachers.org/ to assist me in creating quality rubrics for my students. I find that these organizers "help students organize their thoughts around the essential information and gets them thinking about what they know about the topic even before the teacher has fully begun the lessons" (Pitler, 2007, p. 74).
I have also encountered issues with instructing students about how to take adequete, yet concise, notes in class. I usually provide them with most of the notes in handout form, but I remove one main word per line (usually a vocab word) and they are responsible for filling in the blanks. I find that this method engages students because they are listening for the wholes in their notes. I really like the format of the Problem/Solution template in Inspiration from page 128 in the course text. Many of the concepts in my class can fit into that format, and it would benefit the students to use more critical thinking skills while contemplating new concepts (the fill-in-the-blank notes do not develop those skills). I like how the multimeda aspect adds an extra motivation and helps students visualize what they are learning (Laureate Education Inc., 2008). There is truly nothing like intergrating technology into the learning process to inspire kids to do their best.
Resources:
Laureate Education, Inc. (Producer).(2009). Cognitive Learning Theories.[Motion Picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, September 16, 2009
Behaviorism Applications
Hi Fellow Bloggers,
Honestly, before this course, I knew very little about the behaviorist learning theory, just the basics that I learned during my undergraduate educational psychology classes. Ultimately, I have found that the foundation of my classroom management technique draws from ideas presented by behaviorist—The whole concept of operant conditioning with rewards for appropriate, desired behaviors and punishment for undesirable behaviors in the classroom (Laureate Education Inc., 2008) seems to be a widely accepted practice in the classrooms today. Some of the instructional strategies described in the resources this week aligned with the principle of this theory quite well—many of the resources include activities that provide students with immediate feedback, which is an important component of the theory.
For example, many of the activities available on Classroom.JC-Schools.net are very game-natured. Not only does the game-nature offer immediate feedback but it also stands to motivate students. “Online educational games have an inherent appeal and generate immediate feedback that allows a student, parent and teacher to monitor progress toward mastery” (Pitler, 2007, p. 195). Another great attribute of the resources this week is that even though they seem drill and practice in nature, they offer a fun alternative to the sometimes excrutiatingly boring but much needed extra practice in areas students are lacking skills. Research states that it can take up to twenty-four practice sessions for students to achieve 80% competency with a skill (Pitler, 2007, p. 188), and these available activities offer the necessary repetition to master a skill.
Another issue addressed with the provided instructional strategies is the need to encourage students and build self-efficacy. With the reward system supported in the behaviorist theory and the nature of the activities provided, students will find relatively easy success. “Research shows that the level of belief in self-efficacy plays a strong role in motivation for learning and achievement” (Pitler, 2007, p. 155).The experience of success will encourage students to continue working and improving in their weak areas—effort and motivation will likely improve drastically.
RESOURCES:
Laureate Education, Inc. (Producer).(2009). Behaviorist Learning Theory.[Motion Picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Honestly, before this course, I knew very little about the behaviorist learning theory, just the basics that I learned during my undergraduate educational psychology classes. Ultimately, I have found that the foundation of my classroom management technique draws from ideas presented by behaviorist—The whole concept of operant conditioning with rewards for appropriate, desired behaviors and punishment for undesirable behaviors in the classroom (Laureate Education Inc., 2008) seems to be a widely accepted practice in the classrooms today. Some of the instructional strategies described in the resources this week aligned with the principle of this theory quite well—many of the resources include activities that provide students with immediate feedback, which is an important component of the theory.
For example, many of the activities available on Classroom.JC-Schools.net are very game-natured. Not only does the game-nature offer immediate feedback but it also stands to motivate students. “Online educational games have an inherent appeal and generate immediate feedback that allows a student, parent and teacher to monitor progress toward mastery” (Pitler, 2007, p. 195). Another great attribute of the resources this week is that even though they seem drill and practice in nature, they offer a fun alternative to the sometimes excrutiatingly boring but much needed extra practice in areas students are lacking skills. Research states that it can take up to twenty-four practice sessions for students to achieve 80% competency with a skill (Pitler, 2007, p. 188), and these available activities offer the necessary repetition to master a skill.
Another issue addressed with the provided instructional strategies is the need to encourage students and build self-efficacy. With the reward system supported in the behaviorist theory and the nature of the activities provided, students will find relatively easy success. “Research shows that the level of belief in self-efficacy plays a strong role in motivation for learning and achievement” (Pitler, 2007, p. 155).The experience of success will encourage students to continue working and improving in their weak areas—effort and motivation will likely improve drastically.
RESOURCES:
Laureate Education, Inc. (Producer).(2009). Behaviorist Learning Theory.[Motion Picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Sunday, June 28, 2009
Moment of Reflection:
Throughout the course of this class, I have taken large strides to becoming a more confident integrator of technology in my classroom. I have discovered that many of my apprehensions were unwarranted, and the integration of technology is easier and more seamless than I first imagined. A few ideas I am particularly excited about utilizing in my science classroom are wikis, blogging and podcasting—all of which I never would have attempted before this course. I always assumed that creating and maintaining each was difficult and time consuming, but in reality, all three techniques are user-friendly and mainly student run. Wikis are a teaching medium that encourages students to co-construct knowledge (Laureate Education Inc., 2008), which is quite a powerful tool. I love the hands-on nature wikis involve. Students also not only benefit in the core subject area being reinforced through the creation of a wiki, blog or podcast, but they also benefit from the public-nature all three methods possess. This nature aids students in becoming more world-aware and more educated 21st century citizens of the workforce.
The creation of all three during the course also aided in my new found confidence; there is a big difference between simply reading about or discussing a method and actually applying it in a meaningful way in your teaching—this course allowed me to experiment with new technologies and receive useful feedback from my peers and my students (podcasting and blogging). The course activities allowed me to experience these methods from the learner’s point of view, which is a valuable tool when it comes time to implement the tools in my classroom. The practice of these methods also reinforced my love of collaborative grouping and the educational talk it inspires. Before participating in this class, many of my labs or projects involved students working in a team setting; now I will work hard to create lessons that incorporate both technology and grouping/teaming of students. “Teaming, collaboration and interpersonal skills” as well as “effective communication” (Cramer, 2007, p. 128) are all addressed through group assignments/projects. Students are actively, “engaging in substantive conversations about the topic…[when they] work effectively in teams” (Cramer, p. 129). The skills teaming build will turn out to be invaluable tools for students in their working futures.
It is also through collaboration and the integration of technology that the teacher takes on the role of facilitator as opposed to lecturer in the classroom. It is important that students play an active role in their learning, and that the teacher takes a “back seat” in the process. Students are in control of their own learning, which is a powerful motivator and engaging practice. The teacher should act more as a guide and a source of explanation and enrichment for her students (Keengwe, 2008, p. 86) instead of a didactic lecturer (Laureate Education Inc., 2008).
I plan on continuing to explore the many assets the internet has to offer a classroom teacher—and open my mind more to the applications this technology has in the classroom. I have found that I was thinking inside the box too often before, and I need to think more outside the box when it comes to incorporating technologies into the classroom. My future goals are changing as I become more educated in terms of technology applications. My first new goal is to involve my students more in my lesson planning—making them more of an equal partner in their educations. Before now, I never would have thought to involve my students in the planning process, but now, I see the value in giving students more of a say in their own learning. “As 21st century educators, we can no longer decide for our students; we must decide with them…We need to include our students in everything we do in the classroom, involving them in discussions about curriculum development, teaching methods, school organization, discipline, and assignments” (Prensky, 2006, p. 11). I really gained a lot of knowledge and insight through the questionnaire during our week six application; I believe completing similar questionnaires throughout the course of the school year will offer many opportunities for my students to give input concerning how things are being completed in the classroom. I could even created digital questionnaires and link them to my classroom webpage—to streamline the whole process by making the results easily accessible to me (pre-calculated).
My second undertaking will be to incorporate blogging and/or discussion boards into my lesson plans. I have really enjoyed the blog format and believe it will be easy to apply in my classroom—mostly because a large majority of my students have home access to computers with internet access—and I have plenty of classroom computers to offer my students time to work in class. The challenge will be creating the thought-provoking blogging topics that relate to each topic of study we complete in the seventh grade science curriculum. The topics must be open enough to offer students a wide variety of responses—so I do not receive a bunch of cookie cutter responses from my students.
Overall, this course has made me a better teacher; not only because I have more tools in my teaching arsenal, but I am also more confident and open minded. I have discovered an inquisitive, experimental side of myself that was beginning to fade in the shadow of standardized testing. My students will begin reaping the benefits of all I have learned sooner rather than later, and ultimately they will be better 21st century adults in the long run.
RESOURCES:
Cramer, S. (2007). Update your classroom with learning objects and twenty-first century skills. Clearing House, 80(3), 126–132.
Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal, 16(1), 77–92
Laureate Education, Inc. (Producer). (2008). Evolution of technology and pedagogy. [Motion Picture]. Understanding the impact of technology on education, work and society. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008). The Changing Environment. [Motion Picture]. Understanding the impact of technology on education, work and society. Baltimore: Author.
Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4), 8–13.
The creation of all three during the course also aided in my new found confidence; there is a big difference between simply reading about or discussing a method and actually applying it in a meaningful way in your teaching—this course allowed me to experiment with new technologies and receive useful feedback from my peers and my students (podcasting and blogging). The course activities allowed me to experience these methods from the learner’s point of view, which is a valuable tool when it comes time to implement the tools in my classroom. The practice of these methods also reinforced my love of collaborative grouping and the educational talk it inspires. Before participating in this class, many of my labs or projects involved students working in a team setting; now I will work hard to create lessons that incorporate both technology and grouping/teaming of students. “Teaming, collaboration and interpersonal skills” as well as “effective communication” (Cramer, 2007, p. 128) are all addressed through group assignments/projects. Students are actively, “engaging in substantive conversations about the topic…[when they] work effectively in teams” (Cramer, p. 129). The skills teaming build will turn out to be invaluable tools for students in their working futures.
It is also through collaboration and the integration of technology that the teacher takes on the role of facilitator as opposed to lecturer in the classroom. It is important that students play an active role in their learning, and that the teacher takes a “back seat” in the process. Students are in control of their own learning, which is a powerful motivator and engaging practice. The teacher should act more as a guide and a source of explanation and enrichment for her students (Keengwe, 2008, p. 86) instead of a didactic lecturer (Laureate Education Inc., 2008).
I plan on continuing to explore the many assets the internet has to offer a classroom teacher—and open my mind more to the applications this technology has in the classroom. I have found that I was thinking inside the box too often before, and I need to think more outside the box when it comes to incorporating technologies into the classroom. My future goals are changing as I become more educated in terms of technology applications. My first new goal is to involve my students more in my lesson planning—making them more of an equal partner in their educations. Before now, I never would have thought to involve my students in the planning process, but now, I see the value in giving students more of a say in their own learning. “As 21st century educators, we can no longer decide for our students; we must decide with them…We need to include our students in everything we do in the classroom, involving them in discussions about curriculum development, teaching methods, school organization, discipline, and assignments” (Prensky, 2006, p. 11). I really gained a lot of knowledge and insight through the questionnaire during our week six application; I believe completing similar questionnaires throughout the course of the school year will offer many opportunities for my students to give input concerning how things are being completed in the classroom. I could even created digital questionnaires and link them to my classroom webpage—to streamline the whole process by making the results easily accessible to me (pre-calculated).
My second undertaking will be to incorporate blogging and/or discussion boards into my lesson plans. I have really enjoyed the blog format and believe it will be easy to apply in my classroom—mostly because a large majority of my students have home access to computers with internet access—and I have plenty of classroom computers to offer my students time to work in class. The challenge will be creating the thought-provoking blogging topics that relate to each topic of study we complete in the seventh grade science curriculum. The topics must be open enough to offer students a wide variety of responses—so I do not receive a bunch of cookie cutter responses from my students.
Overall, this course has made me a better teacher; not only because I have more tools in my teaching arsenal, but I am also more confident and open minded. I have discovered an inquisitive, experimental side of myself that was beginning to fade in the shadow of standardized testing. My students will begin reaping the benefits of all I have learned sooner rather than later, and ultimately they will be better 21st century adults in the long run.
RESOURCES:
Cramer, S. (2007). Update your classroom with learning objects and twenty-first century skills. Clearing House, 80(3), 126–132.
Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal, 16(1), 77–92
Laureate Education, Inc. (Producer). (2008). Evolution of technology and pedagogy. [Motion Picture]. Understanding the impact of technology on education, work and society. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008). The Changing Environment. [Motion Picture]. Understanding the impact of technology on education, work and society. Baltimore: Author.
Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4), 8–13.
Sunday, June 21, 2009
Podcasting and the 21st Century Student
Technology is ever-present in the lives of students today, but presence is found mostly outside of the classroom walls. It is the job of the educators to make sure that students are learning the skills they require to be successful in the professional work world in their futures, but far too often teachers are falling short in the area of incorporating technology-rich lessons that help students develop these necessary skills. The following podcast documents how a single, junior high class (10 girls and 16 boys–ages 12-14) has experienced technology inside and outside the classroom walls.
http://middendorf.podbean.com
http://middendorf.podbean.com
Sunday, May 31, 2009
21st Century Skills in Practice
The website created by the Partnership for 21st Century Skills (http://www.21stcenturyskills.org/) seems like a great resource for teachers looking to improve the implementation of technology in their classrooms. I enjoyed reading about the Partnership's mission and the information provided is very valuable to a newbie such as myself. I find myself overwhelmed at the vast array of new material we, as educators, need to address in our classrooms. This resource helped put my mind at ease and gave me some tools I can utilized to begin assisting my students in practicing these 21st century skills.
It is common knowledge nowadays that the workplace is a very different environment today than it was yesterday. Employers expect their prospective employees to come to the job knowing much more than the core subject content knowledge we teach our students today. "To cope with the demands of the 21st century, people need to know more that core subjects. They need to know how to use their knowledge and skills--by thinking critically, applying knowledge to new situations, analyzing information, comprehending new ideas, communicating, collaborating, solving problems [and] making decisions" (Partnership for 21st century skills, p. 11). It is this difference between yesterday and today that needs to inspire educators to change the methods and content they teach to their students. Our students' successes in the "real world" depends on our ability, as educators, to adapt to the ever-changing nature of society and the skills required to succeed.
I was surprised at how many of these 21st century skills I already incorporate into my classroom. For example, collaboration plays a large role in my class--it is through this collaboration that students learn important communication skills, respect for new ideas and perspectives, empathy, productivity, self-motivation, drive and self-direction, as well as accountability, adaptability, and social responsibility (Partnership, p. 11).
The BIG all-encompassing question remains: How do educators begin to address the new 21st century curriculum while still addressing the core "standardized-tested" content required by the state? I believe this question needs to be seriously considered by administrators and all involved in curriculum development. Many of these skills are brand new ideas for students, and that needs to be taken into account--the time factor plays a role in everything we teach. Do we have time to address these new needs on top of everything else the state already requires us to complete in a short 180 days?
The value of these skills is limitless, and the necessity is present; trust me, I am going to do everything in my power to prepare my students to the best of my ability, but I am stressed about the time factor. More professional development definitely needs to be offered to ease the stress presented by this new curriculum/expectation. It is for the best of all of our students to begin implementation of 21st century skills into our everyday lessons--we just need to be given the proper tools to do so...
RESOURCE:
Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.blogger.com/www.21stcenturyskills.org/images/stories/otherdocs/p21up_Report.pdf
It is common knowledge nowadays that the workplace is a very different environment today than it was yesterday. Employers expect their prospective employees to come to the job knowing much more than the core subject content knowledge we teach our students today. "To cope with the demands of the 21st century, people need to know more that core subjects. They need to know how to use their knowledge and skills--by thinking critically, applying knowledge to new situations, analyzing information, comprehending new ideas, communicating, collaborating, solving problems [and] making decisions" (Partnership for 21st century skills, p. 11). It is this difference between yesterday and today that needs to inspire educators to change the methods and content they teach to their students. Our students' successes in the "real world" depends on our ability, as educators, to adapt to the ever-changing nature of society and the skills required to succeed.
I was surprised at how many of these 21st century skills I already incorporate into my classroom. For example, collaboration plays a large role in my class--it is through this collaboration that students learn important communication skills, respect for new ideas and perspectives, empathy, productivity, self-motivation, drive and self-direction, as well as accountability, adaptability, and social responsibility (Partnership, p. 11).
The BIG all-encompassing question remains: How do educators begin to address the new 21st century curriculum while still addressing the core "standardized-tested" content required by the state? I believe this question needs to be seriously considered by administrators and all involved in curriculum development. Many of these skills are brand new ideas for students, and that needs to be taken into account--the time factor plays a role in everything we teach. Do we have time to address these new needs on top of everything else the state already requires us to complete in a short 180 days?
The value of these skills is limitless, and the necessity is present; trust me, I am going to do everything in my power to prepare my students to the best of my ability, but I am stressed about the time factor. More professional development definitely needs to be offered to ease the stress presented by this new curriculum/expectation. It is for the best of all of our students to begin implementation of 21st century skills into our everyday lessons--we just need to be given the proper tools to do so...
RESOURCE:
Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.blogger.com/www.21stcenturyskills.org/images/stories/otherdocs/p21up_Report.pdf
Sunday, May 17, 2009
Blogging in the Science Classroom RESPONSE to Comments
Hi Everyone,
Thanks for the suggestions! I really appreciate any advice you all can offer; this is all so new to me, so I don't always think of everything (understandable I hope). Since there were so many comments, I thought it would be best to make one blanket response to all.
I am lucky enough to have a set of laptops in my classroom most of the time and eight classroom desktop computers when the laptops are out of my room, so the blogging process would not be a huge inconvenience other than waiting for students to login.
I think the best solution to all the presented issues may be to post the blog prompt at the beginning of class on Monday (as a weekly assignment)--discuss briefly to get the juices flowing and then assign the blog post for homework due by Friday. I also like the suggestion of working the journal in to the end of the period--I usually leave five or ten minutes at the end of class for reflection and homework completion. That time could be used to get the few kids who do not have home computers or internet access on the computers.
Thanks again for all the advice...Please, keep it coming!
Erin
Thanks for the suggestions! I really appreciate any advice you all can offer; this is all so new to me, so I don't always think of everything (understandable I hope). Since there were so many comments, I thought it would be best to make one blanket response to all.
I am lucky enough to have a set of laptops in my classroom most of the time and eight classroom desktop computers when the laptops are out of my room, so the blogging process would not be a huge inconvenience other than waiting for students to login.
I think the best solution to all the presented issues may be to post the blog prompt at the beginning of class on Monday (as a weekly assignment)--discuss briefly to get the juices flowing and then assign the blog post for homework due by Friday. I also like the suggestion of working the journal in to the end of the period--I usually leave five or ten minutes at the end of class for reflection and homework completion. That time could be used to get the few kids who do not have home computers or internet access on the computers.
Thanks again for all the advice...Please, keep it coming!
Erin
Wednesday, May 13, 2009
Blogging in the Science Classroom
The course material this week has turned me into a believer in blogs in the classroom. The possibilities are nearly endless. I love how the integration covers so many content standards across the curriculum board including the hidden curriculum--teaching students how to interact properly with their peers in a social environmental. I have to say, I was a bit skeptical at the thought of utilizing a "blog" because I did not realize how serious the kids become when they realize what they are typing is read by the whole world. It changes them at the core of their being as a learner.
In my classroom, not unlike Mrs. Kathy Martin in the DVD program, I would easily be able to utilize a blog as a means of journaling for my students. At the beginning of every class, we write in what I call an "Inquiry Journal" where I pose a science question (usually related to what we are studying) and students respond in the form of discussion. In most cases, we run out of time right when the discussion is getting good. The blog would offer a way for the class to continue those discussions.
I am definitely going to attempt to begin a blog for my classes next year...and I cannot wait to see what kind of discussion and valuable learning will take place!
How would you utilize a blog in your classroom?
In my classroom, not unlike Mrs. Kathy Martin in the DVD program, I would easily be able to utilize a blog as a means of journaling for my students. At the beginning of every class, we write in what I call an "Inquiry Journal" where I pose a science question (usually related to what we are studying) and students respond in the form of discussion. In most cases, we run out of time right when the discussion is getting good. The blog would offer a way for the class to continue those discussions.
I am definitely going to attempt to begin a blog for my classes next year...and I cannot wait to see what kind of discussion and valuable learning will take place!
How would you utilize a blog in your classroom?
Sunday, May 10, 2009
Long Time Reader, First Time Blogger
Hi Everyone,
This is my first ever blog entry! I am thrilled to begin experimenting with and utilizing new technology in my classroom such as blogging, podcast and wiki. The possibilities seem endless right now. Many of my students already have experience with these technologies, so I am glad to be catching up with them (finally)--and they are more than happy to help me in my quest to eliminate my technological deficiencies. Has anyone implemented a blog or message board in their everyday classroom? I am interested to hear how they have been used and how they work...
This is my first ever blog entry! I am thrilled to begin experimenting with and utilizing new technology in my classroom such as blogging, podcast and wiki. The possibilities seem endless right now. Many of my students already have experience with these technologies, so I am glad to be catching up with them (finally)--and they are more than happy to help me in my quest to eliminate my technological deficiencies. Has anyone implemented a blog or message board in their everyday classroom? I am interested to hear how they have been used and how they work...
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