Reflections and Looking Ahead

After eight weeks of this course, and learning so much about the different types of technological tools available to bring into my classroom, I am excited to "change up" the way I teach. I still believe, as I said in my initial application, that when a teacher has positively connected with students, has built mutual respect in the classroom, and creates lessons that keep every type of learner in mind, the most effective learning occurs. Technology is the icing on the cake and enhances the effects of the lesson. Even when technology is not available, an effective educator makes sure that students are collaborating with each other, getting the lesson through all of the senses, and making connections that are relevant and interesting. We need to make sure that the information is transferred from working memory to long term memory through experience.

The main thing that I am leaving this course with, however, is the understanding of how important it is for students to be the center of their learning. According to authors Pitler, Hubbell, Kuhn and Malenoski, "integrating technology into instruction tends to move classrooms from teacher-dominated environments to ones that are more student-centered" (2007, p. 3). No matter how great my instructional tools are, if the students are passive in their learning, the material will not be retained as well as if they are active in their learning. According to Patricia Wolfe, the "brain is sculpted through experience." Therefore, using project-based learning where the students set up the project, discover the learning, and then build something together, will build life-long skills that will help them in the years to come. For example, if I give them the problem and then show them how to solve it, they will remember the steps for as long as it is necessary to get through my class. If they come up with problems that are relevant to them, however, and they need to do the research to solve the problem, with guidance from me, not only will they be much more interested, but they will have learned how to solve a variety of problems in their lives. When they work together through the process, they are also working on social skills, organizational skills, and team-building skills.

The Web Quests available on-line, which are project or problem-based, is one type of technology tool that I would like to start implementing. These will force my students to work collaboratively to solve issues that they are interested in, and also integrate mathematics within the real world. I also want to start using Wikis more as a social networking tool. Not only does it allow the students to work on a project together and share information, it allows them to do it from home. I have also started using Webspiration to build concept maps when working with the definitions or concepts in math. The kids have loved it. Then, as a way to "journal" about these new ways of learning, I will continue to use our Blog page. Allowing the students to have more time to be the center of their learning will help them think critically, creatively and globally. The fact that all students learn differently will be adressed with these tools, since there will be a "job" for everyone.

I look forward to continuing to teach to my strengths while allowing my students to learn with theirs.

References:

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

Cooperative Learning Supports the Social Learning Theory

"Cooperative learning is not so much learning to cooperate as it is cooperating to learn" (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 143). In a society where and a time when people all over the world are communicating and sharing information, we must help our students learn through interaction with others. "Because of the social interaction among students, cooperative learning can be used to model the appropriate social behaviors necessary for employment situations...students are able to develop and practice skills that will be needed in society...these skills include leadership, decision-making, trust-building, communication, and conflict-management" (Orey, 2001, p. 2). We, as educators, owe it to our students to provide situations and activities in which they can learn and practice these necessary life skills. Creating multi-media, such as videos, can a fun way to build an artifact together. With a well made rubric and clear expectations, a collaborative group can learn about a topic and then share that knowledge with their classmates.

Cooperative learning opportunities also allow for a variety of assessments. Rather than just relying on tests and individual assignments, collaborative work allows for more reflection. Last year, I had my math students create videos about combinations, permutations, or probability. Since it was my first time trying this type of cooperative learning activity, there were some things that I would change, but overall, the students enjoyed working together and they learned a lot about the topic. In fact, in order to be able to put together a video, they not only had to research and learn the topic in depth, but had to be able to organize their thoughts well enough to put together an entertaining and educational video. I will definitely use this activity again.

References:

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.

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

Using Voice Thread to Discuss Issues

Please join my discussion about bullying through technology via Voice Thread.

http://voicethread.com/share/779112/

Using Technology To Help Students Generate and Test Hypotheses

"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" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 202). In todays society, we need students to be able to think critically and delve deeper into the concepts. According to Glazer, "many claim that the traditional classroom environment, with its orderly conduct and didactic teaching methods in which the teacher dispenses information, has greatly inhibited students' opportunities to think critically" (Orey, 2001, p. 2). Using problem-based learning allows students to tackle realistic problems, work on communication skills, work collaboratively and use outside resources.

WebQuests that can be found on the internet, are one example of this type of learning method that supports constuctionist theory. Students work in small groups to "solve a problem" of some sort. They are given a task, or problem, and a rubric that needs to be followed while they are going through the process. "WebQuests follow a recommended design structure which includes an introduction, a task, a process for accomplishing the task, web resources, an evaluation rubric, and a conclusion" (Orey, 2001, p. 3). There are Quests for all subjects and grade levels provided and many are quite amazing.

For the process of generating and testing hypothesis specifically, spreadsheets are suggested as a way to allow students to manipulate data quickly to check for results. Often there are so many calculations that need to be done that the hypotheses gets lost along the way. Using technology to speed up the process allow the student to focuss on the goal. There are also wonderful Web resources that allows students to make predictions (hypotheses) and then test out specific pieces of that prediction without having to do the calculations. They "allow students to use background knowledge, make decisions, and see the outcome of their hypotheses, often in virtual situations that would be impossible or financially unfeasible in real life" (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 212).

Although time allotted for educators to plan and collaborate together is a premium, thus making it difficult to incorporate this type of learning into the classroom, the outcomes for student learning is wonderful.



References:

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.

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

Cognitive Learning Theories

The Cognitive Learning Theory, according to Dr. Orey follows three stages. New information comes in through the sensory registers, be it via visual, auditory or other senses, and then gets managed in the short term or working memory, and then hopefully, if there are enough connections made, the information gets stored into long term memory. What Dr. Orey continues to tell us is that most brains remember images better than it does text, and therefore, it is vital for educators to teach our students using as many visual images as we can. Our brains use a dual coding of information which allows us to store an image along with a text. Then after enough elaboration, where we make connections to that piece of information, the brain stores for the long haul.

This week, we learned about a variety of technology that would support this dual coding and elaboration inside of the brain. For example, the use of concept mapping can help students to focus on the important information in the midst of a massive amount of facts, or can help them determine what they know versus what they don't. According to Novak and Canas, "every concept map responds to a focus question, and a good focus question can lead to a much richer concept map" (2007, p. 11). Using these concept maps with a quality focus question in tandem with a virtual fieldtrip, according to Dr. Orey, is another way to "create episodes." Any time that we can make the experience feel as though the student is immersed in the experience, we tap into the brain with an episodic memory. Making these kinds of connections will help students to be able to understand, retain, and then recall longer.

The use of power point, spread sheets, pamphlets, and other creative uses with Microsoft office also support this type of learning. Helping students take the information, connect to it in a viable and memorable way, will ensure that the learning will store in the brain better. I cannot wait to try some of these new ideas in my classroom as well.


References:

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Orey.

Novak, J. D. & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008.

Behaviorism in the Classroom

According to author Melissa Standridge, "using behaviorist theory in the classroom can be rewarding for both students and teachers" (Orey, 2001). As educators, our role is to create a classroom where appropriate behaviors and skills are learned. Since "students work for things that bring them positive feelings, and for approval from people they admire," (Orey 2001) using behaviorist techniques can be quite powerful. Whether using stimuli to promote certain types of behavior to maintain a classroom environment, or to reinforce certain skills, we know that rewards and consequences can enhance operant conditioning and earn desired results.

In terms of gaining desired results in the area of learning, technology can play a large role. Some believe that the connection that children make with the effort they put into an activity and their success in that activity, is very important. "Research tells us that not all students realize the importance of effort. Many attribute their success or failure to external factors" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 156). Therefore, they recommend that we use technology such as spreadsheets and rubrics to allow students to keep track of their effort and then match their success with that effort. When the students see the connection, effort is reinforced, and students start taking more responsibility for their actions and their success. Since behaviorist theory relies so much on stimuli to control behavior, having students be able to track their effort and success will give them both internal and external reasons to do better.

Homework and practice is another intregal piece of the behaviorist theory. In order for positive change to occur, one must know what he/she is doing right or wrong. Homework allows for feedback from a teacher, and then the student can do more practice to work on the areas of weakness. Once again, this allows a child to get external stimuli and a chance to see effort pay off. Technology, however, can make this practice and drill a lot more fun. For example, one of the suggestions given by the authors Pitler, Hubbell, Kuhn, and Malenoski, was a website called BrainPOP. This particular site has short movies that a child can watch to revisit a topic and then can take a quiz. The response for the quiz is immediate, so the child knows whether or not they understand the information. It is also done in a non threatening way, so that it is fun. Students are more likely to practice and drill when they are having fun.

Already I have my students use the textbook website, Algebra2.com to take self quizzes and tests to prepare for assessments, and I look forward to learning even more about ways that technology can enhance learning in the classroom.


References:
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from htt://projects.coe.uga.edu/epitt/index.php?title=Main_Page on Nov. 11, 2009.

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

Looking Ahead!

I have now completed my third course in my Master's Program, Integrating Technology Into the Classroom, and I am thrilled about what I have learned so far. Not only do I have a better understanding about what my students will need to be prepared for the 21st century, but I have learned how to use some key digital tools to help me prepare them.

As author Marc Prensky (2001) explains so nicely, many of todays teachers are digital immigrants, those who were not born into the digital age, but may at some point become interested in it, are now educating digital natives, or "native speakers" of the digital language of computers, video games, and the Internet. While we continue to use techniques that worked for us, while we were growing up, today's students no longer learn in the same way and need to be taught differently.

According to the Partnership for 21st Century Skills (2002, which I listed on this blogsite in an earlier post), "there remains a profound gap between the knowledge and skills most students learn in school and the knowledge and skills they need in typical 21st century communities and workplaces." Therefore it is up to teachers to bridge that gap. For many educators, that means that they need to continue to be life-long learners themselves, and to continue to try new things in the classroom. Today, that means incorporating technology into the classroom. The Partnership continues to tell us that "in this environnment, the need for technologically literate citizens and workers increases every year. Skilled people in the 21st century need to understand how to use technology tools. Current 21st century tools include computers, networking and other technologies, plus audio, video, and other media and multimedia tools."

As you can see, I created, for the first time, a blog site. It has been a truly amazing way to communicate and I can see using this tool in the classroom. I was also able to learn how to use a wiki with a small group of classmates, and learned how to record a podcast. Each of these digital tools can easily be incorporated into the classroom and would make learning not only more fun for the students, but more relevant and useful for their future.

One goal for the upcoming years would be to take the ten main topics of my Algebra II course and have the students use wikis to create a "student friendly version" of the textbook. I would like to see them, in small groups, write the chapters of the book in a way that makes sense to them. They would use examples, definitions, real-world connections, and creativity to reflect on what they learned in the classroom. They could create podcasts or videos of a certain topic which could then be incorporated into their wiki pages. They would need to know the material well enough to be able to "teach" it to someone else creatively.

A second goal would be to have a homework hotline. Many of my students go home at the end of the day and struggle with the math problems. It would be nice if they could go online and "chat" with each other to get help. This would allow for those who understood the material to feel good about themselves, and for those who needed help to get it before they came back to class.

Both of these goals support the 5Cs of Learning Theory; Context, Construction, Caring, Competence and Community (Trilling, 2005). Context demands more authentic learning tasks that match real world conditions, which we can see in the case of getting help with a real problem in the homework hotline. Construction demands the making of external models to match the internal models that are being made inside of our heads. Caring allow the students to create something with which they can be evaluated and care about. Competence discusses the fact that there are a variety of intellegences and approaches to learning that need to be put into a group, and Community talks about a team approach to problem solving. The making of the wiki will support all of these steps.

Today's students learn differently than we did, and as an educator I look forward to learning from my students while they learn from me.

References:

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).

"Tech Talk" with Myers

I had to create a podcast for my class. Check it out - hope you enjoy it. It was fun and not too hard. I can see my students liking and using this medium.

http://kimmyers.podbean.com/mf/web/tuek9a/Record002.mp3

21st Century Skills.

After perusing the web site of the Partnership for 21st century skills, I was both excited and a bit disheartened. I am happy to see that there are groups of people and businesses that want to work together to bring technology into the classroom. With the proper tools, teachers will have an easier time teaching students the proper skills necessary to be ready for their community and workplace once they graduate. Skills such as creative and innovative thinking, teamwork and collaboration, self-direction and social responsibility to name a few. Although teachers are already hard at work to make these their students ready in these areas, students need to be able to practice these skills while using new and innovative technology. One of the points made in the groups mission statement says that "there remains a profound gap between the knowledge and skills most students learn in school and the knowledge and skills they need in typical 21st century communities and workplaces." The partnerships goals to help bring technology to schools will help teachers reduce this gap.

What disheartened me a bit, however, was the fact that they have been working on this goal since 2002. As of now, only a few states are a part of this partnership. California, where I currently teach, is not on the list. Seeing that Apple Computer, Dell and Microsoft are part of this partnership, it seems that more computers and software should be getting into the classrooms and fast. At a minimum the educator discounts should be much more substantial which would encourage teachers to buy lap tops and integrate this wonderful technology into their classrooms. They state that "infusing dynamic, real-world contexts into classroom learning will invigorate teacher and student engagement" and they propose to do that by "incorporating 21st century tools more effectively into administrative routines and school classrooms." When? That is my question. Relying on the school districts to spend money on technology in a time when cuts are being made is not going to make it happen.

I hope that this partnership will not just be one that looks good on paper but will become a true force for education and the integration of technology into the classrooms. What are your thoughts?

Using This Site As Part of My Curriculum

I have been thinking about how to use this blog as part of my curriculum. As you can see, I have enjoyed posting little things about me, and I think that my students would like to do so as well. I really wanted this page to be about reflections; a place where students and parents can respond to a prompt. It may be curriculum based or not. As I was going through the first two courses, I really walked away thinking about getting to know my students better. There is not really enough time to do that inside of the classroom, so maybe if they can write about a topic, they may open up and we can all benefit from the extra information.

However, I also wanted to form a "homework hotline" where students can help each other with the night's work. Any ideas out there? I teach high school math, Algebra II, and I realize that this may be difficult to do via computer. Has anyone done this successfully?? I would really like to promote the concept of peer tutoring - and having them do so on-line will allow others to see the same questions and answers. It will also give me a chance to see where the problems are, what students are struggling, and what students are stepping up to assist. Please send in any comments about this idea.

Going Down Memory Lane!

I just went home (my childhood home) for a few days this past week and while I was there, I took a rode trip with my sister to visit the University where I graduated. I had not been there in twenty years and it was nice in some ways to see that the campus had not changed much. Sure, the clothes that they were selling in the "bookie" were for a much smaller figure, and the sorority house did look like it needed a fresh coat of paint, yet the overall feel of the campus was the same. My sister, who also went to school there, and I walked around campus with our backpacks like we used to, ate a burger in the little pub, and remembered the good times. Anyone else done that recently???

Tell me a little bit about your furry friends!

Now that it is summer, and I get to spend my days away from the classroom, I am seeing more of my furry friends. I have two cats, Romeo and Juliet, both of which spend a lot more time sleeping than I do. My two dogs, Tornado, a German Shephard mix and Rosa, my Rottweiler mix are both three years old. All of my animals are from the shelter and I do not know what life would be like without them.

I have noticed that spending just five minutes with my animals will put my day in perspective and relax my entire being. Does anyone else feel the same way?

What is this blog all about???

I have been thinking that it would be great for my classes to have a place to interact with each other outside of the classroom about specific topics. I would like to open this up to students and parents and have a reflection topic each week that the community could respond to. I am just learning about this type of medium, however, so it will be a work in progress. I hope that some of you will comment and add your own insight and suggestions for me. Thanks in advance.