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.