Online Collaboration

Reflection: Reaching and Engaging All Learners Through Technology

The principles of Universal Design for Learning (UDL) and Differentiated Instruction (DI) both encompass the idea that all children can learn when given supports which meet their specific needs. In reality each child in a classroom brings both assets and needs. It is up to the teacher to implement a curriculum that caters to those assets and supports those needs. This does not mean providing a different lesson for each child, but rather a variety of ways for students to access the curriculum, engage in the standards, and demonstrate that they have mastered the content. It is also not about fixing a broken child, but rather about fixing a mode of delivering content that is not reaching every child equally. Teachers need not be overwhelmed with putting into practice the principles of UDL and DI, as it is always better to start small, practicing in small amounts and then branch out as both the teacher and students become accustomed to this kind of instruction. DI is not a new idea, but rather something that has been around since the “one-room-schoolhouse” when all grade-levels learned content in one room, with one teacher. What is important is that all students have the same goal, and the teacher is flexible enough to allow students to engage in the curriculum in a way that meets their various learning styles, interests, and readiness-levels.

This course provided a unique way for teachers to collaborate on resources for differentiating instruction in order to support UDL and DI in the classroom. Using Google Groups was easy, efficient, and provided a way to share resources on a social network and provide feedback to one another about them. Participating in conference calls with my group further connected us to the group and made the online sharing a little more personable. Now, I have an online repository to return to for resources as I encounter areas of need within my classroom. I have already used some of the resources I gained in my research, as well as those shared by group members to use technology to present information in different ways in my classroom, assess student understanding, and engage learners.

I have learned that technology can be the “hook” which engages students, while also serving as the platform through which students demonstrate mastery of content. Technology can be used in a variety of ways to differentiate instruction, such as through the use of video/audio clips; online textbook resources, including text-speech; handheld devices; Individual Response Systems; laptops/Netbooks; PowerPoint; Digital Storytelling; I-searches and research projects; and virtual labs or simulations. I personally have already integrated more audio/video clips, online textbook resources, Personal Response Systems, and Netbooks into my science curriculum, with plans to branch out to I-searches, student PowerPoints, and Digital Storytelling as the year unfolds. The point is that using technology is not just another thing to do in a classroom, but it offers variety in the ways that students engage in content, it promotes student understanding of content, and it clarifies the learning targets for a classroom…in other words, it helps to maintain a curriculum that is of high-quality for all learners.

References
Laureate Education, Inc. (Producer). (2009a). Program one. Reaching and Engaging All Learners Through Technology [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009b). Program ten. Knowing Your Students [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009c). Program eleven. Learner Difference [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009d). Program twelve. Universal Design for Learning [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009e). Program fourteen. Introduction to Differentiated Instruction [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009f). Program fifteen. What is Differentiated Instruction? [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009g). Program sixteen. High-Quality Curriculum [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Author.

Universal Design for Learning at Liberty MS

Liberty MS teachers, we strive to reach every learner, but know that there are times that we fall short of that goal. Please view the following PowerPoint to learn about realistic strategies for reaching EVERY learner!



Thanks for viewing...please leave comments and suggestions!
~Holly~

GAME Plan Reflection…

The GAME plan process has really changed for me over the course of this class. It was initially challenging for me to sit down and lay out a plan for something when I really was not sure how to use it with my students. Over time I realized that it is alright to not really know how a plan will work out, but to have the end-goal in mind. If the process of arriving there does not work out the way one might have anticipated right away, there is an opportunity to monitor the effectiveness of the plan and evaluate/extend as necessary. It is alright if part of the plan just does not work…it allows the teacher as the lesson planner and the student as one with their own learning goals to grow as an individual after self-reflecting on the process.

While I have always valued goal-setting for my students, after using the GAME plan process I have a concrete way to help my students set goals for their own learning…manageable goals that are tailored to them and their needs, rather than cookie-cutter for a “certain kind of student.”

I would immediately like to use technology to help students in the area of reflection…both on themselves, and on others as well. I plan to set up a discussion board for the opening of school, and begin using it right away. I would also like to use VoiceThread to immediately begin recording lab activities and lab basics for students that are absent on certain school days. I have thought about starting an after-school club to allow students to help with this, and then make the VoiceThreads available not only to my students, but other teachers’ students as well. I believe this would be beneficial for students and parents/guardians alike. I chose these components to add to my instruction immediately because they are manageable for me, and I think they will be manageable for my students and parents and give us the most “bang for our buck” right away.

 
Image from: http://www.homedecoratingblog.org/home-decorating-tips/mirror-mirror-on-the-wall

Using the GAME Process with Students…

http://mitocw.udsm.ac.tz/NR/rdonlyres/Global/2/2BDCF7AB-1F3A-42C3-A57A-99B7678E2FC5/0/chp_chess_game.jpg

The National Educational Technology Standards (NETS) for teachers and students are very closely aligned, such that having a teacher design a lesson that incorporates these technology standards, allows for students to fulfill their standards by following through with the lesson to its completion. For example, there are 5 teacher (T) standards and 6 student (S) standards and, while they do not match up word-for-word, they do weave together rather tightly. It requires that each classroom participant know what they technology standards are, and be committed to doing their best to accomplishing them…students AND teacher alike.

In setting my goals for this class, I determined that there were two specific NETS-T standards/indicators that I needed more work in to become more confident in implementing. One of these was NETS-T 2b, which states that teachers “develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.” In designing lessons that fulfill this goal as an educator, I am providing an opportunity for my students to fulfill NETS-S 1b, which states that students “create original works as a means of personal or group expression,” and 4b, which states that students “plan and manage activities to develop a solution or complete a project.”

As I said before, in order to accomplish these goals and fulfill these standards, all participants must be on-board. This means I, as the teacher, can help my students learn the GAME plan process for their own learning activities. I have always wanted to help my students set goals for themselves and this is a great way for them to do so and monitor their own progress. After setting their goals, they will need to be directed to decide what action to take in accomplishing their goals, and then they will need reflection time over time to both monitor their learning and evaluate their progress. If they find that they are not on the track toward accomplishing their goals, like they thought they would be, they must re-evaluate the plan and modify it (Cennamo et. al., 2010). This is something that can be done globally in a school, at the beginning of the year, or something that one teacher can teach students to do in a class, for multiple long-term assignments.


References:

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

National Educational Technology Standards found at http://www.iste.org/AM/Template.cfm?Section=NETS on August 10, 2010.

My GAME Plan...Now and the Future...

So far in my GAME Plan I have gleaned resources with lesson plan ideas to integrate into my opening year activities and in my introduction to the Web. I have also obtained a link from a colleague with posters that can be printed and posted in my class room, and in the hallway (with administrative permission) as reminders of appropriate online behavior and computer etiquette. I still need to develop my lessons for teaching safe online practices and develop activities for students to use to practice, as well as monitor their own learning. If anyone has located any sites which might allow teens to quiz themselves on Internet safety know-how, please share with me!


My other goal involves me providing a technology-rich learning environment in which students are able to pursue individual curiosities and manage their own learning. The more I use technology tools in this class, the more comfortable I get with using them in my classroom. I think I am just going to have to come to a jumping-off point, where I just offer to let my students use a tool and we all just see how it flies!

Future learning goals I see setting for myself involve Standard 3: Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. The indicators under this standard focus on teacher communication with parents and community members using a variety of digital tools and resources, media and formats. I strive to integrate a variety of technology in order to gather data, analyze, and communicate with others, but I feel that I continue to lag behind. I would like to be on the cutting edge of such technologies in my everyday personal and professional life! In order to do this, I plan to continue to collaborate with professionals and seek out online professional communities to challenge me to meet my goals.

http://blogs.freshminds.co.uk/talent/wp-content/uploads/2008/08/future-of-learning_id2728501_size3901.jpg

Further Evaluation of My GAME Plan...

I continue to work on my GAME plan for becoming more proficient in NETS-T indicators 2b (“Teachers develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.”) and 4a (“Teachers advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.”).

http://www.lehigh.edu/~clb208/immagini/Work_in_progress.svg.png

For indicator 2b I cannot fully determine how my actions are helping me in meeting my goals since I am on summer vacation and, therefore, do not have students and data to analyze. I am working on providing resources for my students to use in managing their own learning, and I am spending time locating and becoming comfortable using a variety of technology tools for students to use in the classroom. I feel that this is an important use of my time, since I would like to be able to offer a variety of tools for my students to use.

For indicator 4a I also continue to work on developing a plan for teaching practical and safe Internet practices…this takes time in order to cover the important parts, without spending too much science instructional time (something I know my school administration team keeps a close eye on…I am working to weave the safe practices pieces into my content.

I found a new resource: http://siemensscienceday.discoveryeducation.com/ by investigating the blog of a classmate: Virginia Crisanti at http://www.artrendipity.com/. I have already pulled three lessons from the site that would fit seamlessly into my curriculum! Something I have learned about this that I can apply to my instructional practice is to continue to use the expertise of those around me in my school, as well as professionals around me online. There are so many ideas that I have not yet had myself!

My GAME progress...

I have finally identified what looks like some really good resources to help me progress in my GAME plan towards becoming more proficient in two NETS-T indicators! The goal this week was to find more resources for use with my middle school science students.


Once again, the first NETS-T indicator I wish to work on is 2B: “Teachers develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.” Two resources that would provide my students an opportunity to become more active participants in setting goals for themselves and assess their own progress are:

1. http://jlab.org/index.html,

which contains great teacher and student resources in lower right, in the box labeled science education;

2. http://iq.poquoson.org/

also contains quizzes for students to practice skills used in the classroom, in any content area.

http://gphintz.wordpress.com/2010/01/01/

The second NETS-T indicator I wish to work on is 4a: “Teachers advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.” Two resources that I have located which look promising for use with my students are:

1. http://www.nsteens.org/,

which appears to have some lesson plans which might be engaging for students in learning about Internet safety;

2. http://isafe.org/,

which is a website promoted by my school system and which teachers are required to use to complete professional development to become aware of the dangers of the Internet.

http://product-safety.com/internetsafety.html

I encourage anyone that is able to, to help me explore these and provide feedback. If you know of additional resources which would be appropriate for middle school students, please let me know! 

Thank you!

Resources and Information for My GAME Plan

My post last week was about developing a GAME plan for becoming more confident in two indicators of the NETS-T. This week, I am taking a look at the information and resources I might need in order to carry out my GAME plan.

Once again, the first indicator I am working on is 2b: “Teachers develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.” I have said that my action will include a better understanding of my students’ diverse learning styles, which will help me to provide opportunities for them to practice with a variety of technology tools and skills, pinpointing the ones that they feel confident in using. In order to carry out my GAME plan for this indicator, I will need to access information from previous years’ summative assessments and behavior logs. I will also need a plan for implementing formative assessments throughout the year. Additionally, I will need to have access to, and follow, students IEPs and 504-plans to ensure special needs of students are being met. Ahead of time, I will need to ensure that I am comfortable using Wikis, Blogs, and Discussion Boards, and that they are set up and ready to go when I want to use them. Additional resources I am interested in trying in order to develop a technology-enriched learning environment is polling software and personal response clickers.

The second indicator I am working on is 4a: “Teachers advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.” I have said that the action I will take to achieve this goal is to develop and implement an introductory lesson on What the Web is, how to use it, and how to be smart about it. I would like for the lesson to include computer basics, Internet basics, how to search the Web, and how to use information found on the Web. Additionally, I feel that I need to go further to inform students of the legal issues of the Web and how to be safe about using and posting on the Web. In order to carry out my GAME plan for this indicator, I first need to ensure that I am fully aware of the legal issues of the Web, and work with my School-Based Technology Specialist (SBTS) in order to develop a lesson plan to use with students. I plan to use my SBTS as a resource not only in the planning stages, but to have them in my classes, assisting with the delivery of the lesson as well. I need to access such resources as ethical and acceptable use policies and ensure that my students (and their parents) also have access to them. I will also need to ensure that I have access to, and feel confident in, using the technology platform that will be used to deliver the lesson, as well as the student technology (laptops or desktop computers) for students to practice with during the lesson.

If anyone can make suggestions on information and resources I have overlooked, please leave comments! Thanks!!

References:
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.

Establishing a GAME Plan for NETS-T

Ensuring that teachers are confident in the National Education Technology Standards for Teachers (NETS-T) has never been more important. We will do our students a disservice by not become proficient ourselves in 21-Century technology skills, and infusing them seamlessly into our lessons. In order to continue doing this, I have identified two NETS-T indicators in which I feel I need more work in order to become more confident and proficient to support my students.

The first indicator is 2b: “Teachers develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.” The action I will take in order to achieve this goal includes understanding my students’ diverse learning styles, providing opportunities for students to learn a variety of technology tools and skills, find the ones that they feel confident in using, and encouraging them to try new ones with which they are not familiar. I also need to prepare myself for the reality that I probably do not have all of the answers, so my students may be the experts in using technology that is introduced to my classroom, and that is okay! I plan to monitor my progress through student observations and reflections throughout the learning process, assessment of student projects and assignments, as well as formative and summative assessment data. In order to evaluate and extend my learning I will use assessment data to drive my instruction, as well as to drive my choice of technology tools. I will also self-reflect on how my teaching has adapted to fit the needs of my students and on what I have learned in the process.

The second indicator is 4a: “Teachers advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.” The action I will take to achieve this goal is to develop and implement an introductory lesson on The Web: What it is, how to use it, and how to be smart about it. The lesson will include computer basics, Internet basics, how to search the Web, and how to use information found on the Web. Students must also be aware of the legal issues of the Web and how to be safe about using and posting on the Web. This is something that must be done before I can launch any inquiry-based unit, for my own peace of mind! In order to monitor my progress, I will observe student use of the computer and Internet, and use formative and summative assessment data to drive my instruction and to help me determine when students are ready to move to the next level, or into an inquiry-based unit. Evaluating and extending my learning will be a continuous process with this indicator. As my students and I move through this lesson and put into practice what has been learned, there will be issues and new lessons that will crop up and cause me to pause or take a step back. I am anxious to self-reflect and evaluate my own learning and progress in this area, as it is new territory for me! I have always assumed that my students are learning about this indicator from someone else, but I can no longer assume that, but must assume responsibility for my own students’ learning of technology, even if I teach science.

Reflection: Teaching New Literacy Skills in the Classroom

Integrating the teaching of new literacy skills into my 8th grade science curriculum is not only necessary, but it seems that it will be rather seamless. This might be the most striking revelation I have had as a result of taking my most recent master’s class, “Supporting Information Literacy and Online Inquiry in the Classroom.” Rather than this being “just another thing” to add to my often overwhelming list of “things to do” during the school year, this course has provided a platform on which to do the things I already do, or that I must do, better.

In developing a lesson plan for teaching new literacy skills, I was able to think critically about each moment of learning in the classroom. One of the most difficult parts of developing my lesson plan was in determining my methods for assessing student acquisition of new literacy skills…how am I going to KNOW that they have learned what they need to in order to effectively use new literacy skills in the classroom, and in their daily lives, not just in playing with information, as they might on social networking sites, but in working with information to accomplish something with meaning and purpose (Laureate Education, Inc., 2008)?

One professional development goal that I have deals with a recent opportunity I had to attend Space Academy for Educators, sponsored by Honeywell, at the U.S. Space and Rocket Center in Huntsville, AL. First, let me encourage all math, science, and technology teachers to apply for this amazing opportunity…it was life-changing for me! There are many, many ways for me to integrate what I have learned in this master’s course with what I learned and experienced at Space Academy with what I currently teach. The goal of the Space Academy program is to inspire teachers to inspire students to excel in the areas of STEM education (science, technology, engineering, and math). The space program needs today’s students to be tomorrow’s experts if the U.S. is to continue to be a world leader. Inquiry-based learning provides the framework and platform for students to master new literacy skills, as well as content skills, needed to accomplish their goals. I plan to continue to develop my proficiency in using new literacy skills myself by conducting research, performing searches using the techniques I have learned in this course, and using the results of my searches to make things happen. Additionally, I would like to use new literacy skills to integrate new skills and lessons learned during my time at Space Academy to inspire my students in STEM education areas. When my students see me getting excited about learning and using what I am learning to make change happen and to do great things, then perhaps they will be inspired to do the same!

References:
Laureate Education, Inc. (Producer). (2008). Program 13. Supporting Information Literacy and Online Inquiry in the Classroom [Motion picture]. “It’s Not about the Technology”. Baltimore: Author.

U.S. Space and Rocket Center

Huntsville, AL

Evaluating Research Methods

Scenario 1: Ten students are available for in-depth interviews. Participants will be selected based on their involvement with the peer mediation program. They will be observed over three weeks. Analysis will attempt to determine issues concerning peer mediation.

Analysis: I have identified this research method as a Qualitative Case-Study, as it uses face-to-face methods of data-collection, it is narrative in nature, observation-based, and tells a story with a focus on a particular issue (Laureate Education, Inc., 2008).

Scenario 2: Two classrooms of students are selected. There are 30 students in each class; each group will have similar demographics—age, sex, race, socio-economic background, etc. Classes will be randomly divided into two groups of 15 students. Of these two groups, one randomly selected group will get training on peer mediation and the other group will not. Thus in each classroom there will be one group that is trained in peer mediation and one that is not. Analysis will occur on which groups have the fewest office referrals.

Analysis: I have identified this research method as Quantitative True Experimental. Random sampling is done to choose students so that there are no major differences between groups. The subjects are students in two classrooms, the target population is groups of fifteen students with similar demographics, and the sample is chosen at random. Additionally, the research is being used to “determine the effect of one factor on another” (McMillan & Schumacher, 2008, pp. 24 & 103).

Scenario 3: A school counselor is interested in knowing how student attitudes affect the value of peer mediation to decrease the number of office referrals that are being filed for inappropriate interactions.

Analysis: I have identified this research as Action-Research. The focus is to determine the influence of attitude on the value of peer mediation. Data is collected through a counselor and by a method deemed appropriate by them. The data is then analyzed and a program is put into place, with the purpose being to reduce office referrals (McMillan & Schumacher, 2008, pp. 174-177).

Scenario 4: Peer mediation has become widely used in many schools. The feelings of those involved in the process are little known—either from those doing the mediation or those receiving it. The ZASK-R Acceptance Preference Survey will be given as pre- and post-tests to 40 students participating in mediation. Follow-up interviews will be conducted on a bi-monthly basis.

Analysis: I have identified this research method as Explanatory Design Mixed-Method. Quantitative data is first collected and analyzed. This data is explained by qualitative data collected through follow-up interviews after the post-test (McMillan & Schumacher, 2008, pp. 162).

References:

McMillan, J., & Schumacher, S. (2008) Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson.

Laureate Education, Inc. (Producer). (2008). Program five. Quantitative Research Methods [Motion picture]. Introduction to educational research.. Baltimore: Author.

Research Questions and Methodology

Continuing off of last week’s work in developing a research problem statement, this week I have worked to develop research questions which will help me to identify the method for my research. First, let me restate my research problem statement:

I plan to determine the impact of an attendance call-out system for secondary school students on the number of unexcused tardies when compared with schools that do not use a call-out system.

Who: secondary students
What: schools that use an attendance call-out system and those that do not use a call-out system
Why: determine the impact on the number of unexcused tardies

Research Questions:

1. What attendance call-out programs exist for secondary schools? (Descriptive)
2. What is the relationship between the use of a call-out system and the number of unexcused tardies? (Relationship)
3. Is there a difference between the number of unexcused tardies for schools that have a call-out system and schools that do not? (Difference)
4. What is the timeframe for implementing a call-out system before a change in tardies was noted? (Descriptive)
5. What is the cost for implementing a call-out system? (Descriptive)
6. Do the benefits of a call-out system outweigh the cost of implementing it? (Relationship?)

Based on these research questions, I have determined that the method of research that best fits my problem is the Quantitative Nonexperimental Comparative Method. I have chosen this method because it is described by McMillan and Schumacher (2008) as a design in which the researcher determines if a difference between two or more groups exists in relation to that which is being studied (p. 25). The focus of my research would be to determine if schools that utilize an attendance program which generates parent contact (phone, email, etc.) have lower numbers of unexcused tardies than schools that do not utilize such a program.

I welcome suggestions and comments so that I know if I am on the right track...thanks for visiting!

References:
McMillan, J., & Schumacher, S. (2008) Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson.

Educational Research Problem

As part of my master’s program I am enrolled in Introduction to Educational Research. The first step in the research process involves developing a problem statement about an area I would like to research in technology and education. Following is my problem statement:


I plan to determine the impact of an attendance call-out system for secondary school students on the number of unexcused tardies when compared with schools that do not use a call-out system.

Who: secondary students
What: schools that use an attendance call-out system and those that do not use a call-out system
Why: determine the impact on the number of unexcused tardies

Reflection: Bridging Technology and Instruction

When I reflect on my personal theory of learning that I developed at the beginning of this course, I find that my ideas about how I think students learn have not really changed that much. Rather, I have a better understanding about how to use technology to reach a greater number of learners at one time. My personal theory of learning is built around the Constructionism/Constructivism learning theory. At the core of this learning theory is the belief that the learning process leads to knowledge being constructed, or built, and that this knowledge will be constructed differently, depending on the experiences that each individual brings to the classroom, because of their own mental processes during the learning process (Lever-Duffy & McDonald, 2008, p. 16-17). At the same time, however, I also believe that teachers must be willing to change and adapt their theory of learning in order to meet the diverse needs of their students. Therefore, I do not just have one theory about how students learn, but rather multiple theories about how various students learn. While I might pinpoint the Constructionism/Constructivism learning theory as one that is at the core of my theory of student learning, it is not the only theory to which I hold.

In the Constructionism/Constructivism learning theory a teacher might encourage students to spiral back to what they have learned in order to build upon previous learning (Lever-Duffy & McDonald, 2008, p. 19). I make connections between previous learning and prior knowledge so that they learn to see the big picture in what we are studying. With regard to the Behaviorism theory, I believe that rules and procedures that students learn in the classroom are the result of an environmental response. Students learn which behaviors are appropriate when they receive a certain response (rewards or punishments) or lack of response from those in the classroom (Lever-Duffy & McDonald, 2008, p. 15). The response or need to refrain from a response will be different, depending on the uniqueness of the classroom and individuals in it. There are also elements of the Cognitivist and Social Constructionist learning theories, as well as Gardner’s theory of Multiple Intelligences (Orey, 2001), that also complement my personal theory. I firmly believe that everyone does possess each of the nine intelligences in some degree, but there is one or more intelligence that dominates an individual’s learning and processing, thus leading to an individual learning profile. Because of this I strive to develop various ways for students to demonstrate mastery of their learning.

Immediate ways that I would like to integrate technology into my instructional practice is in the use of Microsoft Word Clip Art as a technology tool for nonlinguistic representations. I would like students to become comfortable in using this as a tool for finding nonlinguistic representations for their science vocabulary terms, as well as a way for me, as the teacher, to find nonlinguistic representations to use as I introduce new concepts to students. Nonlinguistic representations “enhance students’ ability to use mental images to represent and elaborate on knowledge…the more individuals use both types of representation (that in language and in mental images), the better they are able to reflect on and recall knowledge” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 86). This is difficult for students to do on their own, so the more exposure they have in how to do this, the better they will be at using it to make their own meaning in what they are learning (Laureate Education, Inc., 2008).

I would also like to integrate VoiceThread as a platform for students to discuss issues or concepts that they study in science. I think this would beboth engaging and easy to teach, as it parallels some of the ways my students network socially, such as Facebook, MySpace, and Instant Messaging, but would be a new learning component to their social networks. I can envision my students being more excited to discuss or make comments about something posted on a class VoiceThread, as opposed tto the way a discussion might play out in a traditional classroom. It would provide options for the level at which students choose to participate (by video, voice, or text-chat) or are able to participate, given their access to technology at home, as well as their own comfort level. VoiceThread has the potential to take classroom engagement and participation to a new, deeper level.

When I think about my long-term goals for integrating technology into my instructional practice, I would like for online discussions to become the norm in my class. This could be carried out on a discussion board, wiki, blog, or VoiceThread…the options are endless, and would depend on the students in my classes, and may vary from class-to-class, depending on the maturity level of my students, as well as their comfort-level with technology. In order to start this, I just need to make a decision about which platform to start with, and just start! I just need to start this as a discussion mode, and then I think the paths that I choose and the technology that should be used will become clear to me, and my students. I also think that if I use this as a way to integrate technology into my instructional practice, then more doors for integrating it in other ways will be opened. The important thing is that I take the steps necessary to help my students be more comfortable using technology in ways that will help prepare them for the future.

References:
Laureate Education, Inc. (Producer). (2008). Program eleven. Instructional Strategies, Part One [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Lever-Duffy, J. & McDonald, J. (2008). Teaching and learning with technology (3rd ed. pp. 2–35). Boston: Pearson.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

View my VoiceThread about graffiti in today's schools:

http://voicethread.com/share/889831/

I am looking for ideas on how to encourage respect for property in my middle school students...click to view my VoiceTread above. Thanks!

Cooperative Learning and Social Learning Theories

Today’s students are Digital Natives, ready to plug into just about anything that involves technology AND requires that they interact socially with their peers. How much better could cooperative learning fit with today’s learners than almost any other instructional strategy? According to Pitler, Hubbell, Kuhn, and Malenoski, “to be prepared for the fast-paced, virtual workplace that they will inherit, today’s students need to be able to learn and produce cooperatively” (2007, p. 139).

Cooperatively learning is “a teaching strategy which allows students to work together in small groups with individuals of various talents, abilities, and backgrounds to accomplish a common goal” (Orey, 2001). This seems like reality-based learning to me! In today’s workplace, an individual is usually part of a team that works together to accomplish a task or series of tasks, and the success of the team depends on all of the members of the team. After all, “cooperative learning is not so much learning to cooperate as it is cooperating to learn” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 143). The integration of web resources, such as WebQuests, shared bookmarking, Blackboard, and simulation games, as well as communication software such as blogs and wikis, reinforce collaborative skills that students in today’s schools must learn in order to be prepared to enter the workforce and network effectively as adults (Pitler, Hubbell, Kuhn, and Malenoski, 2001). It is better that students develop and practice these 21st century skills now, rather than later, when they are in a competitive workforce and it really counts!

References:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Constructivism in Practice

The constructionist/constructivist learning theory is built upon the idea that learners create ideas of their own, and use those ideas to build artifacts that can be shared with others and reflected upon by the learners themselves. In the constructionist classroom, the teacher is a facilitator of this process, ensuring that learners are clear as to the lesson goals, teacher expectations, and what they are trying to achieve. The more the learning process applies to real-life, the more engaged the learner will be, and the more meaningful the outcome (Orey, 2001). Given that today’s learner is a Digital Native, adding a variety of technology to this constructionist classroom adds yet another element of engagement to this learning process.

Technology tools such as spreadsheets, web resources, and tools which collect data are three such tools that, when added to the constructionist classroom, have the potential to increase engagement and allow the learner to focus on real-world applications to content, as opposed to tedious data collection or calculations of the past. When students use these technology tools to “generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pp. 202-203).

Taking this learning process a step further and integrating ways for students to share the results of their tests and to receive feedback in a collaborative manner, preferably online as in a Wiki, gives them yet another real-world application. The world that we, as adults, work in is very much a collaborative, group process, with a facilitator (“the boss”) at the lead. The facilitator ensures that each member of the group knows the task as hand and then trusts that each will do his/her part to get the job done. Each member of a group brings something special to the table and when an individual struggles, the rest of the group offers suggestions, advice, or assistance in getting the job done. Why not allow our students to practice what they will be doing as adults in the real world?

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

Cognitive Tools in the Classroom

The cognitive learning theory concerns how a learner processes information (Laureate Education, Inc., 2008). In the classroom, it is the goal of educators to teach in their content area and have students file that information away in their long-term memory. There are three types of long-term memory: Declarative (facts/information), Procedural (steps/procedures), and Episodic (events). According to Orey (2008), creating meaningful events (i.e., “episodes”) in the classroom is the best way to assist learners in storing information away in long-term memory (Laureate Education, Inc., 2008). Utilizing technology as a cognitive tool to create episodic experiences provides an avenue for true student engagement, understanding, and application.

There are various technology tools that can be used as cognitive tools in the classroom. In using Power Point, images can be powerful in helping learners make connections, especially for those that are visual learners (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Excel spreadsheets can help to engage learners in carrying out math concepts that might otherwise be tedious (Laureate Education, Inc., 2008). Concept mapping tools help learners organize ideas about content and make connections. Virtual Field Trips provide an opportunity for learners to experience an event or process that they might not otherwise be able to, using a variety of learning theories in one experience (Laureate Education, Inc., 2008).

Personally, I have specifically used Power Point and Virtual Field Trips as cognitive learning tools. In reflecting about technology tools in general, relative to the cognitive learning theory, I can clearly see where I have more success in engaging students when I use these tools than if I were to use traditional lecture or drill-and-practice. As many educators will day, it just takes time to explore and develop meaningful learning experiences around these cognitive tools. Anyone have ideas on where to find the time? I’m willing, but need the time!

Laureate Education, Inc. (Producer). (2008). Program five. Cognitive 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.

Behaviorism...is it still alive in the classroom? What about technology AND Behaviorism?

Theories which involve Behaviorism in the classroom define it as an emphasis on “changes in behavior that result from stimulus-response associations made by the learner” (Orey, 2001). In other words, the learner’s behavior changes based on some kind of reinforcement or consequence. I think it is easy to see the role that Behaviorism plays in reinforcing the importance of effort, homework, and practice in the classroom.

According to Pitler, Hubbell, Kuhn, and Malenoski (2007), “effort is the most important factor in achievement. Research shows that the level of belief in self-efficacy plays a strong role in motivation for learning and achievement” (p. 155). This means that teachers should be doing what we can to encourage students to try their best, to believe in themselves, and to develop self-confidence in their abilities and an appreciation for learning.

Wow…easier said than done, right?

I think this all starts with getting to know who your students are, where their interests lie, and developing activities that support the curriculum, but also supports those interests as well.

All of today’s students are growing up as Technology Natives. Therefore, why not seek out activities that students can complete that provide practice in a content area, support a student interest in technology, and support the curriculum being taught? There are many sites out there that offer such activities…time to research them out is necessary though.

One such site that I found can be accessed by clicking the following link: http://www.kidsites.com/sites-edu/science.htm.
An activity on this site that I liked was the Amusement Park Physics, during which students have a chance to build their own roller coaster. At the end of the process, students are given feedback on the choices they made in developing their roller coaster. Students are provided with positive reinforcement in the reasons why they made good choices, as well as negative reinforcement in the reasons why they made bad choices. Not only are students reviewing and practicing content-area concepts, but they are doing it in a way that interests them, using technology that they surround themselves with anyway.

Additionally, sites such as this one are great in that students receive instant feedback on what they are practicing. This feedback should be provided to students as quickly as possible on a regular basis as they learn and practice new content. If students are allowed to practice material incorrectly, for too long, without receiving meaningful feedback on how to do it correctly, then they are likely to become discouraged, possibly shut-down, and their level of self-efficacy drops, which leads to a situation in which learning is no longer fun.

I think the key is to keep learning interesting and meaningful as a way of encouraging students to practice and put forth effort into everything they do.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page