Okay Gang, Here it goes again, for some reason my first voice thread keeps saying it has been deleted by the creator...not true, but that's what it reads, so...I set up a new account under my middle name which is Colleen and my new URL is
http://voicethread.com/share/2094211

Voice Thread URL

My VoiceThread URL http://voicethread.com/share/20730961

I hope everyone else had as much fun with it as I did!

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

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/

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

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.

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