Integrating Technology across Content Reflection
What I am grateful for as far as my GAME plan is concerned is it forced me to take action on a project that I have been meaning to do but had been putting off until I had “more time”. Building my digital warehouse has been an enjoyable and very helpful as I have reviewed many possible sources of learning for students and myself. It has been helpful too as I my peers and instructor have given me websites I was tuned in and already set up to add them to my growing “warehouse” of resources. What I have found interesting is that several websites that were suggested to me by fellow co workers, I also found in our text materials. My initial thoughts actually trying to decide on a worthwhile goal for the GAME plan was the most difficult part of the process. Once I decided on what would be of benefit, the rest came easily. GAME plans are a great way to zero in on one specific topic to build on. .While much less involved than our previous project of inquiry based plans, I can see this being an easy way to organize and evaluate goals in education situations. My Game plan also forced me out of my comfort zone to ask for help from my co workers in other schools, even districts, as I requested not only learning websites but input on their district’s’ technology use policies.
In the week three video, Customizing Instruction, John Ross stresses that using technology strategies reaches the needs of all students from the gifted to ELL students who struggle with language, to readers who are well below grade level. Just this week after watching a para educator struggle with some educational concepts while using sign language with a hearing impaired student, I was able to share some resources Ross presented that could be of some help. Some of the suggestions I plan to implement immediately for my own struggling readers are having recorded readings of the text the class is reading. I plan to find different level of books to read online. Another activity I plan to use soon is making a storyboard for the Edgar Allan Poe unit which includes, “Annabel Lee”, “The Raven”, and “The Tell Tale Heart”, to add to the already in- place assignment of writing a persuasive piece on whether or not Poe is appropriate for 8th graders to study. We can then share those persuasive writings with another classroom through E -Pals.
References:
Laureate Education, Inc. (Executive Producer). Meeting students needs with technology [Webcast]. Helping diverse learners access content. Baltimore, MD: Author
Friday, December 16, 2011
Wednesday, November 23, 2011
GAME Plan Monitoring Week 4
I am feeling really good about the digital warehouse I am amassing. I sent out a school-wide email rwequesting worthy sites and within one minute had three sent to me. Within 10 minutes I had 15! I love learning new things, so researching websites has been not only informative and thought provoking, but also enjoyable. I don’t know if I will email the high school and elementary as the materials might not be age appropriate with being either too high or too low. Does anybody have suggestions on that? So far I have learned that there are so many resources on line that support not just education, but diverse education. I had no idea before two weeks ago of the scope of available sites that provide assistance for students who need extra support. So far I don't hve any modifications. What I have been doing is working out well. I look forward to haveing such a digital "bank" of webisites to use in my classroom lesson plans.
A question that has arisen for me is, do any of you have a district- wide technology etiquette policy that can be shared?
A question that has arisen for me is, do any of you have a district- wide technology etiquette policy that can be shared?
Tuesday, November 15, 2011
This week has given me excellent ideas for continued learning resources for students with technology. When I first reading the text book this past weekend I will admit that I was feeling like I was out of my element with providing content material at different levels but after reading and listening to the videos I now feel more comfortable. I will definitely add the websites of CAST,wested,and Assisted Tech. to my bookmarked sites with notes on usage. My resources for building a data warehouse for websites to incorporate into lesson plans are in the course materials I have kept, so I will continue to bookmark those and organize articles better.I will also set up a Voki account for future voice/text conversion. Finally, I will need to keep in touch with the technology people(luckily they are in my building)to stay abreast of the impending technology etiquette curriculum that will be addressed in the near future.
Wednesday, November 9, 2011
GAME plan
My GAME plans are as follows.
First Goal
NETS*T 4c:
Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
This was my style of teaching long before technology took such a big step into classrooms. I feel empowered to open the technology world up to my students and am excited to be in an educational position that will allow me to share all the new found materials made available to me in the process of earning this degree. My timeline is this school year to begin with.
First Goal Actions:
Organize by subject/units the materials that have been saved in notebooks from the courses to-date.
Continue to collect materials and ideas from fellow educators, education classes, and Internet sources that deal with technology use in education.
Be vigilant when creating lesson plans that incorporate various technology driven materials and skills.
Second Goal
NETS*T 2a:
Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
This is an opportune time for me to making this a goal as the school district is undergoing a mandated policy that require students to be taught social etiquette in technology. The actual policy design will start in January and be completed summer of 2012 with implimentation of curriculum school year 2012/2013. Until then I can be collecting etiquette expectation materials.
Monitoring and Evaluating
Keeping a digital journal/portfolio (Cennamo, Ross and Ertmer, 2019)
a) file informational materials
b) record reflections of technology used and results for further evaluation and modifications
c) bookmarks of useful websites
Evaluate portfolio monthly for progress of set goals
a) Answer questions to following question for
i) am I incorporating appropriate technology and creative thinking activities into
lesson plans?
ii) are the students more engaged with the lesson plans?
iii) am I teaching, modeling, and following appropriate Internet etiquette?
b) Do I need to modify what I am doing?
c) Are there better sources than what I am using?
First Goal
NETS*T 4c:
Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
This was my style of teaching long before technology took such a big step into classrooms. I feel empowered to open the technology world up to my students and am excited to be in an educational position that will allow me to share all the new found materials made available to me in the process of earning this degree. My timeline is this school year to begin with.
First Goal Actions:
Organize by subject/units the materials that have been saved in notebooks from the courses to-date.
Continue to collect materials and ideas from fellow educators, education classes, and Internet sources that deal with technology use in education.
Be vigilant when creating lesson plans that incorporate various technology driven materials and skills.
Second Goal
NETS*T 2a:
Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
This is an opportune time for me to making this a goal as the school district is undergoing a mandated policy that require students to be taught social etiquette in technology. The actual policy design will start in January and be completed summer of 2012 with implimentation of curriculum school year 2012/2013. Until then I can be collecting etiquette expectation materials.
Monitoring and Evaluating
Keeping a digital journal/portfolio (Cennamo, Ross and Ertmer, 2019)
a) file informational materials
b) record reflections of technology used and results for further evaluation and modifications
c) bookmarks of useful websites
Evaluate portfolio monthly for progress of set goals
a) Answer questions to following question for
i) am I incorporating appropriate technology and creative thinking activities into
lesson plans?
ii) are the students more engaged with the lesson plans?
iii) am I teaching, modeling, and following appropriate Internet etiquette?
b) Do I need to modify what I am doing?
c) Are there better sources than what I am using?
Saturday, June 18, 2011
Reflection
While I still firmly believe in Gardner’s theory of Multiple Intelligences and Bloom’s Taxonomy, with the information I learned in this course now will add some of the theories of other behaviorists to my personal theory of learning.
I knew that cooperative learning is an important learning strategy, but now I realize that it is built on research by Vygotsky and is critical in the high tech world of our students today. They will have to know how to cooperatively work with not just someone else in their own office, but possibly someone from an entirely different country and culture. Combining technology with the most basic form of learning from those directly involved in our lives from birth to death is astounding to me.
I also have known that being actively involved in learning makes for much stronger memory recall and better comprehension. What I didn’t realize before is how much research supports this theory. This theory of Constuctionism has been supported by Piaget, and even the first behaviorist Jon B. Watson, who theorized that in the stimulus-response mode individuals responded to the environment around them (Smith, 1999) in observable changes in behavior.
Immediate changes I plan when the opportunity arises in my teaching situation will be to use a more creative environment. Of particular interest to me is the concept mapping to use for organization of concepts and information. The other learning tool I plan to incorporate is voicethread due to the ease of operation and the limitless variety of ways it can be used. My plan for achieving these goals is to spend time this summer exploring the possibilities through internet research on how others have used these tools in a classroom setting and actually exploring more personally with what can be done with this technology.
Long term goals are to find good homework sites that support reading. This is an area of deficiency for me and one I plan to work on. Again, I will cruise the internet as well as ask classmates and colleagues for good websites they may have come across. Another long term goal will be to get more staff on board with what can be done with technology. Sharing websites and learning tools will support that goal. I will also have to approach the technology people within the school district about making it possible for students to have access to personal email addresses within the district for those that don’t have computers at home.
I look forward reviewing the new websites made available to me in this course. I find lesson planning to be a creative experience. It will fun to see what is actually out there to incorporate into active, multiple intelligence, cooperation based lesson plans.
References:
Smith, M.K. (1999) ‘The behaviourist orientation to learning’, the encyclopedia of
informational education,www.infew.org/biblio/learning-behaviourist.htm, Last
update: September 03, 2009.
I knew that cooperative learning is an important learning strategy, but now I realize that it is built on research by Vygotsky and is critical in the high tech world of our students today. They will have to know how to cooperatively work with not just someone else in their own office, but possibly someone from an entirely different country and culture. Combining technology with the most basic form of learning from those directly involved in our lives from birth to death is astounding to me.
I also have known that being actively involved in learning makes for much stronger memory recall and better comprehension. What I didn’t realize before is how much research supports this theory. This theory of Constuctionism has been supported by Piaget, and even the first behaviorist Jon B. Watson, who theorized that in the stimulus-response mode individuals responded to the environment around them (Smith, 1999) in observable changes in behavior.
Immediate changes I plan when the opportunity arises in my teaching situation will be to use a more creative environment. Of particular interest to me is the concept mapping to use for organization of concepts and information. The other learning tool I plan to incorporate is voicethread due to the ease of operation and the limitless variety of ways it can be used. My plan for achieving these goals is to spend time this summer exploring the possibilities through internet research on how others have used these tools in a classroom setting and actually exploring more personally with what can be done with this technology.
Long term goals are to find good homework sites that support reading. This is an area of deficiency for me and one I plan to work on. Again, I will cruise the internet as well as ask classmates and colleagues for good websites they may have come across. Another long term goal will be to get more staff on board with what can be done with technology. Sharing websites and learning tools will support that goal. I will also have to approach the technology people within the school district about making it possible for students to have access to personal email addresses within the district for those that don’t have computers at home.
I look forward reviewing the new websites made available to me in this course. I find lesson planning to be a creative experience. It will fun to see what is actually out there to incorporate into active, multiple intelligence, cooperation based lesson plans.
References:
Smith, M.K. (1999) ‘The behaviourist orientation to learning’, the encyclopedia of
informational education,www.infew.org/biblio/learning-behaviourist.htm, Last
update: September 03, 2009.
Wednesday, June 8, 2011
Social Learning Theories
Week 5 Blog-
As noted in Cooperative Learning –Emerging Perspectives on Learning, Teaching,and Technology (2003), cooperative learning is an American concept much like the collaborative learning which has British roots. Cooperative learning started with John Dewey’s philosophy of the social nature of learning. Then in 1978 Vygotsky weighed in with his hypotheses that social interaction among students extends their zone of proximal development. Pitler, Hubbell, Kuhn ,and Malenoski have included in their work, Using Technology with Classroom Instructions that Works(2007), this statement made by Johnson, Johnson, and Stanne in 2000, When students work in cooperative groups, they make sense or construct meaning for, new knowledge by interacting with others (p.139).
With the availability of technology in schools today, being able to implement cooperative learning can now extend way beyond a classroom, school, and even community. As a reading teacher I love the idea of being able to do a book study with students from another place. The different perspectives would be fascinating. I can visualize teams creating power points to send to other places and compare lives between the students. Pen pals via the internet, sharing favorite recipes to fix and eat on the same day…the possibilities are endless. As stated in the resource book… Using Technology with Classroom Instructions that Works, the Web has become much more than an electronic reference book; it’s a thriving medium for collaboration in business, education, and our personal lives (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 144).
I don’t where I’ll be teaching next year. My fervent hope is to have my own classroom again so that I can use all the ideas being presented in this class. I can’t wait to get started. I especially look forward to an activity between my class and my son’s who is an hour and a half away.
References:
Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative lerning. In M. Orey (Ed.),
Emerging perspectives on learning, teaching, and technology. Retrieved on
May, 12, 2011, from http://projects.coe.uga.edu/epllt/index.php?title=
Cooperative_Learning
Pitler, H., Hubbell, E.R., Kuhn, M., Malenoski, K. (2007). Using technology with
classroom instruction that works. ASCD. Alexandria, VA. (p.139)(p.144).
As noted in Cooperative Learning –Emerging Perspectives on Learning, Teaching,and Technology (2003), cooperative learning is an American concept much like the collaborative learning which has British roots. Cooperative learning started with John Dewey’s philosophy of the social nature of learning. Then in 1978 Vygotsky weighed in with his hypotheses that social interaction among students extends their zone of proximal development. Pitler, Hubbell, Kuhn ,and Malenoski have included in their work, Using Technology with Classroom Instructions that Works(2007), this statement made by Johnson, Johnson, and Stanne in 2000, When students work in cooperative groups, they make sense or construct meaning for, new knowledge by interacting with others (p.139).
With the availability of technology in schools today, being able to implement cooperative learning can now extend way beyond a classroom, school, and even community. As a reading teacher I love the idea of being able to do a book study with students from another place. The different perspectives would be fascinating. I can visualize teams creating power points to send to other places and compare lives between the students. Pen pals via the internet, sharing favorite recipes to fix and eat on the same day…the possibilities are endless. As stated in the resource book… Using Technology with Classroom Instructions that Works, the Web has become much more than an electronic reference book; it’s a thriving medium for collaboration in business, education, and our personal lives (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 144).
I don’t where I’ll be teaching next year. My fervent hope is to have my own classroom again so that I can use all the ideas being presented in this class. I can’t wait to get started. I especially look forward to an activity between my class and my son’s who is an hour and a half away.
References:
Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative lerning. In M. Orey (Ed.),
Emerging perspectives on learning, teaching, and technology. Retrieved on
May, 12, 2011, from http://projects.coe.uga.edu/epllt/index.php?title=
Cooperative_Learning
Pitler, H., Hubbell, E.R., Kuhn, M., Malenoski, K. (2007). Using technology with
classroom instruction that works. ASCD. Alexandria, VA. (p.139)(p.144).
Friday, June 3, 2011
Sunday, May 29, 2011
Voice Thread URL
My VoiceThread URL http://voicethread.com/share/20730961
I hope everyone else had as much fun with it as I did!
I hope everyone else had as much fun with it as I did!
Tuesday, May 24, 2011
Constructionism
APP4 Blog Post
Constructionism, like the word impys, is the theory that we make deeper connections with new concepts when we “build” on something we already know. This week’s videos and readings give some excellent information on how to incorporate the constuctionism theory into the classroom in order to help facilitate complex concepts.
According to Dr. Michael Orey, people strive to have a “balance” he calls this equalration. He also states that when we begin to assimilate new information we need to be able to accommodate when our assimilation becomes altered. He suggests that through the construction of projects students are forced to assimilate new concepts. This theory is supported by the article, Seymour Papert & Constuctionism (1999) in which the author explains another way to think about this theory. She writes that learners are actively engaged in learning when they are creating artifacts.
In Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn, & Malenoski, contend that when students 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 (p.202)
After considering the sources I checked each of the listed websites supplied for our review. I was so impressed with some of them I plan to use them in lesson plans within the next couple of weeks. From Apple Learning Interchange, I found music that can be added to technology generated projects. From Edutopia, I found free videos, ideas, and tips for generating artifacts. At Project-Based Learning, there are step-by-step directions on how to design projects. At NASA Solar System Simulator there are places where students can make hypotheses and then check them out. At the website, Astroventure, students can research information on space programs.
Overall I found this week’s class materials to be highly informational and I can’t wait to get started.
Resources:
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., Hubble, E.R., Kuhn, M., & Malenoski, K., (2007). Using technology with
classroom instruction that works. Alexandria, VA, ASCD
Thurmond, A.(1999)Seymour Papert & Constructionism-+ Constructivism and
Constructionism. Retrieved on May, 17, 2011 from
http://online.sfsu.edu/~foreman/itec800/finalprojects/annmariethurmond/home.html
Constructionism, like the word impys, is the theory that we make deeper connections with new concepts when we “build” on something we already know. This week’s videos and readings give some excellent information on how to incorporate the constuctionism theory into the classroom in order to help facilitate complex concepts.
According to Dr. Michael Orey, people strive to have a “balance” he calls this equalration. He also states that when we begin to assimilate new information we need to be able to accommodate when our assimilation becomes altered. He suggests that through the construction of projects students are forced to assimilate new concepts. This theory is supported by the article, Seymour Papert & Constuctionism (1999) in which the author explains another way to think about this theory. She writes that learners are actively engaged in learning when they are creating artifacts.
In Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn, & Malenoski, contend that when students 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 (p.202)
After considering the sources I checked each of the listed websites supplied for our review. I was so impressed with some of them I plan to use them in lesson plans within the next couple of weeks. From Apple Learning Interchange, I found music that can be added to technology generated projects. From Edutopia, I found free videos, ideas, and tips for generating artifacts. At Project-Based Learning, there are step-by-step directions on how to design projects. At NASA Solar System Simulator there are places where students can make hypotheses and then check them out. At the website, Astroventure, students can research information on space programs.
Overall I found this week’s class materials to be highly informational and I can’t wait to get started.
Resources:
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., Hubble, E.R., Kuhn, M., & Malenoski, K., (2007). Using technology with
classroom instruction that works. Alexandria, VA, ASCD
Thurmond, A.(1999)Seymour Papert & Constructionism-+ Constructivism and
Constructionism. Retrieved on May, 17, 2011 from
http://online.sfsu.edu/~foreman/itec800/finalprojects/annmariethurmond/home.html
Tuesday, May 17, 2011
As in the past few weeks I am excited to see how Pitler, Hubble, Kuhn & Malenoski in their book, Using Technology with Classroom Instruction that Works (2007), combine the use of technology with the work of Marzano, Pickering, & Pollock in Classroom Instruction that Works (2001). I am familiar with the former mentioned book as it was the foundation of how curriculum was taught in the last school I taught at. It is interesting for me to see how the two books co inside with all the technology information.
In this week’s video on Cognitive Learning Theory, Dr. Michael Orey, gave some information on how our brains store long term information. He mentioned that in order for elaboration to take place, students need to activate their memories with stimulation such as visual and olfactory triggers.
Author’s Pitler, Hubble, Kuhn & Malenoski stress that using the learning tool of the advance organizers before a new concept is presented help them to classify and make sense of the content they will encounter, particularly new content that is not well organized in its original format (p.73). In essence, advance organizers help students focus their learning. In Bloom’s Taxonomy, his higher cognitive complexity of applying uses the words, classify and focus.
In summarization and note taking, Pitler, Hubble, Kuhn & Malenoski, make the generalization, to effectively summarize, students must delete some information, substitute some information and keep some information (p.119). They also recommend using a variety of formats (p.124). By using organizing software or “cognitive tools” such as Inspiration, students can organize and brainstorm information to sort out what is important enough to keep as part of the summary. The authors also point out that not only can students create summaries and notes of multimedia content they can also sue multimedia to enhance and present their summaries and notes.
In another article, Cognitive Tools (2010), Robertson, Elliot & Robinson, state, for example even something as straightforward as researching the Southern Pacific countries come to life with cognitive tools. Looking through an Encyclopedia Britannica wouldn’t generate the same speed and enthusiasm as it would to travel search on travelocity.com. and by using cognitive tools of the Internet is able to access much more information interactively (p.3) This too is supported by the use of visually engaging in concept mapping.
References:
Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive
learning theory [Webcast]. Bridging learning theory, instruction and technology.
Baltimore, MD: Author
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved from http://projects.coe.uga.edu/epltt/index.php?tle=Main_Page
Robertson, B., Elliot, L. & Robinson, D. (2007) Cognitive tools. In M.Orey (Ed.)
Emerging perspectives on learning, teaching and technology. Retrieved: May11,
2010, from http://projects.coe.uga.edu/epltt/
In this week’s video on Cognitive Learning Theory, Dr. Michael Orey, gave some information on how our brains store long term information. He mentioned that in order for elaboration to take place, students need to activate their memories with stimulation such as visual and olfactory triggers.
Author’s Pitler, Hubble, Kuhn & Malenoski stress that using the learning tool of the advance organizers before a new concept is presented help them to classify and make sense of the content they will encounter, particularly new content that is not well organized in its original format (p.73). In essence, advance organizers help students focus their learning. In Bloom’s Taxonomy, his higher cognitive complexity of applying uses the words, classify and focus.
In summarization and note taking, Pitler, Hubble, Kuhn & Malenoski, make the generalization, to effectively summarize, students must delete some information, substitute some information and keep some information (p.119). They also recommend using a variety of formats (p.124). By using organizing software or “cognitive tools” such as Inspiration, students can organize and brainstorm information to sort out what is important enough to keep as part of the summary. The authors also point out that not only can students create summaries and notes of multimedia content they can also sue multimedia to enhance and present their summaries and notes.
In another article, Cognitive Tools (2010), Robertson, Elliot & Robinson, state, for example even something as straightforward as researching the Southern Pacific countries come to life with cognitive tools. Looking through an Encyclopedia Britannica wouldn’t generate the same speed and enthusiasm as it would to travel search on travelocity.com. and by using cognitive tools of the Internet is able to access much more information interactively (p.3) This too is supported by the use of visually engaging in concept mapping.
References:
Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive
learning theory [Webcast]. Bridging learning theory, instruction and technology.
Baltimore, MD: Author
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved from http://projects.coe.uga.edu/epltt/index.php?tle=Main_Page
Robertson, B., Elliot, L. & Robinson, D. (2007) Cognitive tools. In M.Orey (Ed.)
Emerging perspectives on learning, teaching and technology. Retrieved: May11,
2010, from http://projects.coe.uga.edu/epltt/
Tuesday, May 10, 2011
Behaviorism in Practice
In the infed article, The Behaviorist Orientation to Learning, author, Mark K. Smith, reports that researcher, James Hartley, has developed four principles that build upon operate conditioning as identified by behaviorist, Skinner, and the research environment, as proposed by behaviorist, Watson. In his report Hartley includes the following as one of the four principles:
• Repetition, generalization, and discrimination are important notions. Frequent practice-and practice with varied contexts-is necessary for learning to take place. Skills are not acquired without frequent practice.
The idea of “focused practice” is particularly important when students are practicing a complex multistep step skill or process, such as research process, scientific inquiry, or the writing practice (Marzano, Pickering, Pollock 2001 pg.70 ). According to the authors, Pitler, Hubbell, Kuhn, and Malenoski, in their book, Using Technology with Classroom Instruction that Works, Multiple exposures to material help students deepen their understanding of content and become proficient with skill. Typically, students need about 24 hours practice sessions with a skill in order to achieve 80-percent competency (Hubble, Kuhn, Malenoski, Pitler, 2007 pg.188 ). They also add that technology facilitates homework and practice by providing a wealth of resources for learning outside of the classroom, making it easy for students to work on collaborative homework assignments and providing drill and practice resources that help students refine their skills.
Hartley’s next principle is on the subject of reinforcement:
• Reinforcement is the cardinal motivation. Positive reinforces like rewards and successes are preferable to negative events like punishment and failures. In the previous mention book, Using Technology with Classroom Instruction that Works, the authors write, The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their beliefs about learning (Hubble, Kuhn, Malenoski, Pitler, 2007.pg.155)
In my twenty plus years of facilitating student use of computer software for educational games, I have never experienced a game that reprimanded a student for an incorrect answer. Even when the student misses an answer the “negative” response is done in a positive fashion. Often, and especially in games for young children, a correct response with educational games will often have a reward such as music or a cartoon figure do a jig or dance. Positive feedback is a powerful reinforcement. Feedback should be timely. In general, the more delay that occurs in giving feedback, the less improvement there is in achievement (Marzano, Pickering, Pollock, 2001. pg.97 ). Another positive reinforcer I connect with technology is the programs that teach each student at his or her learning level. By working at the level the student is ready to learn at makes the student feel more successful and that in turn boosts confidence as well as the desire to keep trying.
References:
Hubble, E.R., Kuhn, M., Malenoski, K., Pitler, H. (2007). Using technology with
classroom instruction that works. ASCD. Alexandria, VA.
Marzano, R.J., Pickering, D.J., Pollock, J.E.(2001). Classroom instruction that
works.-research strategies for increasing student achievement. ASCD. Alexandria,
VA.
Smith, M.K. (1999) ‘The behaviourist orientation of learning’, the encyclopedia of
informal education. Retrieved from www.infed.org/biblio/learning- behavourist.htm
• Repetition, generalization, and discrimination are important notions. Frequent practice-and practice with varied contexts-is necessary for learning to take place. Skills are not acquired without frequent practice.
The idea of “focused practice” is particularly important when students are practicing a complex multistep step skill or process, such as research process, scientific inquiry, or the writing practice (Marzano, Pickering, Pollock 2001 pg.70 ). According to the authors, Pitler, Hubbell, Kuhn, and Malenoski, in their book, Using Technology with Classroom Instruction that Works, Multiple exposures to material help students deepen their understanding of content and become proficient with skill. Typically, students need about 24 hours practice sessions with a skill in order to achieve 80-percent competency (Hubble, Kuhn, Malenoski, Pitler, 2007 pg.188 ). They also add that technology facilitates homework and practice by providing a wealth of resources for learning outside of the classroom, making it easy for students to work on collaborative homework assignments and providing drill and practice resources that help students refine their skills.
Hartley’s next principle is on the subject of reinforcement:
• Reinforcement is the cardinal motivation. Positive reinforces like rewards and successes are preferable to negative events like punishment and failures. In the previous mention book, Using Technology with Classroom Instruction that Works, the authors write, The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their beliefs about learning (Hubble, Kuhn, Malenoski, Pitler, 2007.pg.155)
In my twenty plus years of facilitating student use of computer software for educational games, I have never experienced a game that reprimanded a student for an incorrect answer. Even when the student misses an answer the “negative” response is done in a positive fashion. Often, and especially in games for young children, a correct response with educational games will often have a reward such as music or a cartoon figure do a jig or dance. Positive feedback is a powerful reinforcement. Feedback should be timely. In general, the more delay that occurs in giving feedback, the less improvement there is in achievement (Marzano, Pickering, Pollock, 2001. pg.97 ). Another positive reinforcer I connect with technology is the programs that teach each student at his or her learning level. By working at the level the student is ready to learn at makes the student feel more successful and that in turn boosts confidence as well as the desire to keep trying.
References:
Hubble, E.R., Kuhn, M., Malenoski, K., Pitler, H. (2007). Using technology with
classroom instruction that works. ASCD. Alexandria, VA.
Marzano, R.J., Pickering, D.J., Pollock, J.E.(2001). Classroom instruction that
works.-research strategies for increasing student achievement. ASCD. Alexandria,
VA.
Smith, M.K. (1999) ‘The behaviourist orientation of learning’, the encyclopedia of
informal education. Retrieved from www.infed.org/biblio/learning- behavourist.htm
Friday, April 15, 2011
Technology Reflection
Technology Reflection: The most important way this technology in the classroom course has helped me is by taking away the fear that setting up programs such as Wikis, blogs and podcasts. When I first started this class, I printed out all the course materials I would need. I was so nervous at the prospects of what we would be doing, I emailed Professor Smith with my concerns. He assured me that most people find they are able to set up the assignments and learn a lot. He was right. Except for not being able to figure out how to post a blanket invitation to our group’s Wiki I was indeed capable of doing what the assignments called for.
I have a better understanding of the skills that teachers need to be teaching their students to better prepare them for a future that will most certainly include technology. Those skills include not only how to use technology but how to question and solve problems both individually and as part of a group. The learning process takes on more meaning for the students when they have an audience beyond the teacher.
In order to become a more learner-centered teacher, I realize that I need to become more of a facilitator of learning. My students should have more freedom to decide what they want to learn about and how to go about doing that. I should be there for guidance and support. I am excited at the prospect of this type of learning; it fits my style of teaching.
Keeping abreast of the latest technology applicable to students is an important part of being able to better serve as a technology driven teacher. At the rate of technological growth I realize that if I don’t keep my ear to the proverbial ground the students may not be introduced to the skills they will need to be competitive in the work force of the future. Taking advantage of workshops and classes on the subject of technology will be one way of staying current in this ever changing field.
When I have my own classroom again, my first goal will be to incorporate technology as more than a tool for information and research. I also hope to involve others in my subject/grade level team so that we can use technology based lessons when planning lessons. The problems I foresee with these goals are the lack of skills and or interest by other staff members along with the lack of available technology for the students. I also realize that most schools have but so many blocks on the Internet for security reasons it could become a battle to have access to certain sites. My hope is to get other like-minded educators on-board for creative use of technology in the classroom and also to use for convincing purposes if need-be.
I truly wish I could say that I have been able to change my answers from the check list that we filled out at the beginning of this particular course. Unfortunately, I don’t have my own classroom this year to implement any of the changes with. My answers were based on what I have done in the past when I did have a permanent position. One area I can say that I say have begun changing is working to promote technology for classroom instruction. I have also been talking to teachers about the importance of technology use in education. I feel like I am “preaching to the choir” as teachers seem aware of the importance. It’s administrators who might need convincing that it’s worth spending money on.
I have a better understanding of the skills that teachers need to be teaching their students to better prepare them for a future that will most certainly include technology. Those skills include not only how to use technology but how to question and solve problems both individually and as part of a group. The learning process takes on more meaning for the students when they have an audience beyond the teacher.
In order to become a more learner-centered teacher, I realize that I need to become more of a facilitator of learning. My students should have more freedom to decide what they want to learn about and how to go about doing that. I should be there for guidance and support. I am excited at the prospect of this type of learning; it fits my style of teaching.
Keeping abreast of the latest technology applicable to students is an important part of being able to better serve as a technology driven teacher. At the rate of technological growth I realize that if I don’t keep my ear to the proverbial ground the students may not be introduced to the skills they will need to be competitive in the work force of the future. Taking advantage of workshops and classes on the subject of technology will be one way of staying current in this ever changing field.
When I have my own classroom again, my first goal will be to incorporate technology as more than a tool for information and research. I also hope to involve others in my subject/grade level team so that we can use technology based lessons when planning lessons. The problems I foresee with these goals are the lack of skills and or interest by other staff members along with the lack of available technology for the students. I also realize that most schools have but so many blocks on the Internet for security reasons it could become a battle to have access to certain sites. My hope is to get other like-minded educators on-board for creative use of technology in the classroom and also to use for convincing purposes if need-be.
I truly wish I could say that I have been able to change my answers from the check list that we filled out at the beginning of this particular course. Unfortunately, I don’t have my own classroom this year to implement any of the changes with. My answers were based on what I have done in the past when I did have a permanent position. One area I can say that I say have begun changing is working to promote technology for classroom instruction. I have also been talking to teachers about the importance of technology use in education. I feel like I am “preaching to the choir” as teachers seem aware of the importance. It’s administrators who might need convincing that it’s worth spending money on.
Friday, April 1, 2011
Podcast Particulars
Since I don’t have my own class this year, I “borrowed” classroom students I have substituted for. I was able to rustle up permission as I know the parents of the students I interviewed.
The students I interviewed are middle class from a small town. The classroom demographics is about 15% Hispanic with the remainder 85% being Caucasian.
The students all have video games,parents' cell phones, Netflix on demand T.V. and computers in their homes. The interviewees spend an average of two hours a day watching T.V. They all play video games daily with the exception of one student who rarely plays video games and when she does it’s only ½ hour at a time. None of the students have a cell phone although they have school mates who do even at 3rd grade!
What surprised me was how the students use computers at home. I thought they would use computers for games, social networking, or surfing, but the students said computers used at home was for skill building school subjects, especially math.
At school they have access to computer labs twice a week for 1/2 hour each visit. There are also several computers in the classroom. The teacher uses a doc. cam. DVD player, and T.V. None of the studnets had ever been involved in a podcast before so it was a first for all of us.
Visit our podcast interview at http://ncwcolleen.podOmatic.com
The students I interviewed are middle class from a small town. The classroom demographics is about 15% Hispanic with the remainder 85% being Caucasian.
The students all have video games,parents' cell phones, Netflix on demand T.V. and computers in their homes. The interviewees spend an average of two hours a day watching T.V. They all play video games daily with the exception of one student who rarely plays video games and when she does it’s only ½ hour at a time. None of the students have a cell phone although they have school mates who do even at 3rd grade!
What surprised me was how the students use computers at home. I thought they would use computers for games, social networking, or surfing, but the students said computers used at home was for skill building school subjects, especially math.
At school they have access to computer labs twice a week for 1/2 hour each visit. There are also several computers in the classroom. The teacher uses a doc. cam. DVD player, and T.V. None of the studnets had ever been involved in a podcast before so it was a first for all of us.
Visit our podcast interview at http://ncwcolleen.podOmatic.com
Tuesday, March 22, 2011
21st Century Skills
My biggest surprise with the 21st Century web site is that something as big and organized has been below my radar! I had no idea that is such a large scale that they even have a National Summit. I’ve never heard of it before but will definitely be spreading the news around. I really like the web site. The available resources are so varied. I was impressed at the number of videos. I especially like the contest video winner’s pieces. I do wish though that the art teachers’ video animation had been created by students.
When reading the web article Knowledge and Skills in the 21st Century, what caught my attention in this article was the mentioned that EASA (Elementary And Secondary Education) includes the arts which in my opinion are always a “big deal”. I have always been an advocate for the arts as it is such an important part of children’s creativity. Unfortunately, it is also seems to be the first curriculum to be cut when resources get tight. A quote from the article that I liked is along the lines of “curriculum is not ‘one size fits all’ standardized”. Here again unfortunately state mandated test are one size fits all.
I have a few concerns about 21st Century. My first concern is this whole premise is based on assumptions of what the world will be looking for in the next several years. Who would have guessed just 15 years ago where we would be now? People were just hearing about the Internet. That we would even have cell phones, let alone use them as we do now was stuff of science fiction. What we are pushing now could be absolute in just a few years. My second concern is how teachers are going to add this to what they are already expected to accomplish?
When reading the web article Knowledge and Skills in the 21st Century, what caught my attention in this article was the mentioned that EASA (Elementary And Secondary Education) includes the arts which in my opinion are always a “big deal”. I have always been an advocate for the arts as it is such an important part of children’s creativity. Unfortunately, it is also seems to be the first curriculum to be cut when resources get tight. A quote from the article that I liked is along the lines of “curriculum is not ‘one size fits all’ standardized”. Here again unfortunately state mandated test are one size fits all.
I have a few concerns about 21st Century. My first concern is this whole premise is based on assumptions of what the world will be looking for in the next several years. Who would have guessed just 15 years ago where we would be now? People were just hearing about the Internet. That we would even have cell phones, let alone use them as we do now was stuff of science fiction. What we are pushing now could be absolute in just a few years. My second concern is how teachers are going to add this to what they are already expected to accomplish?
Monday, March 14, 2011
El Blog de Steve ... AKA El Jefe ... AKA The Boss: Diversity? I Think They Need a Class...
El Blog de Steve ... AKA El Jefe ... AKA The Boss: Diversity? I Think They Need a Class...
I was shocked to see this. I think someone should answer for it.
Nancy
I was shocked to see this. I think someone should answer for it.
Nancy
Friday, March 11, 2011
Khan Academy
I saw an interesting feature last night on NBC News about a young man who has developed an educational site that can be accessed for free. It's called Khan Academy. The clip they showed last night had students in classrooms accessing this site and using it to practice math. I haven't had the time to actually visit the website yet but did want to pass this along.
Tuesday, March 8, 2011
Wow! This Works!
I am enjoying all the great "stuff" that is coming into my blog. Thanks to those who have shared with me. It's fun getting to know you better.
Saturday, February 26, 2011
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