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

Reflection: Technology in the Classroom

Prior to taking my first graduate school course in Integrating Technology in the Classroom, I knew what a Wiki, Blog, and Discussion Board were, but I had not used them to create a dialogue or to collaborate with other professionals. I have a new understanding of how easy it is to use them and how great the outcomes of them can be in acquiring new knowledge, ideas, and activities to use in my classroom. This course has allowed me to not only learn more about these technology tools, but also provided me with valuable practice time for using them before I use them with my students. Time to practice a new skill is something that teachers often do not have.

More than anything, this course has opened my eyes to the way today’s students learn and process information. Through a recent technology survey a sample of my students completed, I was able to gain greater understanding of how much my students multi-task outside of school and how much they crave being able to use their everyday technology tools in the classroom. I don’t think most of my students can even imagine how much technology can be used in their education, outside of the typical word-processing, PowerPoint, or assessments, because the majority of their teachers are not using technology in “new” ways. I appreciate my student’s abilities to use technology more than I did before and I have realized that, while I do need to have a working knowledge of the technology that my students use in my class, as well as a plan on how to manage it, I do not have to perfect my use of the tool before my students can use it…it is something we can learn together! Allowing them to help me learn it allows me to model for them how to be a life-long-learner, as well as it gives them an opportunity to take ownership in their learning as well.

I have changed my perspective from being teacher-centered to being learner-centered in that I give my students more opportunities to collaborate on a daily basis. I integrate this into my daily warm-ups and reflections as much as possible by providing real-life prompts for small-group discussion. By providing students an opportunity to touch-base with peers in meaningful ways before I discuss the previous day and begin to build on what they have already learned, I am integrating valuable reflection time. For some students, this is also an opportunity to give or receive peer teaching, which helps to bring the material back to them and hopefully provides a connection from day-to-day.

I can continue to expand on my knowledge of learning new technology and integrating it into the classroom by continuing to collaborate online with other teaching professionals in order to discover new activities and tools that will allow my science students to make relevant connections between our curriculum and their everyday life (Laureate Education, Inc. (Executive Producer). (2008). Understanding the Impact of Technology on Education, Work, and Society. Baltimore: Author.) It is in making relevant connections that I truly believe that my students will move themselves beyond the curriculum. As Dr. Thornburg and Dr. Davidson point out, this opens up new doors for student learning and brings greater joy back into the classroom for teachers (Laureate Educaction, Inc. 2008), which is something I have needed this year, as this has developed into one of the most challenging years in my nine-year-teaching-career. I believe using technology in the classroom will continue to bring a fresh perspective to teaching and learning for myself as a classroom teacher.

In looking ahead at how I would like to transform my classroom environment, I would like to continuously model for my students a collaborative culture. I would like for them to see me working with other teachers in order to accomplish everyday tasks in meaningful ways, and I would like to bring that into the classroom. This is a 21st century skill, but does not necessarily require the use of technology. It is my hope that my students learn to complete tasks by collaboration by second-nature. I would like for them to develop the skills necessary for them to be a meaningful addition to a collaborative group and learn how they can best support their group in their own personal way. In addition, I would like for it to be a norm for my students to communicate and collaborate through the use of a discussion board, blog, or Wiki. I feel like this would allow bring a valuable technology tool into the classroom, and open the door for them to be more responsible and accountable for their own learning, a very important life skill.

At the beginning of this graduate course, I reflected on how I supported the learning of 21st century skills in the classroom and on how I, as a teacher leader, supported and developed technology skills in my school. Upon completion of this course, there are a few areas in which I see myself beginning to emerge more than before. First, I spend more time modeling and engaging students in activities that encourage them to self-reflect on their own learning. Second, I have focused more on encouraging my students and colleagues to develop leadership and technology skills for themselves. Finally, I encourage best practices in integrating technology by spending more time researching and evaluating tools for use in the classroom and then sharing my results with my colleagues. Although these are just a few ways in which I have started moving towards a 21st century classroom, there are many more areas in which I am developing ideas about how I can be a leader and promote and support the integration of technology in the classroom and steer my classroom and school toward complete 21st century learning.