As I reflect on my “Personal Theory of Learning” I implemented many of the learning strategies taught in this course. Through this course I have found many new and exciting ways to bring a variety of technologies to my students. Lever-Duffy & McDonald (2008), state that educational technology is a support for the teaching and learning process that helps teachers transfer knowledge and skills to their students to enhance instruction. By engaging students through multiple styles of teaching, stronger memories are built and learning is reinforced. Lever-Duffy & McDonald (2008) explain that learning is a response to stimuli and from this a result of reinforcement that learning can occur. Being able to understand the different learning styles of students is important in maximizing their ability to comprehend content. I have been able to deepen my knowledge in this course by studying different learning theories and learning how to utilize those strategies using different technology tools to give students better learning opportunities.
To make learning more beneficial to my students I plan to make adjustments to my instructional practice by using concept maps and VoiceThread. One technology tool is using Webspiration to develop concept maps. This strategy gives students’ the ability to access prior knowledge when exploring new information. It helps students develop a better understanding of content by gathering essential information. Concept Maps keep students organized and help develop critical thinking skills through collaboration to problem solve. Another technology tool is to implement VoiceThread. This technology tool allows students to collaborate with each other, no matter where they are. It lets students develop new perspectives and ideas to answer questions. Students can explore ideas off each other to help them gain knowledge and understanding. VoiceThread opens up opportunities for all students in the class to express their viewpoints. It is an effective way to give and receive feedback, or new ideas. Pitler, Hubbell, Kuhn, & Malenoski (2007), state that applied effectively, technology implementation increases student learning, understanding, and achievement, but also motivates students to learn, encourages collaborative learning, and supports the development of critical thinking and problem-solving skills. Both of these definitely make learning new things more engaging and fun by bringing creative ways to teach students.
One long-term instructional goal regarding technology integration is to implement gaming software to help teach and reinforce student learning. Pitler, Hubbell, Kuhn, & Malenoski (2007), state that both games and simulations allow teachers and students to get instantaneous feedback during the learning process by allowing for immediate redirection of misunderstood learning concepts. Using gaming software is a way to motivate, increase interest, and build confidence in students’ abilities to learn content material. A second long term goal is to teach students how to use technology tools, such as Microsoft Word and Google Docs, to help them with summarizing and note taking skills. This type of software can help guide students on confusing tasks. Technology tools, such as Inspiration, can provide support in helping students to organize and structure note taking techniques. To achieve these goals I plan on going to technology workshops and collaborating with co-workers that successfully use this type of technology in their classroom.
References
Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Persons Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Saturday, June 18, 2011
Thursday, June 2, 2011
Wednesday, June 1, 2011
Connectivism and Social Learning in Practice
Social learning theories are learning strategies, according to Kim, (2001) “that derive from interactions between people and their environments and resides with cultures”. Learning is the process of making connections to both social and environmental factors. This active learning engages students through interactions that help them create and apply concepts to clarify information. Connectivism is “the intersection of prior knowledge, experience, perception, reality, comprehension, and flexibility that learning occurs” (Davis, Edmunds, and Kelly-Bateman, 2008). Students make connections to events by interpreting prior knowledge from their environment, translating information to real-world applications.
Cooperative learning creates social learning theories by having students focus on interaction within each other’s groups in ways to enhance learning (Pitler, Hubbell, Kuhn and Malenoski, 2007). Cooperative learning strategies help develop social skills, critical thinking, leadership, team work, decision making and communication skills. “Cooperative learning is not so much learning to cooperate as it is to learn” (Pitler, Hubbell, Kuhn and Malenoski, 2007). Strategies like this have students take a more active role in their learning, which improves motivational and cognitive memory. Each group member has group and individual accountability. Students will work till each member of the group has successfully understood and completed the task creating an “atmosphere of achievement” (Palmer, Peters, and Streetman, 2003). Students working in these groups can receive immediate feedback from group members or teachers to determine understanding and make changes if needed. This learning theory is essential for students to develop and practice skills for today’s workforce.
Technology supports social learning practices through Web 2.0 tools such as blogs, wikis, power points, concept maps, and voice threads. “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not face to face” (Pitler, Hubbell, Kuhn and Malenoski, 2007). Students can even communicate with experts and professionals for information to solve problems. Learning can take place anywhere, even across the globe, with broadband and social websites. According to Siemens, “considering technology and meaning-making as learning activities begins to move learning into the digital age” (Davis, Edmunds, and Kelly-Bateman, 2008). The internet allows a realistic learning experience and brings more meaning and understanding to content. Technology transfers learning to become more student-centered through self-directed lessons. As technology revolves, the world will continue to make connections using social learning practices.
References
Davis, C, Edumunds, E, & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 5/29/2011, from http://projects.coe.uga.edu/epltt/
Kim, B. (2001). Social Constructivism.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 5/29/2011, from http://projects.coe.uga.edu/epltt/
Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 5/29/2011, from
http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Cooperative learning creates social learning theories by having students focus on interaction within each other’s groups in ways to enhance learning (Pitler, Hubbell, Kuhn and Malenoski, 2007). Cooperative learning strategies help develop social skills, critical thinking, leadership, team work, decision making and communication skills. “Cooperative learning is not so much learning to cooperate as it is to learn” (Pitler, Hubbell, Kuhn and Malenoski, 2007). Strategies like this have students take a more active role in their learning, which improves motivational and cognitive memory. Each group member has group and individual accountability. Students will work till each member of the group has successfully understood and completed the task creating an “atmosphere of achievement” (Palmer, Peters, and Streetman, 2003). Students working in these groups can receive immediate feedback from group members or teachers to determine understanding and make changes if needed. This learning theory is essential for students to develop and practice skills for today’s workforce.
Technology supports social learning practices through Web 2.0 tools such as blogs, wikis, power points, concept maps, and voice threads. “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not face to face” (Pitler, Hubbell, Kuhn and Malenoski, 2007). Students can even communicate with experts and professionals for information to solve problems. Learning can take place anywhere, even across the globe, with broadband and social websites. According to Siemens, “considering technology and meaning-making as learning activities begins to move learning into the digital age” (Davis, Edmunds, and Kelly-Bateman, 2008). The internet allows a realistic learning experience and brings more meaning and understanding to content. Technology transfers learning to become more student-centered through self-directed lessons. As technology revolves, the world will continue to make connections using social learning practices.
References
Davis, C, Edumunds, E, & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 5/29/2011, from http://projects.coe.uga.edu/epltt/
Kim, B. (2001). Social Constructivism.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 5/29/2011, from http://projects.coe.uga.edu/epltt/
Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 5/29/2011, from
http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Wednesday, May 25, 2011
Consturctivism in Practice
Generating and Testing Hypotheses instructional strategies correlate with the principles of constructionist theories by engaging students with complex questions and problems that enhance their understanding of content. Through complex questions that involve “real world” learning experiences, students become more involved and deepen their learning. Dr. Orey describes constructivism as “a theory of learning that states people learn best when they build an external artifact or something they can share with others” (Laureate Education, 2010). This helps students develop a stronger connection, which helps with memory and retention of learning.
Pitler, Hubbell, Kuhn and Malenoski (2007), mention six types of strategies that are associated with generating and testing hypotheses: System Analysis, Problem Solving, Historical Investigation, Invention, Experimental Inquiry, and Decision Making. System Analysis gives purpose and describes how parts interrelate. Problem Solving helps identify goals and obstacles and solutions. Historical Investigation allows students to analyze and seek evidence to determine outcomes. Invention helps identify situations, brainstorm ideas, and revise solutions. Experimental Inquiry is the explaining of results and observations from experiments. Decision Making examines the outcomes and select criteria to determine validity of conclusions.
Technology plays a significant role in constructivism by providing students more time to spend on interpreting data compared to gathering data. According to Pitler, Hubbell, Kuhn and Malenoski (2007), “Interactive spreadsheets help students make informed predictions, collecting data, analyzing data for patterns, and revising their original work” (p.204). Along with quick feedback, students use critical thinking skills to make predictions. Data collection is another technology tool that gives students a way to interpret information. Pitler, Hubbell, Kuhn and Malenoski (2007), describe “data collection tools as resources that enable students to see the bigger picture and recognize patterns” (p. 210). Students that are able to interpret data quickly and accurately have more time to assimilate or accommodate predictions. Technology tools, such as Web Resource, are a good way to engage and motivate students through interactive simulations and games. This tool can strengthen retention and memory by having students access background knowledge and make predictions. Web Resource lets students investigate and create solutions to answer problems.
Constructivist theories help students to gain knowledge through creating and building external artifacts to new ideas. These types of activities help create a deeper meaning and learning experiences that lead to better understand and memory. It also allows the learners to be part of the learning process to help keep students engaged and motivated through the lesson.
References
Laureate Education, Inc. (Executive Producer). (2010). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. 204-210 Alexandria, VA: ASCD
Pitler, Hubbell, Kuhn and Malenoski (2007), mention six types of strategies that are associated with generating and testing hypotheses: System Analysis, Problem Solving, Historical Investigation, Invention, Experimental Inquiry, and Decision Making. System Analysis gives purpose and describes how parts interrelate. Problem Solving helps identify goals and obstacles and solutions. Historical Investigation allows students to analyze and seek evidence to determine outcomes. Invention helps identify situations, brainstorm ideas, and revise solutions. Experimental Inquiry is the explaining of results and observations from experiments. Decision Making examines the outcomes and select criteria to determine validity of conclusions.
Technology plays a significant role in constructivism by providing students more time to spend on interpreting data compared to gathering data. According to Pitler, Hubbell, Kuhn and Malenoski (2007), “Interactive spreadsheets help students make informed predictions, collecting data, analyzing data for patterns, and revising their original work” (p.204). Along with quick feedback, students use critical thinking skills to make predictions. Data collection is another technology tool that gives students a way to interpret information. Pitler, Hubbell, Kuhn and Malenoski (2007), describe “data collection tools as resources that enable students to see the bigger picture and recognize patterns” (p. 210). Students that are able to interpret data quickly and accurately have more time to assimilate or accommodate predictions. Technology tools, such as Web Resource, are a good way to engage and motivate students through interactive simulations and games. This tool can strengthen retention and memory by having students access background knowledge and make predictions. Web Resource lets students investigate and create solutions to answer problems.
Constructivist theories help students to gain knowledge through creating and building external artifacts to new ideas. These types of activities help create a deeper meaning and learning experiences that lead to better understand and memory. It also allows the learners to be part of the learning process to help keep students engaged and motivated through the lesson.
References
Laureate Education, Inc. (Executive Producer). (2010). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. 204-210 Alexandria, VA: ASCD
Wednesday, May 18, 2011
Cognitive Theory
Implementing cognitive learning strategies gives students the ability to understand new material by activating sensory information processing. Dr. Orey (Laureate Education, Inc. 2010) discussed networks of information for long-term memory by three types: declarative, procedural, and episodic. Instructional strategies that correlate with the principles of cognitive learning that embed technology are cues, questions, and advanced organizers”, along with summarizing and note taking”. Each of these two strategies create ways to access memory through sensory input connections. Dr. Orey (Laureate Education, Inc. 2010) talked about elaboration as the “primary mechanism for storing information in long term memory and builds numeral connections.” Both strategies focus on the basis of cognitive learning theory.
Cues, questions, and advanced organizers all focus on enhancing students’ ability to recall, implement and organize information (Pitler, Hubbell, Kuhn, & Malenoski, 2007). These tools provide students with a clearer sense of what they are to learn by defining goals and objectives. Through questions we can focus on the most important aspects and create high-level thinking as students’ access prior knowledge to answer questions. Technologies such as word processing, clip art, Inspirations, multimedia, rubrics, and spreadsheets are good uses of this strategy to help students learn. Also helpful are website resources http://video.google.com, http://www.inspirtion.com/, and http://teach-nology.com/web_tools/rubrics/.
Summarizing and note taking enhance students’ ability to synthesize information and transform information into new form (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This tool develops learning by determining what information is the most important to learn and deletes less important information. Summarizing gives structure to lessons and guides students to minimize confusion. Note taking allows students to review information to make it more meaningful. Instructional strategies include word processing, spreadsheets, wikis, blogs and power point. Helpful websites resources: http://docs.google.com, http://eduscapes.com/tap/topic24c.htm and http://leesummit.k12.mo.us/CITW.htm
Both techniques help strengthen students’ ability to connect information and increase memory. They provide students with meaningful ways to present information and give clear learning goals. Also, they motivate and give learners an authentic learning experience. Cognitive learning theories develop students’ long-term memory and engage students with high-level thinking.
References
Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Cues, questions, and advanced organizers all focus on enhancing students’ ability to recall, implement and organize information (Pitler, Hubbell, Kuhn, & Malenoski, 2007). These tools provide students with a clearer sense of what they are to learn by defining goals and objectives. Through questions we can focus on the most important aspects and create high-level thinking as students’ access prior knowledge to answer questions. Technologies such as word processing, clip art, Inspirations, multimedia, rubrics, and spreadsheets are good uses of this strategy to help students learn. Also helpful are website resources http://video.google.com, http://www.inspirtion.com/, and http://teach-nology.com/web_tools/rubrics/.
Summarizing and note taking enhance students’ ability to synthesize information and transform information into new form (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This tool develops learning by determining what information is the most important to learn and deletes less important information. Summarizing gives structure to lessons and guides students to minimize confusion. Note taking allows students to review information to make it more meaningful. Instructional strategies include word processing, spreadsheets, wikis, blogs and power point. Helpful websites resources: http://docs.google.com, http://eduscapes.com/tap/topic24c.htm and http://leesummit.k12.mo.us/CITW.htm
Both techniques help strengthen students’ ability to connect information and increase memory. They provide students with meaningful ways to present information and give clear learning goals. Also, they motivate and give learners an authentic learning experience. Cognitive learning theories develop students’ long-term memory and engage students with high-level thinking.
References
Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Wednesday, May 11, 2011
Behaviorism in Practice
Behaviorism in Practice
Behaviorism learning theory uses operant conditioning to build positive reinforcement to promote desired behavior, and punishment to decrease undesired behavior. McMahon (2009) offers this perspective on B. F. Skinner’s philosophy, which is based on five key principals to fix obstacles to learning, listed as follows:
1. Give the learner immediate feedback.
2. Break down the task into small steps.
3. Repeat the directions as many times as possible.
4. Work from the most simple tasks to the most complex tasks.
5. Give reinforcement.
Two learning theories widely used by behaviorists to shape how students learn is through reinforcing effort and through homework and practice. Research shows that with all teaching methods, success depends on how well students react to stimulus and response, and on associations made with the learner (Standridge, 2002). By satisfying responses we can strengthen the behavior we desire, and suppress those that are undesired.
The first learning theory we will look at is reinforcing effort. Pitler, Hubbell, Kuhn and Malenoski (2007) stress the importance of effort as the biggest factor in achievement. Marzano, Pickering, and Pollock (2001) note that many students do not realize the importance in effort or believe in effort. Through the use of positive reinforcement and recognition, we can influence how students comprehend and feel about prior and new material. Once a student starts to achieve success and starts to believe in his or her ability, the student will continue to apply himself or herself towards the learning task. This leads to the process that Pitler, Hubbel, Kuhn, and Malenoski (2007) said “students need consistent and systematic exposure to teaching strategies in order to really grasp the impact that effort can have on their achievement.” (p.159). To successfully engage students using this strategy, an educator has to understand how students learn and have a plan to encounter any negative behavior.
The second learning theory covers homework and practice. Marzano, Pickering, and Pollock (2001) mention six key factors when it comes to assigning homework and practice.
1. The amount of homework assigned to students should be different from elementary to high school.
2. Parental involvement should be kept to a minimum.
3. The purpose of homework should be clearly identified and articulated.
4. If homework is assigned, it should be commented on.
5. Mastering a skill or a process requires focused practice.
6. While practicing, students should adapt and shape what they have learned.
The use of homework and practice should have a clear purpose of what the teacher expects, along with providing multiple approaches. Pitler, Hubbel, Kuhn, and Malenoski (2007) mention that homework and practice allow students the opportunity to review and apply the skills they have learned. It also deepens understanding of content, along with making their skills more proficient. The more exposure students have on assignments, the better they will remember the skills needed for future assignments and tasks. A couple of websites that reflect on behaviorism strategies are http://www.softschools.com/, www.math-play.com/ and http://coolmath-games.com/. They provide students with interactive games to practice and reinforce learning for students.
Marzano,R.J., Pickering, D.J, Pollock, J.E. (2001) Classroom instruction that works.
ASCD. Alexandria, VA: ASCD
McMahon, (2009). 21st Century technology in the classroom. Retrieved 05/08/2011, from http://21stcenturytechnologyclassroom.blogspot.com/2009/07/behaviorism-in-classroom.html
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Standridge, M., (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 05/07/2011, from http://projectis.coe.edu/epltt/
Behaviorism learning theory uses operant conditioning to build positive reinforcement to promote desired behavior, and punishment to decrease undesired behavior. McMahon (2009) offers this perspective on B. F. Skinner’s philosophy, which is based on five key principals to fix obstacles to learning, listed as follows:
1. Give the learner immediate feedback.
2. Break down the task into small steps.
3. Repeat the directions as many times as possible.
4. Work from the most simple tasks to the most complex tasks.
5. Give reinforcement.
Two learning theories widely used by behaviorists to shape how students learn is through reinforcing effort and through homework and practice. Research shows that with all teaching methods, success depends on how well students react to stimulus and response, and on associations made with the learner (Standridge, 2002). By satisfying responses we can strengthen the behavior we desire, and suppress those that are undesired.
The first learning theory we will look at is reinforcing effort. Pitler, Hubbell, Kuhn and Malenoski (2007) stress the importance of effort as the biggest factor in achievement. Marzano, Pickering, and Pollock (2001) note that many students do not realize the importance in effort or believe in effort. Through the use of positive reinforcement and recognition, we can influence how students comprehend and feel about prior and new material. Once a student starts to achieve success and starts to believe in his or her ability, the student will continue to apply himself or herself towards the learning task. This leads to the process that Pitler, Hubbel, Kuhn, and Malenoski (2007) said “students need consistent and systematic exposure to teaching strategies in order to really grasp the impact that effort can have on their achievement.” (p.159). To successfully engage students using this strategy, an educator has to understand how students learn and have a plan to encounter any negative behavior.
The second learning theory covers homework and practice. Marzano, Pickering, and Pollock (2001) mention six key factors when it comes to assigning homework and practice.
1. The amount of homework assigned to students should be different from elementary to high school.
2. Parental involvement should be kept to a minimum.
3. The purpose of homework should be clearly identified and articulated.
4. If homework is assigned, it should be commented on.
5. Mastering a skill or a process requires focused practice.
6. While practicing, students should adapt and shape what they have learned.
The use of homework and practice should have a clear purpose of what the teacher expects, along with providing multiple approaches. Pitler, Hubbel, Kuhn, and Malenoski (2007) mention that homework and practice allow students the opportunity to review and apply the skills they have learned. It also deepens understanding of content, along with making their skills more proficient. The more exposure students have on assignments, the better they will remember the skills needed for future assignments and tasks. A couple of websites that reflect on behaviorism strategies are http://www.softschools.com/, www.math-play.com/ and http://coolmath-games.com/. They provide students with interactive games to practice and reinforce learning for students.
Marzano,R.J., Pickering, D.J, Pollock, J.E. (2001) Classroom instruction that works.
ASCD. Alexandria, VA: ASCD
McMahon, (2009). 21st Century technology in the classroom. Retrieved 05/08/2011, from http://21stcenturytechnologyclassroom.blogspot.com/2009/07/behaviorism-in-classroom.html
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Standridge, M., (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 05/07/2011, from http://projectis.coe.edu/epltt/
Sunday, April 17, 2011
Reflection
As I reflect back over what I have learned in this course, I find myself able to implement many new technological skills with my students. This course has shown me how to use blogs, wikis, and podcasts to engage students in creative learning activities. I had never used any of these forms of technology in my class before. I am more comfortable about using these new tools with my students. Technology is only as good as the instruction we provide to our students. The more I use these tools along with other emerging technologies, the better I can prepare my students for the 21st century workforce.
Technology is helping me create activities that implement essential critical skills needed for future decision making and communication. These activities build upon lessons and develop collaboration and teamwork that students need in society. With access to anyone, anywhere, at any time, technology is a vital tool to find information and communicate with others. Technology is emerging around us rapidly and the more we understand how to access this information, the better we will prepare students to compete in the global economy. We need to model and teach students how to use and gather this information so they can learn to apply these skills to educational learning.
The teacher’s role is changing to that of a facilitator. With so much information available to students, we must guide them on how to use and understand the information they access. With information easily obtainable students do not have to memorize as long as they can effectively research information. I am always trying to find new and creative ways of teaching lessons. With lessons I am using more critical thinking and collaboration skills in which students are taking more ownership of their learning. Technology is a good way for me to monitor projects and allows students to assist each other in completing tasks. Through these projects students gain valuable leadership, teamwork, and problem solving skills.
To continue my learning, I plan to attend workshops that provide ways to create innovative lessons with students. The more engaged students are in the class, the more achievements and successes they have. Also, I can collaborate with colleagues and professional to learn different types of technology to use with students. Researching different 2.0 webs, along with having students share their knowledge about technology, will build relationship and trust.
My first goal is to transform my classroom from a teacher-centered classroom to a student-centered classroom. I want to be a facilitator of 21st century skills by having students gain more responsibility and ownership of their learning. By doing this my students will foster the skills needed to be competitive in the real world. The second goal is to research new technologies that engage student interest in lessons and build higher level thinking. Through this technology I want to promote more project-based activities, compared to more traditional teaching methods. The more well rounded we can make our students, the better they will achieve in life. To accomplish these goals I plan to communicate with colleagues and administrators to see how we can change our procedures of banned sites and what steps we can take to make the internet safe and more resourceful to students.
Through the process of learning about how to apply new technologies in my class, I have changed how I approach my lessons. I am designing experiences that require students to formulate questions by engaging real-world, problem-solving activities. I am focusing more on how students apply what they are leaning to current issues in society. I am beginning to find ways to bring technology into lessons, even though much is banned at school. This is very time consuming, but well worth giving students access to new and emerging technologies. It is also building communication between my students and me. It is definitely making learning more interesting for all involved.
Technology is helping me create activities that implement essential critical skills needed for future decision making and communication. These activities build upon lessons and develop collaboration and teamwork that students need in society. With access to anyone, anywhere, at any time, technology is a vital tool to find information and communicate with others. Technology is emerging around us rapidly and the more we understand how to access this information, the better we will prepare students to compete in the global economy. We need to model and teach students how to use and gather this information so they can learn to apply these skills to educational learning.
The teacher’s role is changing to that of a facilitator. With so much information available to students, we must guide them on how to use and understand the information they access. With information easily obtainable students do not have to memorize as long as they can effectively research information. I am always trying to find new and creative ways of teaching lessons. With lessons I am using more critical thinking and collaboration skills in which students are taking more ownership of their learning. Technology is a good way for me to monitor projects and allows students to assist each other in completing tasks. Through these projects students gain valuable leadership, teamwork, and problem solving skills.
To continue my learning, I plan to attend workshops that provide ways to create innovative lessons with students. The more engaged students are in the class, the more achievements and successes they have. Also, I can collaborate with colleagues and professional to learn different types of technology to use with students. Researching different 2.0 webs, along with having students share their knowledge about technology, will build relationship and trust.
My first goal is to transform my classroom from a teacher-centered classroom to a student-centered classroom. I want to be a facilitator of 21st century skills by having students gain more responsibility and ownership of their learning. By doing this my students will foster the skills needed to be competitive in the real world. The second goal is to research new technologies that engage student interest in lessons and build higher level thinking. Through this technology I want to promote more project-based activities, compared to more traditional teaching methods. The more well rounded we can make our students, the better they will achieve in life. To accomplish these goals I plan to communicate with colleagues and administrators to see how we can change our procedures of banned sites and what steps we can take to make the internet safe and more resourceful to students.
Through the process of learning about how to apply new technologies in my class, I have changed how I approach my lessons. I am designing experiences that require students to formulate questions by engaging real-world, problem-solving activities. I am focusing more on how students apply what they are leaning to current issues in society. I am beginning to find ways to bring technology into lessons, even though much is banned at school. This is very time consuming, but well worth giving students access to new and emerging technologies. It is also building communication between my students and me. It is definitely making learning more interesting for all involved.
Wednesday, March 23, 2011
Partnership for 21st Century Skills
Your reaction to the website:
Partnership for 21st Century Skills provides a vast amount of information and resources to better prepare teachers and students to compete in tomorrow’s global economy. The Strategic Council Members are composed of partnerships for all areas from community, education, business, and government. This organization wants to better prepare students in meeting the demands of the future workforce.
Information on the site that surprised you or helped you develop a new understanding of the issues surrounding 21st century skills.
I was surprised with the amount of useful information that some of the strategic membership council sites bring to the classroom. Intel is one that offers many authentic projects that engage students on a variety of issues and topics facing today’s generation. I was also surprised with how involved this group is with involving community and focusing on life skills. With 21st century skills so important to the success of this nation, I was discouraged by the limited involvement by member states. Only fifteen out of fifty states are involved.
Information or opinions on the site that you disagree with along with an explanation of why you disagree.
After navigating through the site I would have to disagree with the effectiveness of the state initiatives site. Each state has given their standards and assessments on how to obtain skills needed for the 21st century. This is fine, but none of these states provide any helpful resources to obtain the goals which they implement. For a site promoting 21st century skills they have left out some essential resources to assist in meeting the different requirements that states expect teachers to cover. Also, the State of Ohio has information that is outdated. This site should be updated, at a minimum, on a weekly basis.
Implications for your students and for you as a contemporary educator.
The trends of society tend to influence the way students are taught. The 21st century will require students to be resourceful and adaptive to a variety of challenges. This is why communication, critical thinking, leadership and collaboration are essential in preparing them for the global economy.
Tuesday, March 8, 2011
I could use my blog for my middle and high school students to access assignments, notes and or video from that day’s lesson. It could also work as a daily journal and provide students the ability to seek help from other students and myself. I would also like to provide is a real world problem of the week that students would collaborate on and post their group’s results on the blog each Friday. This question would be related to that week’s learning objective and would show my students how these math concepts are applied in life. This would be a good beginning until I learn the full capability of what blogs can do.
I would love to implement these strategies with my students, but my school currently blocks blogs and other useful resources for teachers and students. I would have to rely on my students accessing this information from home, and some do not have computers.
Sunday, March 6, 2011
Welcome to my blog! I am trying ways to incorporate technology in my classroom. I teach special education in grades 7-12. I want to show my students innovative ways to use technology to strengthen their math ability and develop real world skills. My student ability levels vary significantly within my classroom so I could use primary grade sites too. I also co-teach in an inclusion classroom for government and economics. Please let me know about instructional strategies or websites that would motivate and encourage my students to achieve. Thank you for any assistance that you may provide. Have a great day!
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