Through the last eight weeks I can assuredly say I have come a long way in my ability and confidence to implement technology in my instruction. I have found that I am now able to include these uses of technology in such a way that enhances the learning that takes place. The technologies that are being utilized bring a fresh perspective to my students and raises their interest in the work and learning that they are involved in.
When reflecting on my personal learning theory I was encouraged to find that I already had a strong understanding of learning communities. One of the greatest ideas I take from this course is that collaborative learning is such an asset to a learning community. I have retooled my instruction to be more available to these collaborative opportunities. One thing I would add to my personal learning theory is that a learner not only depends on their own understandings and the knowledge of their peers, but they also may make use of available resources. Throughout this course we were presented many different examples of resources that could be used to enhance learning. I feel this is an important aspect of an effective learning theory.
The resources we used were great aids in the learning process. Many of these technologies provided new information to the learner, while other technologies were geared at providing ways to share individual understandings and thoughts, as well as give and receive feedback from other members of the learning community. Since I teach second grade it would be easy for me to say that my students are too young to fully benefit from such uses of technology. It is my goal to get past that train of thought and find meaningful ways to implement these technologies. Two of the technologies that I hope to implement more in the near future are voicethreads and concept maps. These two tools could be used effectively in the right application. As with all things, there will be a learning curve, but I am sure that my students would enjoy adding a new dimension to their learning.
Long-term Goals Regarding Instructional Practice and Technology Integration:
First, I would like to see myself get to a point where technology usage is as much a part of my day as the science or social studies curriculum. This might mean that we make frequent trips to the computer lab to work on a technology based project. For this to become possible I have to develop appropriate ideas for such projects and plan out my year in advance to be sure the time is there for this to take place.
Secondly, I would like technology to become more interactive and less teacher based. It is easy for me to find a technology that I can effectively use in a presentation type method. The great challenge lies in finding technologies that are to be used by the learner. This becomes a challenge because of the time involved in teaching the technology and allowing the students that appropriate time to interact with that technology. To make this happen effectively I would have to find ways to bridge the curriculum. As teachers, we are always looking for ways to connect concepts from one area of instruction to another. It solidifies student understanding and provides teachers more opportunities to reinforce the taught concepts. The same can be done with technology. Instead of strictly teaching technology, I will be looking for as many ways as possible that I can use technological resources to correspond with other areas of instruction.
Sunday, October 31, 2010
Wednesday, October 6, 2010
Connectivism and Social Learning
One area of teaching that becomes the most rewarding for me is noticing instances when my students become teachers in my own classroom. I love catching my students taking the opportunities to share with each other and learn from each other. It is a fresh reminder that teaching is more than just lecturing 27 second graders for an entire school day. For me, teaching also includes providing opportunities in which my students can interact and be a part of a quality learning environment. In the web 2.0 era technology has transformed in ways that it is much easier to utilize in today's classrooms. With a little careful planning and instruction my students can engage in collaborative learning projects such as, producing multimedia, web research, webquests, and wikis (Hubbell, Kuhn, Malenoski, Pitler, 2007).
I think back on my first year of teaching and almost gawk at the realization that I had so much to learn about how students best acquire new information. I feel kind of bad for that first class I had. They probably sat through more boring lectures than I would want them to have to remember. I had a very limited idea understanding of how my students could best learn and what could be done to engage them deeply into the learning process. I was afraid of classroom chaos, and thought by setting my students loose and giving them freedom to learn together was a recipe for disaster.
It did not take long before I realized that my students were a resource to be tapped in to. I now regularly engage my students in collaborative work. My students are encouraged to cooperate and complete learning objectives together. Many times my students are asked to be a teacher of specific information. They are going to have to know something well enough that they will be able to teach another student what they know. Today, I had my students working in groups of three to create landforms posters. They were instructed on the procedures of the project, and then set loose to creatively construct their product. I was impressed when I saw the way students worked together, delegated tasks, and took learned information and applied it to their poster. I look forward to getting the posters out tomorrow. My students will get a chance to present their poster to their classmates and teach them all about their landforms. My students enjoy showing their work off and I am excited because my students have a chance to prove themselves as experts of specific information (Laureate Edu. Inc., 2009).
This week we were asked to identify a need for our school. Over the last few years I have witnessed my district's attempts to keep up with the speed of changing technology. To hear my thoughts and share your comments please visit my voicethread at the following address.
http://voicethread.com/share/1377459/
References:
Laureate Education, Inc. (Executive Producer). (2009). “Social learning theories” [Educational video].
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
I think back on my first year of teaching and almost gawk at the realization that I had so much to learn about how students best acquire new information. I feel kind of bad for that first class I had. They probably sat through more boring lectures than I would want them to have to remember. I had a very limited idea understanding of how my students could best learn and what could be done to engage them deeply into the learning process. I was afraid of classroom chaos, and thought by setting my students loose and giving them freedom to learn together was a recipe for disaster.
It did not take long before I realized that my students were a resource to be tapped in to. I now regularly engage my students in collaborative work. My students are encouraged to cooperate and complete learning objectives together. Many times my students are asked to be a teacher of specific information. They are going to have to know something well enough that they will be able to teach another student what they know. Today, I had my students working in groups of three to create landforms posters. They were instructed on the procedures of the project, and then set loose to creatively construct their product. I was impressed when I saw the way students worked together, delegated tasks, and took learned information and applied it to their poster. I look forward to getting the posters out tomorrow. My students will get a chance to present their poster to their classmates and teach them all about their landforms. My students enjoy showing their work off and I am excited because my students have a chance to prove themselves as experts of specific information (Laureate Edu. Inc., 2009).
This week we were asked to identify a need for our school. Over the last few years I have witnessed my district's attempts to keep up with the speed of changing technology. To hear my thoughts and share your comments please visit my voicethread at the following address.
http://voicethread.com/share/1377459/
References:
Laureate Education, Inc. (Executive Producer). (2009). “Social learning theories” [Educational video].
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, September 29, 2010
Constructivism and Constructionism
Dr. Orey (2008) explains that even though in many circles constructivism and constructionism get thought of as one of the same, they are in fact two different concepts. Constructivism is the theory that individuals construct meaning based on their experiences. Constructionism is more of a learning theory, or process for which learning can happen effectively. Constructionism is the idea that an individual will learn from experience and it is the experience of creating an artifact that provides them with the opportunities to gain new knowledge. An individuals schema is challenged by new experiences. That schema may undergo changes in order to accommodate for new understandings that were previously unknown about a specific area of knowledge.
In reflecting on this week's resources I see a great need for instructionism in schools. I would even suggest that such learning would be beneficial to all ages and grades. All students have capabilities unique to their ages and a teacher can make the most of learning opportunities by providing their students with chances to engage in an actual project. The student can take the prior knowledge and apply it to such a project. Students can apply the understandings they have about what they already know and compare it to the new concepts they are self discovering (Pitler, 2007). Along the way, it is very likely that the child will develop new understandings as a result of situations they ran into during the project. They are essentially taking ownership of their own learning (Fiore, 2010).
My brother is also a teacher in a neighboring school district. He teaches eighth grade science. Recently, he has been sharing with me how two of his instructional hours will be devoted to classes that will be involved in project based learning. The project he selected for his students was CO2 car design and construction. His students will be involved in planning, designing, constructing, racing, and collecting data on the results. They are using the skills they have been equipped with to engage in a cumulative project. I know if I was in one of those classes I would be ecstatic about the entire project, so I can only imagine how is actual students are feeling about it. I am now trying to think ways that I can provide my second graders with project based learning opportunities. We do go through a pioneer unit in our first marking period. Though the pioneers did not have much technology, I feel this is a period in time that would be good for historical reports. I am hoping to give my students an opportunity to become experts on a specific area of pioneer life. The students could work in partnership on the project and produce a slide that promotes them as an expert on their pioneer topic. The slides could be put together and we would then have a unique slide show that covers many of the important concepts we had learned. In Dr. Orey's (2008) video it was stated that our students' future is technology and they have to know how to use it. Their success depends on an ability to use technology effectively. As teachers, we need to be sure that we are providing them opportunity to engage in the technology that is becoming an ever present part of their lives.
References:
Fiore, Corrine. (2009). What does Constructivism Mean? eHow. Retrieved September 29, 2010 from http://www.ehow.co.uk/facts_5498967_constructivism-mean.html
Laureate Education, Inc. (Producer). (2008). Constructivist and Constructionist Learning Theories. [Motion picture]. Bridging learning theory, instruction, and technology.
[DVD]Pitler, H., Hubbell, E., Kuhn, M., & Malenoski. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
In reflecting on this week's resources I see a great need for instructionism in schools. I would even suggest that such learning would be beneficial to all ages and grades. All students have capabilities unique to their ages and a teacher can make the most of learning opportunities by providing their students with chances to engage in an actual project. The student can take the prior knowledge and apply it to such a project. Students can apply the understandings they have about what they already know and compare it to the new concepts they are self discovering (Pitler, 2007). Along the way, it is very likely that the child will develop new understandings as a result of situations they ran into during the project. They are essentially taking ownership of their own learning (Fiore, 2010).
My brother is also a teacher in a neighboring school district. He teaches eighth grade science. Recently, he has been sharing with me how two of his instructional hours will be devoted to classes that will be involved in project based learning. The project he selected for his students was CO2 car design and construction. His students will be involved in planning, designing, constructing, racing, and collecting data on the results. They are using the skills they have been equipped with to engage in a cumulative project. I know if I was in one of those classes I would be ecstatic about the entire project, so I can only imagine how is actual students are feeling about it. I am now trying to think ways that I can provide my second graders with project based learning opportunities. We do go through a pioneer unit in our first marking period. Though the pioneers did not have much technology, I feel this is a period in time that would be good for historical reports. I am hoping to give my students an opportunity to become experts on a specific area of pioneer life. The students could work in partnership on the project and produce a slide that promotes them as an expert on their pioneer topic. The slides could be put together and we would then have a unique slide show that covers many of the important concepts we had learned. In Dr. Orey's (2008) video it was stated that our students' future is technology and they have to know how to use it. Their success depends on an ability to use technology effectively. As teachers, we need to be sure that we are providing them opportunity to engage in the technology that is becoming an ever present part of their lives.
References:
Fiore, Corrine. (2009). What does Constructivism Mean? eHow. Retrieved September 29, 2010 from http://www.ehow.co.uk/facts_5498967_constructivism-mean.html
Laureate Education, Inc. (Producer). (2008). Constructivist and Constructionist Learning Theories. [Motion picture]. Bridging learning theory, instruction, and technology.
[DVD]Pitler, H., Hubbell, E., Kuhn, M., & Malenoski. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, September 22, 2010
Cognitive Learning and Technology
The cognitive learning theory focuses on how information is processed in the brain. When new information is presented, that information is received into sensory registers, which leads way to short term memory, and later, through practice and rehearsal, that information is stored in long term memory. In contrast to the behaviorist theory, the cognitive learning theory relies less on feedback and becomes more dependent on the effectiveness with which information is presented to an individual.
It is proven that humans are better learners if they are able to engage themselves in the learning process. We are less effective in learning when we are expected to sit and listen. I am not sure how much I could share with you about what I learned from some of my four hour lectures in over crowded lecture halls. However, I remember a lot of information that was covered in my Non Traditional Sports course that was a requirement of my Physical Education minor. What accounts for the difference in learning and recall of information? It has to be the fact that the information from those courses were presented in different ways. The information from my non traditional sports course was processed and learned through more effective methods. Rather than being lectured, I was an active participant in the learning process. In my non-traditional sports class I was instructed rules of uncommon games, shown how to play them, and then given the opportunity to learn the games through being an active participant. Palvio's theory on learning is that learning is a dual coding process (Orey, 2008). We are more effective in learning when we can use two or more senses in the learning process.
Cognitive learning can be thought of as a network. So many thoughts and ideas become interconnected. The more connections that can be generated between ideas increases the likelihood that new information will be remembered. When we remember information we do not just remember it as text. We are apt to think of new information in terms of images as well. Since our brain processes information in such a way, it makes sense for educators to be making use of tools that allow for learning and thinking to happen in similar ways. There are many technology based learning tools that lend themselves to cognitive learning, such as PowerPoint, pod casts, and concept maps.
Concept mapping tools lend themselves to a similar construction for how the brain is thought to process thought. Like the brain, concept maps look to make as many connections to new information as possible. The more connections that can be made, the more likely the information will be stored in short term memory. Concept maps are effective, in that they are able to apply text and imaging to new concepts that are being learned. This elaboration then allows the brain to reflect on presented text and meaningful imagery (Orey, 2008). Such parts of the concept map can remind an individual of learned information.
Resources:
Laureate Education, Inc. (Producer). (2008). Cognitive Learning Theories. [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: M. Orey.
It is proven that humans are better learners if they are able to engage themselves in the learning process. We are less effective in learning when we are expected to sit and listen. I am not sure how much I could share with you about what I learned from some of my four hour lectures in over crowded lecture halls. However, I remember a lot of information that was covered in my Non Traditional Sports course that was a requirement of my Physical Education minor. What accounts for the difference in learning and recall of information? It has to be the fact that the information from those courses were presented in different ways. The information from my non traditional sports course was processed and learned through more effective methods. Rather than being lectured, I was an active participant in the learning process. In my non-traditional sports class I was instructed rules of uncommon games, shown how to play them, and then given the opportunity to learn the games through being an active participant. Palvio's theory on learning is that learning is a dual coding process (Orey, 2008). We are more effective in learning when we can use two or more senses in the learning process.
Cognitive learning can be thought of as a network. So many thoughts and ideas become interconnected. The more connections that can be generated between ideas increases the likelihood that new information will be remembered. When we remember information we do not just remember it as text. We are apt to think of new information in terms of images as well. Since our brain processes information in such a way, it makes sense for educators to be making use of tools that allow for learning and thinking to happen in similar ways. There are many technology based learning tools that lend themselves to cognitive learning, such as PowerPoint, pod casts, and concept maps.
Concept mapping tools lend themselves to a similar construction for how the brain is thought to process thought. Like the brain, concept maps look to make as many connections to new information as possible. The more connections that can be made, the more likely the information will be stored in short term memory. Concept maps are effective, in that they are able to apply text and imaging to new concepts that are being learned. This elaboration then allows the brain to reflect on presented text and meaningful imagery (Orey, 2008). Such parts of the concept map can remind an individual of learned information.
Resources:
Laureate Education, Inc. (Producer). (2008). Cognitive Learning Theories. [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: M. Orey.
Thursday, September 16, 2010
Behaviorist Theories' Role in Tech Integration
Today's schools are still practicing the ways of the behaviorist theories. In my classroom students are almost continuously receiving feedback of one form or another. The feedback I am giving my students changes or reinforces their thoughts, actions, and understandings. It is easy to recognize that I utilize operant conditioning in my classroom management, but after assessing the uses of technology with my second graders I realize that behaviorist methods are evident in many areas of my instruction.
A basic understanding of the behaviorist theory is that through conditioning a specific goal is reached. This concept is evident in so many learning activities that take place in my program. I may be going out on a limb, but I would venture to say that the whole concept of earning / assigning grades can be looked at as a product of the behaviorist theory. After all, the grade a student receives is a form of feedback that can serve as a means of motivation to improve, or maintain a level of performance.
In my class technology use takes on many forms. For most students the technology we use serves as a bridge between the mundane work of learning and an enjoyable experience. For some students, being in school can be a drag. At times there were classes and teachers that even I did not care to be around. Technology has become a familiar avenue for some challenging students that helps them cope with being a part of a learning environment that they once could care less about. Much of the technology being used has reinforcement built into it.
Recently I have been doing phonics practices with my students. More specifically, we have been working on our short vowel sounds. In years past I have simply written words on my white board and had my students sound out the words with me. I now am attempting to make great use of an interactive whiteboard that was installed in my room. Instead of me showing words on a whiteboard and expecting that to drive home the teaching points, I now have my students come up to the board and build words by snapping the electronic phonics cards in place. The satisfaction and sense of accomplishment my students feel when they were a part of the learning / teaching can not be reproduced by my previously used methods of teaching. The technology incorporates the students in an active learning format and provides them positive experiences and feelings of success.
Is the behaviorist theory on its way out? I would have to say no. In my mind, the behaviorist theory has only taken on a new look and adapted with the changing times. Technology has played a large role in these changes, and the behaviorist theory has conformed to these changes, resulting in positive results.
Today's schools are still practicing the ways of the behaviorist theories. In my classroom students are almost continuously receiving feedback of one form or another. The feedback I am giving my students changes or reinforces their thoughts, actions, and understandings. It is easy to recognize that I utilize operant conditioning in my classroom management, but after assessing the uses of technology with my second graders I realize that behaviorist methods are evident in many areas of my instruction.
A basic understanding of the behaviorist theory is that through conditioning a specific goal is reached. This concept is evident in so many learning activities that take place in my program. I may be going out on a limb, but I would venture to say that the whole concept of earning / assigning grades can be looked at as a product of the behaviorist theory. After all, the grade a student receives is a form of feedback that can serve as a means of motivation to improve, or maintain a level of performance.
In my class technology use takes on many forms. For most students the technology we use serves as a bridge between the mundane work of learning and an enjoyable experience. For some students, being in school can be a drag. At times there were classes and teachers that even I did not care to be around. Technology has become a familiar avenue for some challenging students that helps them cope with being a part of a learning environment that they once could care less about. Much of the technology being used has reinforcement built into it.
Recently I have been doing phonics practices with my students. More specifically, we have been working on our short vowel sounds. In years past I have simply written words on my white board and had my students sound out the words with me. I now am attempting to make great use of an interactive whiteboard that was installed in my room. Instead of me showing words on a whiteboard and expecting that to drive home the teaching points, I now have my students come up to the board and build words by snapping the electronic phonics cards in place. The satisfaction and sense of accomplishment my students feel when they were a part of the learning / teaching can not be reproduced by my previously used methods of teaching. The technology incorporates the students in an active learning format and provides them positive experiences and feelings of success.
Is the behaviorist theory on its way out? I would have to say no. In my mind, the behaviorist theory has only taken on a new look and adapted with the changing times. Technology has played a large role in these changes, and the behaviorist theory has conformed to these changes, resulting in positive results.
Sunday, June 27, 2010
Final Reflection
Introduction
These last eight weeks I have been busy completing Walden's EDUC-6710 course (Understanding the Impact of Technology on Education, Work, and Society). The time I have spent in the course has been worthwhile. I have made a stronger and more appropriate connection between technology and education. I have taken opportunities to develop new skills in technology that will make my instruction even more engaging, meaningful, and enjoyable by my learners.
• In what ways has this course helped you to develop your own technology skills as a professional teacher?
Up to the point of this class I was unfamiliar with the concept of Web 2.o. I mistakenly thought it was a newer updated version of a web browser. Through the course I have learned that Web 2.0 is a concept referencing that the internet and other technologies are becoming more interactive, accessible, and a part of everyday living / functioning. Before the course my 2.0 abilities were much more limited. I had never blogged, contributed to a wiki, or used a podcast. I now find myself very capable in using these web based tools, all the while enjoying the opportunities I get to use them. I feel much more competent in these technologies and have already identified ways in which I will be able to successfully use them in my instruction.
• In what ways have you deepened your knowledge of the teaching and learning process?
This course helped me better understand that children's learning needs are not all that different from adults. I have found that students not only learn from their teachers, but they can learn from their peers, as well as contribute to the learning process. in fact, this idea is important to instill in our students at a young age because it better prepares them for a society and workplace that functions in this manner. A classroom should be full of students who wear two hats. Each child should wear the hat of a teacher and a learner. To make this work a teacher obviously can play the role of teacher, but it is equally important for a teacher to serve as a facilitator. There are appropriate times when a teacher needs to come alongside their students and help guide them along the way in their learning. In the future I look to do more project based learning, group work, and provide more opportunities for my students to engage in collaborative work.
• In what ways have you changed your perspective from being teacher-centered to learner-centered?
As stated above I have learned that students do not just learn from their teacher. Students are just as capable of bringing their prior knowledge into a classroom activity and applying it to the work being done to help another students better understand a concept. As a teacher I have been bombarded with the phrase "community of learners." Before this course I had an immature understanding of the concept. My initial response was that a classroom is a compilation of students who are going to learn as a result of instruction. I had put little thought into where that instruction could come from. I now have a more accurate understanding of "community of learners." I now strongly believe that a community of learners is a group of people who learn with and from each other.
• In what ways can you continue to expand your knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement?
I do not feel that teaching with technology will be a burden. On the contrary, I anticipate it will be something I will continue to enjoy and become even more passionate about. I have always had an interest for new technology, how it works, and how it can have a positive impact on the way various tasks are accomplished in everyday life. I hope to keep up on the newest technologies with an intention to find ways to effectively apply them to learning. I am fortunate that my ISD offers numerous tech workshops during the school year and they even run a tech camp in the summer for teachers. The workshops are either free of charge, or tagged with a minimal fee. They are great workshops that provide teachers a realistic snapshot of how the technology has been utilized by other teachers, as well as providing the "know how" that teachers would need to have in order to make the technology work in their own teaching situations.
• Set two long-term goals (within two years) for transforming your classroom environment by which you may have to overcome institutional or systemic obstacles in order to achieve them. How do you plan to accomplish these goals?
My first goal is to complete my Walden masters program. My specialization of incorporating technology into the classroom will provide countless ways in which I can transform my classroom into a stronger learning environment. The courses I have taken up to this point have provided me tools, strategies, and understanding that have already contributed to a better and more complete learning environment. I look forward to the remaining courses and the content I will be presented with that can be used in my teaching.
My second goal is to create a better learning environment in which my students take up larger roles as teachers. It is sometimes hard to break away from the misconception that I saw through my years of schooling. Most of my classroom memories and learning experiences involved a teacher teaching to students who were expected to learn from the teacher's instruction. I hope to break the mold. I hope that every successive year I will see my teaching style transform in a way that promotes student interaction, group learning, and ownership of our classroom and the activities that are a part of it. Next school year I plan on acting on this goal by using a few of the technologies that I have been exposed to in this course. I definitely anticipate having my students use pod casting for some group projects. If that goes well, I would also like to see my students access a classroom blog for an array of learning opportunities that parallel classroom curriculum and even possibly have my students contribute to a wiki as a collaborative group project.
Conclusion
This course has equipped me with many new skills that will enhance my ability to teach and my students' learning. I have found that students' interests and abilities in technology can and should be harnessed for the good of their learning. I realize that using technology is not what makes a teacher great. A great teacher is one who is always adjusting the way they teach in order to best meet the specific needs of their diverse population of learners, uses tools provided to them (such as technology) effectively, and holds a high expectation for each student to be a contributing member to the learning community as a learner and teacher.
These last eight weeks I have been busy completing Walden's EDUC-6710 course (Understanding the Impact of Technology on Education, Work, and Society). The time I have spent in the course has been worthwhile. I have made a stronger and more appropriate connection between technology and education. I have taken opportunities to develop new skills in technology that will make my instruction even more engaging, meaningful, and enjoyable by my learners.
• In what ways has this course helped you to develop your own technology skills as a professional teacher?
Up to the point of this class I was unfamiliar with the concept of Web 2.o. I mistakenly thought it was a newer updated version of a web browser. Through the course I have learned that Web 2.0 is a concept referencing that the internet and other technologies are becoming more interactive, accessible, and a part of everyday living / functioning. Before the course my 2.0 abilities were much more limited. I had never blogged, contributed to a wiki, or used a podcast. I now find myself very capable in using these web based tools, all the while enjoying the opportunities I get to use them. I feel much more competent in these technologies and have already identified ways in which I will be able to successfully use them in my instruction.
• In what ways have you deepened your knowledge of the teaching and learning process?
This course helped me better understand that children's learning needs are not all that different from adults. I have found that students not only learn from their teachers, but they can learn from their peers, as well as contribute to the learning process. in fact, this idea is important to instill in our students at a young age because it better prepares them for a society and workplace that functions in this manner. A classroom should be full of students who wear two hats. Each child should wear the hat of a teacher and a learner. To make this work a teacher obviously can play the role of teacher, but it is equally important for a teacher to serve as a facilitator. There are appropriate times when a teacher needs to come alongside their students and help guide them along the way in their learning. In the future I look to do more project based learning, group work, and provide more opportunities for my students to engage in collaborative work.
• In what ways have you changed your perspective from being teacher-centered to learner-centered?
As stated above I have learned that students do not just learn from their teacher. Students are just as capable of bringing their prior knowledge into a classroom activity and applying it to the work being done to help another students better understand a concept. As a teacher I have been bombarded with the phrase "community of learners." Before this course I had an immature understanding of the concept. My initial response was that a classroom is a compilation of students who are going to learn as a result of instruction. I had put little thought into where that instruction could come from. I now have a more accurate understanding of "community of learners." I now strongly believe that a community of learners is a group of people who learn with and from each other.
• In what ways can you continue to expand your knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement?
I do not feel that teaching with technology will be a burden. On the contrary, I anticipate it will be something I will continue to enjoy and become even more passionate about. I have always had an interest for new technology, how it works, and how it can have a positive impact on the way various tasks are accomplished in everyday life. I hope to keep up on the newest technologies with an intention to find ways to effectively apply them to learning. I am fortunate that my ISD offers numerous tech workshops during the school year and they even run a tech camp in the summer for teachers. The workshops are either free of charge, or tagged with a minimal fee. They are great workshops that provide teachers a realistic snapshot of how the technology has been utilized by other teachers, as well as providing the "know how" that teachers would need to have in order to make the technology work in their own teaching situations.
• Set two long-term goals (within two years) for transforming your classroom environment by which you may have to overcome institutional or systemic obstacles in order to achieve them. How do you plan to accomplish these goals?
My first goal is to complete my Walden masters program. My specialization of incorporating technology into the classroom will provide countless ways in which I can transform my classroom into a stronger learning environment. The courses I have taken up to this point have provided me tools, strategies, and understanding that have already contributed to a better and more complete learning environment. I look forward to the remaining courses and the content I will be presented with that can be used in my teaching.
My second goal is to create a better learning environment in which my students take up larger roles as teachers. It is sometimes hard to break away from the misconception that I saw through my years of schooling. Most of my classroom memories and learning experiences involved a teacher teaching to students who were expected to learn from the teacher's instruction. I hope to break the mold. I hope that every successive year I will see my teaching style transform in a way that promotes student interaction, group learning, and ownership of our classroom and the activities that are a part of it. Next school year I plan on acting on this goal by using a few of the technologies that I have been exposed to in this course. I definitely anticipate having my students use pod casting for some group projects. If that goes well, I would also like to see my students access a classroom blog for an array of learning opportunities that parallel classroom curriculum and even possibly have my students contribute to a wiki as a collaborative group project.
Conclusion
This course has equipped me with many new skills that will enhance my ability to teach and my students' learning. I have found that students' interests and abilities in technology can and should be harnessed for the good of their learning. I realize that using technology is not what makes a teacher great. A great teacher is one who is always adjusting the way they teach in order to best meet the specific needs of their diverse population of learners, uses tools provided to them (such as technology) effectively, and holds a high expectation for each student to be a contributing member to the learning community as a learner and teacher.
Monday, June 7, 2010
Technology Profile of Today's Students
I have made my first attempt at podcasting. In the process I was able to interview three of my students and discuss their abilities and interests in the use of technology at home. I am able to gauge how much technology students use at school, but it is a different story when they are at home. I am quickly learning that most of my students could be considered digital natives. That is, they are aware of technology, use it readily, and are confident in their interactions with it. Feel free to listen to the podcast. Not only is it eye opening, as to the abilities of today's students, but it is also entertaining to a degree. Second graders are often known to say things in a brutally honest way.
Wednesday, May 26, 2010
Preparing Today's Students for the 21st Century
Today educators are required to do more than teach the core curriculum. It seems the core curriculum is a framework for the rest of education to be built on. With that framework we are adding new requirements and expectations that are to be met in order to better prepare today's students with critical skills for the future. It is through an understanding that the skill set required to be successful in the 21st century that the P21 organization was created. The Partnership for the 21st Century Skills was created to raise an awareness for teachers, administrators, political figures, and the public eye on how to better prepare today's students with the skills of the future.
Reaction to P21
This was my first exposure to P21. It is important to know that the P21 campaign is not trying to push their agenda ahead of everything else that is done in classrooms. They clearly state that their goal is to provide resources to educators that enable them to incorporate the needed skills while still addressing the three Rs (reading, writing, and arithmetic). P21 states that it is necessary for teachers to provide their students the instruction and opportunities to develop abilities in critical thinking, communicating, collaborating, and expressing creativity (the 4 C's). All of this is intended to be infused with what many teachers are already doing. The mission of P21 is to serve as a catalyst for which 21st readiness is promoted through collaborative partnerships with educators, businesses, communities, and business leaders. I find that P21 has recognized an important need in the development of the future's work force. They have set up a realistic system that can be utilized to get educators off to a strong start in preparing students with the critical skills they will need.
Surprising Information
Considering this was my first exposure to P21 I was a bit skeptical as to whether or not it was a legitimate and influential organization. What kind of a following did it have? Who is backing up the claims of P21? After looking over the website I was intrigued when I found some big name supporters. P21 has partnered with 38 well known businesses, such as Apple, Scholastic Education, Verizon, and Walt Disney. Not only did the significance of such iconic companies gain my support, but it also showed me that P21 is practicing the very things that it believes in, such as collaboration.
Agree of Disagree?
From the information I have come across I find it hard not to agree with P21's mission. I find that the need for 21st century skills is only becoming greater with every new day. As educators we need to be proactive in terms of adequately preparing students for the future. It means we have to identify ways in which the "Four C's" can be incorporated into what we are already doing. P21 is providing resources so that this can be more attainable. Preparing students for tomorrow is what teachers do, and for that to happen we can not allow ourselves to become stuck in only teaching content that was relevant to yesterday's students.
The Implications
Effective teaching is never done "by the book." I have found that many people outside the education circle (and even some in it) think that teaching is following a teachers manual, assigning such and such pages, having papers graded, and holding an occasional conference. Any good educator knows that all students learn in different ways. Part of being effective in our instruction means being able to remain innovative and stay on our toes. Instead of becoming flustered with the idea that 21st century skills are just one more thing we have to teach our students, we must find ways to incorporate the aforementioned skills. P21 was not designed to bog down the educational system. P21's purpose is to assist educators in implementing practices that provide the skills to students. To effectively put these skills into practice it requires educators to make an effort to implement these skills. Instead of living "by the book" we have to dare to step outside of our comfort zones. We have to dare our students to step outside of their comfort zones as well. We have to give students the chance to think critically, communicate, collaborate, and express creativity. When teachers become overwhelmed with too much on their plate they feel like they have to drop something that they have been doing in order to make room. This is not the case. Instead, educators should be looking for ways to teach the same content, but in a way that while covering that content, today's necessary skills are practiced and utilized. We are not supposed to diffuse old information, rather we are to infuse the new information.
Wednesday, May 12, 2010
Blogging for 2nd Graders
My second grade students range from ages seven to nine. My students receive language arts, math, science, social studies, and even art instruction from me. Their abilities in and exposure to technology are all over the board. Regardless of the previously mentioned information I have found that this does not change their feelings towards technology implementation. Anytime we have a chance to use technology to assist in our learning there is a buzz in the room, a new found excitement for what we are about to do.
A blog is a diverse tool that can be utilized in a number of ways. My challenge is determining the best way to make it useful and meaningful for my population of students. Being that we do not have a full computer lab, or computers available to all of my students I feel the best implementation would be as a home extension. I would like to communicate to my students' parents the fact that I have a blog. I could use the blog as a form of communication with the parents of my students. A cyber newsletter. I could provide my students with extension activities. Possibly PowerPoints, videos, interactive websites, or other websites I would like for them to visit. I could encourage my students to make comments about the resources that I provide for them to check out. I could also spotlight some of my students work on the blog. It could be used to point out what quality work looks like. Essentially, the blog could be used to raise an awareness of what is being accomplished in the classroom and provide my students with extended opportunities to build upon what they learned in class. It's a chance to make a difference outside of the classroom.
A blog is a diverse tool that can be utilized in a number of ways. My challenge is determining the best way to make it useful and meaningful for my population of students. Being that we do not have a full computer lab, or computers available to all of my students I feel the best implementation would be as a home extension. I would like to communicate to my students' parents the fact that I have a blog. I could use the blog as a form of communication with the parents of my students. A cyber newsletter. I could provide my students with extension activities. Possibly PowerPoints, videos, interactive websites, or other websites I would like for them to visit. I could encourage my students to make comments about the resources that I provide for them to check out. I could also spotlight some of my students work on the blog. It could be used to point out what quality work looks like. Essentially, the blog could be used to raise an awareness of what is being accomplished in the classroom and provide my students with extended opportunities to build upon what they learned in class. It's a chance to make a difference outside of the classroom.
Wednesday, May 5, 2010
Technology Taken to the Classroom
It is obvious that I have a passion for technology. I have learned to enjoy the anticipation of what the next big thing will be. How will it change my life? How will it change my classroom? How will it change the world as we have come to know it?
Reflecting on my upbringing I remember key moments in my technological history, such as my family's first personal computer (and the countless games of solitaire I played on it), my first scientific calculator, graphing calculator, dial up internet access, cell phones, high speed wireless networks, and so on. The list goes on and on. The list is also ever changing. These are just some of the changes that have taken place during my short life time. I am challenged to think about what kinds of changes can be expected in the technological realm for today's students. I truly believe that only time will tell.
As a teacher we are challenged to determine the best uses and practices of today's educational technology. I have found many wonderful and engaging uses, such as interactive review games through use of a smart board, streaming media to supplement lessons, a classroom webpage to keep parents and students updated, as well as virtual field trips through video conferencing sessions. I am curious as to what other teachers in today's classrooms have found to be useful, practical, and effective uses of technology in their classrooms.
Reflecting on my upbringing I remember key moments in my technological history, such as my family's first personal computer (and the countless games of solitaire I played on it), my first scientific calculator, graphing calculator, dial up internet access, cell phones, high speed wireless networks, and so on. The list goes on and on. The list is also ever changing. These are just some of the changes that have taken place during my short life time. I am challenged to think about what kinds of changes can be expected in the technological realm for today's students. I truly believe that only time will tell.
As a teacher we are challenged to determine the best uses and practices of today's educational technology. I have found many wonderful and engaging uses, such as interactive review games through use of a smart board, streaming media to supplement lessons, a classroom webpage to keep parents and students updated, as well as virtual field trips through video conferencing sessions. I am curious as to what other teachers in today's classrooms have found to be useful, practical, and effective uses of technology in their classrooms.
Posts
