This week in the course I am taking (Integrating Technology Across the Content Areas), I read and will reflect here upon the National Education Standards for Teaching as presented by the International Society for Technology in Education. The five standards are: Teachers will (1) Facilitate and Inspire Student Learning and Creativity, (2) Design and Develop Digital-Age Learning Experiences and Assessments, (3) Model Digital-Age Work and Learning, (4) Promote and Model Digital Citizenship and Responsibility and (5) Engage in Professional Growth and Leadership.
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
In reading the objectives for each standard, I see my deficiencies in all five areas. To me the standards can be viewed as a pyramid. Teachers will begin with Standard 5, providing a strong base to their pyramid by learning about, demonstrating and promoting the use of digital tools and technology. I see myself actively working on this standard via my Master's in Education at Walden University. It is Standards 4 and 5 that I feel most comfortable. With both there is still much room for improvement though.
According to Dr. Peggy Ertmer there are four important variables that influence a teacher's ability to enrich the content area learning experiences of students using technology. Teachers must have the technology skills including understanding how technology enables students to learn content and what technology tools are best for the situation. Teachers must be confident in showing students how to use the tools or have the confidence to have students help each other. Teachers must believe that technology can assist in improving teaching and learning. Finally teachers need a supportive culture via colleagues who will support and take risks with you (Laureate, 2009).
In order to improve my knowledge, confidence and support network, I am developing a GAME plan. With it I will set goals, plan actions to reach my goals, monitor the results of those actions and evaluate my results (Cennamo, Ross & Ertmer, 2009, pg. 3-5). This plan will help me gain the confidence and proficiency I need in order to move upward on the ladder of success (NETS-T Standards).
I see concept mapping and wikis as two technology tools that can be of great benefit to my students. I lack the confidence and support network to successfully integrate them into my classroom at this time. In my GAME plan, my goals are to become confident and proficient in both concept mapping and wikis. In order to achieve those goals, I will find teachers in my building that currently have that confidence/proficiency and (1) enlist their support in mastering the two tools and (2) observe those teachers as they use concept mapping and wikis with their students. In order to monitor my progress, I will reflect weekly on my progress and evaluate if my actions are netting the results I want. As needed, I will modify my actions until I have reached the point that I not only have mastered creating concept maps and wikis, but I have the confidence and use them with my students.
References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA:
Wadsworth, Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009). Integrating technology across the Content areas. Baltimore: Author.
Thursday, January 14, 2010
Monday, December 21, 2009
A Reflection on my Quest for Information Literacy
I am completing a course through Walden University titled "Supporting Information Literacy and Online Inquiry in the Classroom". The course has been very valuable to me as a teacher in many ways. Prior to taking this course I avoided project-based learning with my students. I did not know how to teach them research skills. Prior attempts at research-based projects met with disaster, with students doing little work and plagiarizing frequently. The quality of their work was inconsistent and lacked focus.
By using the textbook "Reading the Web: STRATEGIES for INTERNET INQUIRY" by Maya B. Eagleton and Elizabeth Dobbler, I learned the QUEST model of Internet Inquiry. QUEST stands for Questioning, Understanding Resources, Evaluating, Synthesizing and Transforming. Prior to this course it was as if I were trying to travel from Ohio to California with no map and 25 road companions (my students), each in their own vehicles. I knew where I wanted us to get to, but had no idea how to reach my destination or how to teach my students how to get there. I am surprised at how easy and fun the process can be now that I understand the QUEST model.
The unit plan I created for the course will be used next semester with my students. It will be the first time that I have confidence in assigning a project incorporating 21st Century skills and Internet-based research. I am excited because I sense my students will not only enjoy the project, but also learn so much more from it than they ever could have from me. I now can see other areas of other courses I teach that will lend themselves to research via the QUEST model. I can 'kill two birds with one stone' by teaching my students important 21st Century skills and course content all through one project. It also makes me feel good knowing my students, by sharing their work with others, will increase global knowledge. It always feels good to help out someone else.
One thing I learned from this course is the importance of modeling for students to learn. How can I expect them to progress through this unit plan if I have not done so myself? So as one of my professional development goals, I will conduct a QUEST-based research project on retirement planning in the same manner as my students will. I will follow all the steps and activities in my unit plan while my students are doing it. We will learn and experience together.
In addition, I plan on asking my principal to purchase this book for the faculty, perhaps one copy per department. I will, at the next faculty meeting, encourage my colleagues to use the book and join me in the 'quest' to bring 21st century skills to our students.
By using the textbook "Reading the Web: STRATEGIES for INTERNET INQUIRY" by Maya B. Eagleton and Elizabeth Dobbler, I learned the QUEST model of Internet Inquiry. QUEST stands for Questioning, Understanding Resources, Evaluating, Synthesizing and Transforming. Prior to this course it was as if I were trying to travel from Ohio to California with no map and 25 road companions (my students), each in their own vehicles. I knew where I wanted us to get to, but had no idea how to reach my destination or how to teach my students how to get there. I am surprised at how easy and fun the process can be now that I understand the QUEST model.
The unit plan I created for the course will be used next semester with my students. It will be the first time that I have confidence in assigning a project incorporating 21st Century skills and Internet-based research. I am excited because I sense my students will not only enjoy the project, but also learn so much more from it than they ever could have from me. I now can see other areas of other courses I teach that will lend themselves to research via the QUEST model. I can 'kill two birds with one stone' by teaching my students important 21st Century skills and course content all through one project. It also makes me feel good knowing my students, by sharing their work with others, will increase global knowledge. It always feels good to help out someone else.
One thing I learned from this course is the importance of modeling for students to learn. How can I expect them to progress through this unit plan if I have not done so myself? So as one of my professional development goals, I will conduct a QUEST-based research project on retirement planning in the same manner as my students will. I will follow all the steps and activities in my unit plan while my students are doing it. We will learn and experience together.
In addition, I plan on asking my principal to purchase this book for the faculty, perhaps one copy per department. I will, at the next faculty meeting, encourage my colleagues to use the book and join me in the 'quest' to bring 21st century skills to our students.
Saturday, November 28, 2009
screencasting
I just completed my first screencast using jing.com. The focus is on evaluating a website. Here is the link. I hope you enjoy it.
http://www.screencast.com/users/robbinson307/folders/Jing/media/7fb8d241-6c1b-4d5e-a019-06a7e3d91eea
http://www.screencast.com/users/robbinson307/folders/Jing/media/7fb8d241-6c1b-4d5e-a019-06a7e3d91eea
Tuesday, August 18, 2009
A Reflection on Change
This is the final blog for the course "Bridging Learning, Theory and Instruction". At the beginning of the course, I posted my personal theory of learning. Now I am reflecting on changes that I have made and will be making based on what I have learned.
In the original blog, I described my chosen learning theory as Behaviorism. I also said that would probably change while taking the course. Indeed it has. I still see behaviorism playing a role in classroom management. My understanding of learning theories and instructional strategies has greatly improved. This is already influencing my preparations for the beginnings of a new school year.
I now see the majority of my emphasis being on constructivism and connectivism. The activities I will be using to begin the school year involve cooperative learning and constructivism. I will be using concept mapping frequently. I think it fills a void that has been present in all of my classes. I also plan on using more peer teaching. I believe adding the social and visual elements into my instruction will make learning more effective and interesting for my students and for me.
I have set two long terms goals. Both involve me being the learner. I will be meeting once a week with the computer applications teacher for 45 minutes. I will be learning how we can have our classes work together using technology. She will also help me learn how I can use Excel and PowerPoint with my students. In addition, I will spend 1 hour a week becoming more proficient with social networking and online technology learning tools; like Google Docs and Voice Threading.
I know myself well enough to know that once I feel more comfortable with the technology-based instructional strategies; I will implement them more in the classroom. As a result of this class, I have shed the fear of students knowing more than me when it comes to technology. I used to avoid any technology I didn't understand. I am now ready to have my students become our teachers. I will be there to guide and motivate; something I have always wanted to do.
In the original blog, I described my chosen learning theory as Behaviorism. I also said that would probably change while taking the course. Indeed it has. I still see behaviorism playing a role in classroom management. My understanding of learning theories and instructional strategies has greatly improved. This is already influencing my preparations for the beginnings of a new school year.
I now see the majority of my emphasis being on constructivism and connectivism. The activities I will be using to begin the school year involve cooperative learning and constructivism. I will be using concept mapping frequently. I think it fills a void that has been present in all of my classes. I also plan on using more peer teaching. I believe adding the social and visual elements into my instruction will make learning more effective and interesting for my students and for me.
I have set two long terms goals. Both involve me being the learner. I will be meeting once a week with the computer applications teacher for 45 minutes. I will be learning how we can have our classes work together using technology. She will also help me learn how I can use Excel and PowerPoint with my students. In addition, I will spend 1 hour a week becoming more proficient with social networking and online technology learning tools; like Google Docs and Voice Threading.
I know myself well enough to know that once I feel more comfortable with the technology-based instructional strategies; I will implement them more in the classroom. As a result of this class, I have shed the fear of students knowing more than me when it comes to technology. I used to avoid any technology I didn't understand. I am now ready to have my students become our teachers. I will be there to guide and motivate; something I have always wanted to do.
Wednesday, July 29, 2009
Voice Treading
Voice threading is a new experience for me.
Here is a link to my voice thread. I appreciate your comments and suggestions.
http://voicethread.com/share/567315/
Here is a link to my voice thread. I appreciate your comments and suggestions.
http://voicethread.com/share/567315/
Connecting Social Learning Theories to Instructional Strategies
This week in the course ‘Bridging Learning, Theory, Instruction and Technology’, we looked at cooperative learning as an instructional strategy. We also explored the learning theories of Social Constructivism and Connectivism. First let me briefly describe the learning theories. Then I will discuss how cooperative learning supports these two theories.
With Social Constructivism, it is not the teacher that provides the knowledge, but rather the students that constructs their own knowledge. They do this through interactions with other and their environment (Orey, 2001). Of the four perspectives given in the online text, I find myself supporting the pragmatic approach. Followers of this approach believe that social constructivism should be used in the classroom as the need arises. Likewise, the knowledge, meaning we assign to that knowledge and our perspective of the world can be addressed in the classroom from either an individual learner standpoint and/or the collective view of the class (Orey, 2001).
One of the main tenants of Connectivism is that what is considered correct today may be considered wrong tomorrow (Orey, 2001). Connectivism views learning as an ongoing process whereby connections or networks are used to keep abreast of constantly changing information. There is simply too much information being created for any one person to keep current on. By establishing a network, including a technology based one, we learn by tapping into the information provided by these networks. The networks may be human or computer. A learning activity that supports Connectivism is based on using up-to-date information. Having students establish an aggregator and subscribing to pertinent websites, is a learning strategy that supports the Connectivist theory.
A common theme in these social learning theories is the importance of cooperating and collaborating with others to foster learning. “Cooperative learning is not so much learning to cooperate as it is cooperating to learn (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 143). There are a number of instructional strategies that support social learning. In all students work together in creating meaning that is personally relevant. Using technology tools such as voice threading, blogging, google docs, webquests, and gaming simulations all provide students the opportunity to work with and through others to learn and teach. The next generation of computer based educational games will reward students for demonstrating skills such as problem solving, creativity and cooperation. In my view, this will be using a behaviorist approach to foster a social constructivist approach to learning. To me that is a fascinating idea.
Knowledge will continue to expand at an inconceivable rate. It is no longer wise to teach students facts, as those facts will change many times within their lifetime. Rather we need to teach students how to learn and how to obtain current information. Students need to learn how to learn from others and how to help others learn. We are a global learning community and our instructional strategies need to reflect this.
References
Laureate Education, Inc. (Producer). (2008). Connectivism as a learning theory. [Motion picture]. Bridging learning theory, instruction, and technology. [DVD]
Laureate Education, Inc. (Producer). (2008).Social learning theories. [Motion picture]. Bridging learning theory, instruction, and technology. [DVD]
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
With Social Constructivism, it is not the teacher that provides the knowledge, but rather the students that constructs their own knowledge. They do this through interactions with other and their environment (Orey, 2001). Of the four perspectives given in the online text, I find myself supporting the pragmatic approach. Followers of this approach believe that social constructivism should be used in the classroom as the need arises. Likewise, the knowledge, meaning we assign to that knowledge and our perspective of the world can be addressed in the classroom from either an individual learner standpoint and/or the collective view of the class (Orey, 2001).
One of the main tenants of Connectivism is that what is considered correct today may be considered wrong tomorrow (Orey, 2001). Connectivism views learning as an ongoing process whereby connections or networks are used to keep abreast of constantly changing information. There is simply too much information being created for any one person to keep current on. By establishing a network, including a technology based one, we learn by tapping into the information provided by these networks. The networks may be human or computer. A learning activity that supports Connectivism is based on using up-to-date information. Having students establish an aggregator and subscribing to pertinent websites, is a learning strategy that supports the Connectivist theory.
A common theme in these social learning theories is the importance of cooperating and collaborating with others to foster learning. “Cooperative learning is not so much learning to cooperate as it is cooperating to learn (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 143). There are a number of instructional strategies that support social learning. In all students work together in creating meaning that is personally relevant. Using technology tools such as voice threading, blogging, google docs, webquests, and gaming simulations all provide students the opportunity to work with and through others to learn and teach. The next generation of computer based educational games will reward students for demonstrating skills such as problem solving, creativity and cooperation. In my view, this will be using a behaviorist approach to foster a social constructivist approach to learning. To me that is a fascinating idea.
Knowledge will continue to expand at an inconceivable rate. It is no longer wise to teach students facts, as those facts will change many times within their lifetime. Rather we need to teach students how to learn and how to obtain current information. Students need to learn how to learn from others and how to help others learn. We are a global learning community and our instructional strategies need to reflect this.
References
Laureate Education, Inc. (Producer). (2008). Connectivism as a learning theory. [Motion picture]. Bridging learning theory, instruction, and technology. [DVD]
Laureate Education, Inc. (Producer). (2008).Social learning theories. [Motion picture]. Bridging learning theory, instruction, and technology. [DVD]
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, July 22, 2009
Constructing Learning through Meaning
This week in class we are looking at constructivist and constructionist learning theories and the strategies that are used to support them. In the DVD, Dr. Orey speaks to the difference between constructivism and constructionism. With the first, students actively construct her/his own meaning when they learn. Constructionism ‘builds’ upon that theory. It adds the components of artifact and sharing. Students create an artifact and share it with others, thus solidifying their learning (Laureate, 2007).
Instructional strategies and technology tools support the constructionist approach to learning. Two strategies we learned about are project-based learning and problem-based learning. I have used the first and look forward to using them both next year. With project-based learning students choose and organize their project, do research and then synthesize their information (Orey, 2001). My accounting students participate in a lengthy project as a year-end activity. In it they apply all the concepts learned during the year.
I can see that problem-based learning has a place in my personal finance course. In this learning strategy students are challenged to address real-world problems. With the current credit crisis in our country; I see problem-based learning as being very appropriate. They can create an artifact (PowerPoint presentation, podcast, voice thread, brochure etc.) that will be shared with fellow students, their parents, and perhaps the world.
Spreadsheet software is a technology tool I currently use. In the future I can add the artifact and sharing aspects to a car-selection activity that teaches decision-making skills. Whether it be spreadsheets, computer-based simulations, decision-making matrices, webquests, educational games, student-created PowerPoint presentations, or podcasts, all of these technology tools will assist students in creating their own learning.
At the Chautauqua Institute last week, Dr. Thomas Insel, the director of the National Institute of Mental Health, elaborated on how our brains learn. Based on what I learned at the Institute and through our readings this week, constructionism should have a bright future in the educational community.
References
Laureate Education, Inc. (Executive Producer). (2009). 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
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching,
and technology. Retrieved from
http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Instructional strategies and technology tools support the constructionist approach to learning. Two strategies we learned about are project-based learning and problem-based learning. I have used the first and look forward to using them both next year. With project-based learning students choose and organize their project, do research and then synthesize their information (Orey, 2001). My accounting students participate in a lengthy project as a year-end activity. In it they apply all the concepts learned during the year.
I can see that problem-based learning has a place in my personal finance course. In this learning strategy students are challenged to address real-world problems. With the current credit crisis in our country; I see problem-based learning as being very appropriate. They can create an artifact (PowerPoint presentation, podcast, voice thread, brochure etc.) that will be shared with fellow students, their parents, and perhaps the world.
Spreadsheet software is a technology tool I currently use. In the future I can add the artifact and sharing aspects to a car-selection activity that teaches decision-making skills. Whether it be spreadsheets, computer-based simulations, decision-making matrices, webquests, educational games, student-created PowerPoint presentations, or podcasts, all of these technology tools will assist students in creating their own learning.
At the Chautauqua Institute last week, Dr. Thomas Insel, the director of the National Institute of Mental Health, elaborated on how our brains learn. Based on what I learned at the Institute and through our readings this week, constructionism should have a bright future in the educational community.
References
Laureate Education, Inc. (Executive Producer). (2009). 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
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching,
and technology. Retrieved from
http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
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