Final Reflection - Leadership

The course, "New and Emerging Technologies", has taught me a lot about leadership and technology. I walk away with three quotes that have stuck with me since the first week:

• Leadership is "making happen what you believe in"
• "All teachers have the capacity and responsibility to be leaders"
• "Leadership is a set of functions rather than a role"

When I look at these quotes, I realize that I have some work to do in my school as far as technology goes. I believe in integrating technology more than ever now that my master's program is done. I can see the benefits for the students as far as learning and expressing that learning, and the benefits for the teachers in the way that they can present information to the students. Technology can help with differentiation of content and process and can help teachers to assess learning in creative and meaningful ways.

Technology also allows learning to occur outside of the classroom. On-line learning modules can allow students to collaborate with their peers or with their teachers from the comfort of their home. Technology expands the walls of the classroom and allows students to visit places that they may not be able to do otherwise, speak to people that they may never meet in person, and create artifacts that will tap into their own strengths.

My goal to increase the use of technology into my classroom will take time and money. I will work closely with my administration to see if I can apply for grants or if there are other ways to gain new computers for my classroom. In the meantime, I will work with the four old computers that were given to me to start my "mini lab" and create stations in the room for students to learn how to use these digital tools to develop new and exciting artifacts to demonstrate the learning that is occurring in the classroom.

Reference: Laureate Education, Inc. (Executive Producer). (2009). Introduction to Teacher Leadership. Baltimore: Author.

Final Reflection

The course, "Reaching and Engaging All Learners Through Technology," has taught me so much about the endless possibilities that I have inside of my classroom with the help of technology. More than that, however, it changed the way that I think about differentiated instruction. I always knew that we needed to stop "focusing on changing the child or fixing the child to changing or fixing the broader educational environment to help all children maximize their access and opportunities to learn" (Educational Laureate, 2009), but I was not sure how to do it, and was overwhelmed by the sheer thought of it. By learning about Universal Design for Learning and how technology can help teachers enhance their classrooms for all learners, the idea of differentiating in the classroom seems less daunting.


Now that I better understand how the three brain networks and movement of information work together, it makes sense that no two students are alike. In order to reach each student's recognition, strategic and affective network, teachers will need to think about how they present information, give students multiple ways to express themselves and allow students to engage in their work in a way that is most productive. I look forward to building my classroom this year to be more differentiated for my students. Although I have always done a good job of presenting information in a varied way, according to the survey that was done, I need to do a better job with assessment and varied student expression of work.

One adjustment that has already been made, is that I now have four additional computers in my classroom for student use. Although they are old, they will be able to connect to the internet, and be able to be used for programs such as Jing, Inspiration, Audacity, and PowerPoint. I hope to have student stations where they can choose how they express what they know, or can work in small groups to learn together. I know that this is a work in progress, but we have been told that "many teachers successfully start differentiating instruction with small, well-organized changes” (Tomlinson, 1999, p. 96).

References:
Laureate Education, Inc. (Executive Producer). (2009). Reaching and engaging all learners through technology. Baltimore: Author.

Tomlinson, C. (1999). Differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision & Curriculum Development.

Great Sites for Differentiation.

As I was doing some perusing of the internet, I came across some more sites that would benefit teachers with the implementation of differentiation of instruction:

http://mindmeister.com/ - this was an interactive mind mapping site.  One map could be made and many students could comment on the map.  I thought that it would be a great way to continue the "discussion" or the "reflection" that was started in class, while they were at home.  It is free and seems to be user friendly.  I think that it could be used for all grades, since the map would depend on what grade level built it.

http://www.zoeysroom.com/ - this was a site especially for middle school girls.  They could interact with female "scientists" and "mathematicians" to see what it was like.  So many young girls get turned off on math and science at that age and it seems that this might be a great way to encourage them.

On a side note, have either of you tried to download moodle?  I am having trouble.  I really want to learn more about it and use it next year in my classroom, but I need to get it on my computer first.  Any imput would be great.  Thanks and good luck with your last two weeks of class.
Kim

Moodle is the Way to Go!

http://www.screencast.com/users/kimberley.myers/folders/Jing/media/1ea9d0db-8f54-4a1c-8f54-06c98b9b3cdc


Enjoy my screencast about Moodle.  I think that Moodle would be a wonderful tool for me in my classroom.

On Reflection - My GAME Plan

Looking back at my progress during this course, I am very pleased with the amount that I have learned and the amount of technology that I have incorporated into my classroom. 

My initial goals were to work on two NETS standard areas. First to "participate in local and global learning communities to explore creative applications of technology to improve student learning" (Standard 5a) and second, to "design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity" (Standard 2a). 

I did not work a lot on the first goal, since I have set things in motion to go to a great workshop this summer and will work on collaboration with fellow teachers over the summer break as well.  However, I did spend a lot of time during this course working on the second goal.  Creating a unit plan that including using problem-based learning, internet-based collaboration, and digital storytelling, allowed me to learn about Geometer's Sketchpad, Mathalicious, Ning and other wonderful sites.  I actually used sketchpad and Jing with my students and was able to see that technology helped my students learn math and review for finals. 

Using the GAME plan, having a goal, setting an action plan, monitoring my progress and then evaluating and extending my success, has been helpful and I can see now that this will be a great tool for me to use as I continue to be a life-long learner.

Helping My Students Form a GAME Plan

As this course draws to a close, I realize that I have learned a lot about technology and how to use it in my classroom.  More than that, however, I have realized that I need to be a life-long learner and continue to put my GAME plan to use as I learn even more.  Now it is time for me to help my students become self directed learners themselves.

There are a few standards that I feel my students could spend some time working on and using the GAME plan would help them a lot.  For example, I have noticed that many of my students do not really have a good understanding of how the computer can help them do better in school.  They know how to use it socially, but when I ask them to use it for group projects, many tools that I mention, they have not used before. 

Therefore, when my new classes come in next September, I will start by sharing the NETS-S with them and talking about why these standards are important.  Then I will ask each of them to set up a goal for the year.  For some, this may be as simple as learning how to use a wiki page, and for others, it may mean putting together and editing a video with a computer.  As individuals, I will ask them to come up with an action plan as to how they see themselves achieving this goal. 

As the year progresses, and I incorporate technology and problem-based learning into my classroom, I will have the students pull out their goal and action statement from time to time, so that they can monitor their progress.  If they have achieved their goal, then they can set a new one.  If not, then maybe they will need some guidance as to how to work toward achieving that goal. 

At the end of the school year, and after several opportunities for them to reach their goal, we as a group will evaluate the success of the individuals and the class.  Within this process, I will follow the steps as well, so that I can model the importance of working through the GAME plan.

I am really excited for next year, and for trying out some of these great ideas that we have been learning about in our courses.  Have a wonderful summer, all of you, and good luck with your GAME plan!

Week 6 with my GAME plan.

This has been a great week for learning more about technology for the classroom.  Since we have to work on putting together a lesson plan with social networking tools, I have done a lot of reading and trying out of new programs.  For example, I went on Ning and Wiggio last night and found them both to be amazing concepts.  I can really see myself using them with my classes and having each of my students be a part of my "team."  I will need to spend some time working on both sites to really be comfortable using it next year as a part of my classroom. 

I also found a great site called Mathalicious that had a variety of math related problem-based learning opportunities.  I already sent the link to my math colleagues at work and they will also be spending some time working on the site this summer.  Overall, I am really excited to start getting some great problem-based learning activities into my classroom that incorporates technology and then begin to collaborate with other teachers and classrooms.

These new discoveries are helping me to continue to work on standard 2a, "design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity."


*An update on my screencast activity...  They went great!  The kids were really into the activity and in general the results were good.  Some students had trouble with the activity since they did not have microphones on their computers, and had to come in at lunch to use mine.  However, many took advantage of the extra credit opportunity, and the entire class had a fun time viewing them.  Some were really cute, and the students reported that having to explain how to do the problem verbally, and not just in written form, really helped them understand the process better.  This review activity is a keeper!

Continuing with my GAME Plan

I am on my way!  I assigned the screencast activity today to my Algebra II students.  They were really excited.  Not only did I show them how to use Microsoft Equation, which is part of Word, so that they could write out the math problems, I then showed them how to use Jing.  Some of the students who had their lap tops in class, immediately downloaded Jing, and started on the process.  It is really exciting for me to be able to show my class how to use new technology. 

My monitoring will occur as they work on this project.  It will be due next Tuesday, so I want to check with each of them to see how it is going.  Then I will evaluate the project by using a quick survey. 

Another area where I need to use my GAME plan is with my Smart Board.  I have been using it now, for a little over a year.  I know that there is so much more that I could be doing with it.  So...

My Goal:  Get some quality time with my colleague who is a Smart Board Pro!  I think that I will offer her lunch out, or something, if she will spend a couple of hours with me.  I want to know how to get the kids up there and what other cool things that I can do.

Action:  Spend some time on line at the Smart Board site to look at some sample lessons and ideas

Monitor:  I will go into my classroom once every two weeks this summer to try at least one new thing with my Smart Board

Evaluate:  Hopefully the students will notice the changes. 

By the way - does anyone have any suggestions as to how I can get better?  Any good sites that you know have worked?  Please share.

I Have an Idea!

As I continue to work on my GAME plan, and as final exams approach for my students, I wonder if I can try another new approach to help with NETS-T standard 2a, "design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity."  I  have anywhere from 15 to 19 students in each of my classes.  There are about 20 or so questions that need to be covered as review.  So... I will ask each student to take a question, download Jing, and create a screencast.  The screencasts can then be viewed by the other members of the class as they prepare for their final exam.  What will I need?

Action:  Teach students how to use Jing. 
              Get time in computer lab or have this be an at-home project
              See if screencasts can be accessible via internet

Monitor:  Meet with individual students to make sure that the problem is done correctly before they start.   Have the student talk through the process before they record.
               
Evaluate:  Ask students how they enjoyed creating the screencast, and if it helped them learn

I'll let you know how it goes.

Working on my GAME Plan!

I need to continue to work on NETS-T standard 2a, "design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity" while incorporating my GAME plan.  This week my goal was to incorporate technology into the teaching of my ellipse lesson.  In the past, I would just teach the formulas and try to explain how the foci, the directrix and the ellipse all worked together.  Yesterday, my first class went to the computer lab and created their own ellipse using the Geometers Sketchpad (GSP).  I typed up a list of directions and just let them at it.  It was fun to watch.  As partners, they needed to follow directions, one reading while the other was manipulating the computer, both watching the creation unfold.  There were a variety of creations formed.

All groups felt successful, however.  Not all created an ellipse, but were able to look at another group's.  A couple of groups moved along quickly and I could ask enrichment questions and keep them delving deeper.  By the time the entire class went back to the classroom, all felt that they knew what an ellipse was, felt that they had created something, and that they had a good time.  They were now ready for the formulas and math that came along with the shapes.

I felt that I took action by using technology in an area that was new to me. I spent time with a fellow math teacher who had used this program often, and worked together to come up with plan for my class.  I monitored their interaction with the program as they were using it.  But the real evaluation will come when I am working through the formulas with them tomorrow and whether or not the working on the computer really helped them to visualize ellipses, or not.  It was a big step and an exciting one though, and I am glad that I tried it.

My G.A.M.E. Plan

Throughout this Masters Program, I have done a lot of self-directed learning, which according to Cennamo, Ross and Ertmer, is "any increase in knowledge, skill, accomplishment, or personal development that an individual selects and brings about by his or her own efforts using any method in any circumstance at any time" (2009, p 2). The authors continue to lay out a GAME plan through which a self-directed learner can break their learning into four main steps:

1. Set Goals
2. Take Action to meet those goals
3. Monitor progress toward achieving goals and
4. Evaluate whether the goals were achieved and Extend your learning to new situations.

When reviewing the NETS-T (National Education Technology Standards for Teachers), I was really excited to know that I had been working hard on so many of the standards. However, a couple still stick out as ones to work on and I realize that I will encorporate the GAME plan to improve in these areas.

I have known for a while now, that I needed to work on the standard "participate in local and global learning communities to explore creative applications of technology to improve student learning" (Standard 5a).  In order to prepare my students for a global environment, I too have to extend myself beyond the boundaries of my own school.  My first goal was to go back to school for a masters in this area, which I have done.  Now, I want to incorporate collaboration between classrooms, whether inside of my school or around the country and world.  I will be going to a conference this summer at the Center for Innovative Teachers, in San Francisco, called the Integrated Technology Symposium 2009 for School Leaders: Digital Tools & Practices to Enhance Learning Across the Curriculum.  I am hoping to network with other teachers and build some contacts with which to collaborate during the next school year.  I definitely see this as a great additional resource for me within my action portion of  my game plan.  I have been monitoring my progress within my classroom.  I can already see growth in my ability to incorporate technology into my classroom.  With my new found confidence, I will be ready to go to this conference this summer and be able to communicate well and build working relationships. Then once I try "global collaboration" I will be able to evaluate how it went and decide if I need to continue or do things differently in the future.

My second goal and area with which to improve, would be standard 2a, "design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity."  Although I have already been working to this goal and have been monitoring my progress, my evaluation of my progress tells me that I need to extend myself in this area.  I know that I can do more in this area.  As part of the technology committee at my school, I have helped get projectors in every classroom and a variety of other things.  I am lucky to be only one of three teachers with a Smart Board.  My goal will now be to figure out a way to get all of the "old" computers on campus when they start to upgrade this summer.  This way I will be able to have small groups using computers at any time within my class period, rather than relying on scheduling time for the computer lab.  We only have one lab, and getting in there is difficult.  I want to start using Excel for data manipulation, Webspiration for concept mapping at the beginning or the end of a chapter, continue to do a better job with blogging and do more than one Wiki page per year.  Having more computers in the classroom will help me organize and plan my lessons so that I can incorporate technology to support content learning.  As Cennamo, Ross and Ertmer tell us, "technology can be used to support each step of the process: to gather information, to collect and analyze data, to synthesize results, and to present findings to interested stakeholders" (2009, p 30). 


Next year, I think that my students will help me to set goals, to take action, to monitor progress and then to evaluate how things are going.  I look forward to continuing on my path of self-directed learning and integrating technology into my classroom to support content learning.


References:

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/


2008Standards/NETS_T_Standards_Final.pdf

Reflection - Inquiry Based Learning

After completing the course, Supporting Information Literacy and Online Inquiry in the Classroom, I have a better understanding of how important it is to integrate technology into the content areas of my classroom. To prepare our children for a twenty-first century workplace, new literacy skills must be taught, discussed and emphasized. Inquiry based learning is an excellent way to not only teach our students collaboration and critical thinking skills, but to teach them how to read and use the on-line web appropriately. As authors Eagleton and Dobler tell us, "since we believe that there is no single method of teaching that will reach all learners at all times in all places, it is imperative that we help children learn how to learn so that they can adapt and extend their knowledge and strategies when they encounter new tasks in new contexts" (2007, p 8). Incorporating technology use within content learning will give our students the skills necessary to be prepared for any type of experience that comes about.

The biggest thing that I realized, throughout this course, was how little I know about copyright laws and how important it was that I model proper use of material from the internet. The fact that young children are so willing to try anything on the internet without thinking through the ramifications of their actions, and the fact that adults, in general, always seem to be a step behind in their technological savvy, means that teachers need to be ready to teach their students about the rights and wrongs of internet use. And as author Ribble tells us, "kids should have the opportunity to analyze and explore why they should use technologies in a certain way" (2008, p 17). This seems, to me, to be a large additional role for teachers, on top of their current responsibilities. However, it clearly needs to be done.

Therefore, one of my major goals for next year will be to incorporate at least one large scale inquiry project for each of my math classes. Within this inquiry project, I will make it a point to teach the new literacy skills, model proper use of the internet, and require that students learn and use all appropriate copyright rules while preparing their project. For example, the inquiry project that I put together for this course will be used this year with my class and I will use it as a learning tool to prepare for next year. Each time that I incorporate a new technique or tool that I learn about, I find that there are things that go well and things that I would do differently the next time. However, without trying, no learning will occur and then my students would not learn the new literacy skills and would not be prepared for the twenty-first century.

References:

Eagleton, M.B., & Dobler, E. (2007). Reading the Web: Strategies for Internet Inquiry. New York: The Guilford Press.
Ribble, M. (2008, December). Passport to digital citizenship. Learning & Leading with Technology, 36(4), 14-17.

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