Michele's Slice of Life

EDUC 6714

2010-11-27T09:45:00.001-05:00

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Final reflection EDUC 6714

2010-10-30T15:29:00.001-04:00

As this course draws to a close, I have reflected on what has been learned and how it will affect my ability to differentiate instruction for the diverse learners in the classroom. I have explored strategies for getting to know students through student inventories, multiple intelligence surveys and learning profile surveys. A plan has been developed a plan to customize instruction and assessment to engage all of the students. My goal for students is to have them become lifelong learners who are excited about coming into a classroom environment that meets their diverse learning needs. While integrating technology into the learning environment, instruction will be differentiated by the students’ interest, readiness and learning profile in order to help them reach curricular goals.

As more UDL/DI concepts are incorporated into the classroom, resources that were developed in the Differentiation Station social network will allow me to reach all the students. Sharing professional resources with colleagues allows the use of valuable research that will assist in incorporating strategies that support differentiated instruction in the classroom. The Differentiation Station network will allow the collection of resources, information and strategies that can be used with diverse learners. The quote by Dr. James Curry relates how DI and UDL should be incorporated into the curriculum.

“If you were to fold your hands together naturally, you would have a comfortable, close fit. The goals of curriculum differentiation are to find the closest, most comfortable fit between the learner and the curriculum ...varying the process or content or product to match the needs of the learner can help us reach that close fit”.

The immediate adjustments that will be made to my instructional practice will be the use of technology integration to customize instruction in the special education classroom through differentiating instruction by interest, learning profiles and readiness. In the classroom, there is a considerable range of diversity. It is my goal to give students the flexibility to peruse their interests using a choice of content and tools such as R.A.F.T., I-Searches and Web Quests. Instructional strategies that focus on student interest are innovative ways that will engage learners. Then, assessments and observations are tools that will be incorporated to determine student’s readiness levels. Activities will be created to match their skills and level of understanding. Finally, a strategy that will be used to manage and attend to the student’s learning profiles is Gardner’s Multiple Intelligence Theory. Instruction will be modified according to various learning profile factors. Technology can be used to created activities based on multiple intelligences. The activities that the students will be engaged in will enable them to connect with real world situations and to collaborate with others.

In conclusion, I will use technology to customize instruction for my diverse special education students. An environment will be designed that is flexible and allows students to learn concepts through their own learning preferences and interests. The goal for the students in my classroom is to enable them to become lifelong learners who are excited to come into a classroom environment that meets their diverse needs.

References
Curry, J. (1999). Retrieved from http://www.wilmette39.org/DI39/quotes.html

UDL Project EDUC 6714

2010-10-02T19:17:00.001-04:00

Reflection EDUC 6712

2010-08-18T20:51:00.000-04:00

New literacy skills need to be included in the curriculum to prepare 21st century learners for diverse forms of communication. New literacy is changing rapidly and educators need to be able to address the ever changing landscape of literacy in our classroom. Students are now required to question and evaluate information for accuracy. They need to be able to conduct searches for information that will be used to answer questions that have been generated. Once students have researched various pieces of information, they must then synthesize information to make sense of all sources and combine them into an understandable idea (Hartman, 2009). The final component in the new literacy is to communicate the new synthesized information (Hartman, 2009).

The knowledge and experienced gained from this course that will influence my teaching practice is implementation of inquiry based projects that will provide students with rich learning experiences. The students will learn to develop questions to guide their inquiry. They will begin to search for information using different multiple search engines and strategies that will produces relevant information for their topic. Next they will incorporate strategies that will enable them to make judgments based on the ABC’s of evaluating a website which will be modeled by the teacher (Phillips, 2009).

One professional development goal that I will pursue which will build upon my learning in this course is to develop my technology skills. I will address the need to elevate technology skills that will address the needs of 21st century learners. The steps that I will take to accomplish this goal are working with administration and staff to plan the technology the district needs to implement 21st century strategies. The next step will be to introduce and model one digital tool each month in the classroom. Then the students will begin to use these technological tools to complete their projects. The field of technology is rapidly changing and as educators we need to adapt and change the way we educate our students (Warlick, 2009). Therefore, I will participate in workshops, seminars and blog feeds that discuss integrating technology across the curriculum.

References
Hartman, D. (2009). New literacies. (Laureate Educational, Inc., DVD, 2009 release).
Phillips, B. (2009). A teacher's perspective: Evaluating information online. (Laureate Educational, Inc., DVD, 2009 release).
Warlick, D. (2009). Skills for the future. (Laureate Educational, Inc., DVD, 2009 release).

Reflective Final Blog Post EDUC 6713

2010-08-16T15:47:00.007-04:00

Photo National Geographic

As the course draws to a close, I have reflected on the strategies for guiding students to be self-directed learners. Reflecting on the Game plan that was developed in this class will allow me to set goals that will address the needs of the diverse learners. When lesson plans are created, technology will be integrated into the content area to meet the needs of all students. The Game plan provided me with a direction for the integration of technology into the classroom which provides flexibility in learning content area material (Ross, 2009).

In the fall, I will implement the Game plan lesson template when creating content area lessons and integrating technology. Through the use of the Game plan, I have learned the importance of engaging students in content area concepts that implementing digital tools such as social networking, digital storytelling and problem-based learning. As John Ross (2009) summed up in the course DVD, technology reaches students who may need additional support to ensure academic success.

When implementing my Game plan in the classroom instruction and assessment needs to be customized to meet the needs of the students. The impact my new learning will have on my instructional practice is to have my students include digital storytelling, problem-based learning and online collaboration as they engage in discovering answers to questions they create in response to content material problems. Students will be encouraged to learn and follow the Game plan to promote self-directed learning as I model the Game plan format in the classroom.

The immediate adjustment that I will make as a result of this course is to engage my students in a collaborative project. I will begin having my students use wikis to collaborate with other students about course content. Students will be involved in collaborating with other students through E-pals. The contents of this course have inspired me to connect with other colleagues who incorporate technology into the classroom and continue to learn from them. The strategies from the course will promote self-directed learning and critical thinking. Integrating technology will enhance my diverse learners to enrich their content-based learning experiences.

Monitoring Game Plan Progress Week #7

2010-08-11T19:08:00.004-04:00

Do not confine your children to your own learning, for they were born in another time.
Chinese Proverb

Teachers need to ensure that students are equipped with 21st century skills so they are actively engaged as a self-directed learner. Throughout the course developing a Game plan has enabled me to customize lessons that incorporate the components which allow students to grow as self-directed learners by setting goals, monitoring learning and evaluating progress (Cennamo, Ross & Ertmer, 2009).

Implementing the Game plan with my students will allow me to work collaboratively and model for student how to set goals, implement the steps to meet these goals, monitor their progress, evaluate progress and revise goals as needed. The National Educational Technology Standards for Students (NETS-S) outlines that students learn the following skills:

Creativity and Innovation
Communication and Collaboration
Research and Information Fluency
Critical Thinking, Problem Solving and Decision Making
Digital Citizenship
Technology and Operation Concepts
(http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm)

In order to address these skills in the classroom, I will need to design lessons which integrate digital tools such as wikis, blogs, social networking, power point, Microsoft Photo Story 3, etc. to support curriculum concepts and develop a community of self-directed learners. Incorporating problem-based lessons that are based on real life concepts, will create motivated, engaged learners who are fluent in 21st century literacy skills. I am committed to creating an environment that will support student motivation as self-directed learners.

Resources

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.

International Society for Technology Education (2010). National Educational Technology Standards for Students. Retrieved August 10, 2010 from http://www.iste.org/

Revising My Game Plan Week 6

2010-08-03T21:00:00.007-04:00

If you plan is for one year, plant rice;

If you plan is for ten years, plant trees;

If your plan is for a hundred years,Educate children ~ Confucius

The Game plan is strengthened each week as strategies are explored to integrate technology into the content areas. Progress is being made toward achieving goals in my Game plan as I implement technology into my unit plan. Designing a unit plan that involves a problem-based, collaborative and digital story telling lesson has enabled the evaluation of the effectiveness and understanding students will achieve during a unit plan.

The Game plan will be revised after observing the needs of my students and their reactions to the technology being implemented. A revision will be to implement the use of the Game plan lesson template to prepare lessons that will address implementation of digital tools. This template will help me structure meaningful learning experiences for 21st century learners.

The strategy that I have learned so far that will be applied to my instructional practice in the fall is implementing problem-based learning into my content area. Dr Peggy Ertmer (2009) describes benefits of using PBL in the content as developing the student as a self-directed learner. Students also learn to work collaboratively in an authentic context (Ertmer, 2009). I learned to create a content area unit plan that develops a technology integrated problem-based lesson using social networking and collaborative tools that helps student understand content area concepts. Finally, I learned to use technology to customize instruction and assessments in my culturally diverse classroom. The goal that I am still working toward is to learn about digital storytelling and how this tool can be use to enhance instructions for my students.

After reviewing the NETS-T, one new learning goal that needs to be set is to model digital citizenship. It is important to model responsibility and teach safe, legal, and ethical use of technology. As student interact on a more sophisticated level using different forums, students need to be equipped to handle situations that are not safe. Students also need to be directly taught how to ethically use information. They need to be aware of copyright laws and how to correctly site digital photos, website, and other forms of media that has been retrieved to develop their point. It is important that students are aware of proper conduct using educational networks and how to maintain their own safety.

The learning approach that I will try is using educational networking with my students. In this week’s DVD, Vicki Davis (2009) discussed the benefits of educational networking. Through educational networking students and teachers can interact using a variety of media with experts around the world and give and receive feedback. In an effort to increase my understanding, I will need to research blogs and complete internet searches regarding educational networking for elementary students. I would like to evaluate some sites that used educational networking to engage students from different geographical locations. Many challenges face teachers as we use technology to enrich learning experiences for student through technology the Game plan will help me progress toward these challenges.

References

Davis, V. (2009). Spotlight on technology: Social networking and online collaboration, Part 1. (Laureate Educational, Inc., DVD, 2009 release).
Davis, V. (2009). Spotlight on technology: Social networking and online collaboration, Part 2. (Laureate Educational, Inc., DVD, 2009 release).
Ertmer, P. (2009). Spotlight on technology: Problem-based learning, Part 1. (Laureate Educational, Inc., DVD, 2009 release).
Ertmer, P. (2009). Spotlight on technology: Problem-based learning, Part 2. (Laureate Educational, Inc., DVD, 2009 release).

Game Plan Evaluating Progress -Week 5

2010-07-28T11:50:00.003-04:00

Evaluating my progress toward incorporating technology resources is difficult during summer break however; I am perusing avenues that will enhance my Game plan in the fall. The actions that will help me meet the goals include reading blogs that illustrate how to incorporate technology into the content area, adding resources to my bookmark and evaluating digital tools that will support the curriculum. I have evaluated digital tools and researched ways other colleagues have integrated technology into curriculum areas. My short term goal is to continue to investigate and master digital tools before presenting them in class.

Throughout this course, the depth of my understanding digital tools and implementing of these tools to support students in the curriculum has been steadily developing. Through course text and DVDs, I understand that technology is supportive in the curriculum and not driving instruction. Technology is the tool that educators use to unlock the knowledge (Cannamo, Ross & Ertmer, 2009).

Things that I still need to learn include how to manage technology so that all students have the opportunity to use digital tools to enhance the learning. My new questions revolve around implementing the skills that I have learned into the curriculum. Some of my questions include: How will I incorporate the necessary background technological skills to students while still moving toward curricular goals? How do I manage the actual tools? How will I gain access to technology at school? What happens if I cannot access technology when it is needed? I have many questions regarding management and this will have to be addressed in the fall with administration and technology support person. The course text is a resource that will be used to support implementation of these questions.

I will adjust my Game plan based on the availability of recourses in the school. The focus will be to design lessons that address the needs of students and incorporate universal design which will challenge and support global learners.

Resources
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.

Application 4 EDUC 6712 (Week 4)

2010-07-23T19:31:00.000-04:00

Monitoring Game Plan Progress Week 4

2010-07-21T15:36:00.004-04:00

Monitoring Game Plan Progress

“Don't wait until everything is just right. It will never be perfect. There will always be challenges, obstacles and less than perfect conditions. So what. Get started now. With each step you take, you will grow stronger and stronger, more and more skilled, more and more self-confident and more and more successful.” Mark Victor Hansen

This quote reminds me that implementing new technology into the curriculum and providing students with 21st century skills will be challenging. However, the more I learn and grow with my technical abilities the smoother the transitions will be to incorporate digital tools into the curriculum. Through the course text, DVD and discussion threads my knowledge about implementing digital tools to enhance instruction and provide assessments is increasing. At this time, modification to my Game Plan seems unnecessary. When school begins in the fall, I will work with students and colleagues to integrate technology into the content area. At that time, my Game Plan will be modified as needed.

The resources and information that I have received from the course text, DVD and discussion threads have increased my confidence. I anticipate initiating the process of implementing instructional resources such as websites digital tools, and media at the beginning of the new school year.

Through the course text and DVD, I have learned many strategies that will allow me to use technology to enrich learning experiences. Developing my personal Game Plan, customizing instruction and assessments will be effective in meeting the needs of diverse learners. Applying skills from courses, I have developed a wiki page that will support students academically by allowing parents to access the site from home and keeping updated on information from school Creating a social bookmarking site is another resource that will be used in my classroom to access digital tools to support the curriculum. An important area that was presented in the course text is integrating technology and designing assessment formats into the curriculum. This information will assist me in planning appropriate assessments incorporating digital tools to support the curriculum. Integrating multiple assessment formats and digital tools will allow educators to monitor progress of students (Cennamo et al., 2009). Planning and implementing alternative activities into a lesson plan using universal design for learning (UDL) that will make content material meaningful for all students. Using (UDL) incorporates the use of digital tools and media to meet the unique needs of the learner. Digital media provides greater flexibility to meet the needs of all learners (Cennamo, Ross & Ertmer, 2009).

My question is “Can the school district afford to fund the technology to incorporate 21st century skills into the content area”?

Resources
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.

Teaching with the World-Wide-Web

2010-07-19T22:13:00.000-04:00

Carrying Out My GAME Plan Week 3

2010-07-13T15:44:00.006-04:00

“There can be infinite uses of the computer and of new age technology, but if the teachers themselves are not able to bring it into the classroom and make it work then it fails” ~Nancy Kassebaum, U.S. Senator.

This quote sums up the responsibility educators have addressing 21st century learners. Reflecting on my game plan, I am reminded that as educators we are vessels providing resources that will get students actively engaged in real world situations. We are responsible for addressing content areas while upholding the challenging task of meeting the needs of diverse learners (Cennamo, Ross &Ertmer, 2009).

The goals of my GAME plan are to strengthen implementation of digital tools that facilitate experiences students learning, collaboration and creativity in a variety of learning environments and, develop assessments that will evaluate authentic learning experiences.

There are a variety of resources that are needed to carry out my Game Plan. Beginning at the school level, consultation of IT personnel will help me carry out goals with available resources. I need to understand the digital tools that are available at the district level to support students. Colleagues in the district,who may already implement technology into the curriculum using authentic learning, can be used as a mentor (Wahl & Duffield, 2005). At the county level, there are various resources available through lending digital equipment, professional development and groups that support digital tools in the classroom. Creating a networking system with individuals involved in these areas will benefit developing my game plan. At the professional level, resources available include networking with experts in the field of educating 21st century learners with digital tools. These sources include belonging to professional groups, subscribing to literature and blogs that supports digital tools in the classroom.

Steps that have taken so far to address my Game Plan include belonging to professional groups and subscribing to literature and blogs that support digital tools in the classroom. I also developed a social bookmarking site to facilitate my growth through marking sites and tools that will enhance digital tools in the classroom. Finally, I began a reflective journal to record my experience with digital tools and how they may be implemented into the curriculum.

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.

Wahl, L., & Duffield, J. (2005). Using flexible technology to meet the needs of diverse learners: What teachers can do. WestEd, pp. 1–11. Retrieved from http://www.wested.org/cs/we/view/rs/763.

Development of Personal Game Plan Week 2

2010-07-07T16:42:00.010-04:00

Personal Game Plan Goals

In order to provide 21st century learners with a solid foundation in curriculum concepts, a Game Plan must be developed to insure progress in supporting all learners. As Cennamo, Ross and Ertmer discuss in chapter one of the course text, developing a Game Plan requires individuals to think about and plan a learning path that will lead to integrating technology into the curriculum.
After reviewing the NETS-T, I am initiating the first phase of developing my Game Plan. The plan includes:

Goal 1: Further develop Goal 1 in the NETS-T by supporting creative and innovative thinking. Support students in exploring real-world issues through authentic problem solving using digital tools and resources. Promote collaboration and reflection while clarifying the students’ understanding of concepts in face-to-face and virtual environments. As Cennamo et al. discuss in chapter three of the course text, digital tools support student learning by creating opportunity for authentic experiences as well as increasing motivation. By strengthening my ability to create authentic learning situations and increasing motivation in content areas I would be supporting the learning of the 21 century learner.

Goal 2: Further develop Goal 2 in the NETS-T by developing digital-age learning experiences and assessments for students.

(Information retrieved from: International Society for Technology in Education )

Actions: Prior to any actions taken, a review of the district's acceptable use of technology plan will be needed. After this has been done, actions that need to be taken to achieve these goals include:

Goal 1: Further broaden my understanding of digital tools that are applicable for elementary students in the content areas. Engage in tasks that require technological tools to solve authentic problems in the content areas. Incorporate the use of digital tools, enhance learning and meet the needs of diverse learners. My goal is to implement at the minimum 1-2 technology tools into the content area per month.

Goal 2: Integrate technology into grade-level content expectations when applicable to produce an environment that enriched with learning and experiences. Develop scaffold that will support all learners in this technology enriched environment. Develop formative and summative assessments , which include technology-based resources, that evaluate learning in a this environment.

Monitor: A survey of students and colleagues would allow the statistical monitoring of engagement and enthusiasm as technology is incorporated into the classroom. I plan to keep a professional journal to reflect on progress toward the goal of adding new technological tools into the curriculum and the their success. As Cennamo et al. discuss in chapter one of the course text, that a reflective journal is an evaluative component of self-directed learning.

Evaluate: Observing the attitudes of my special education students when engaging in tasks using technological tools as a way to develop understanding of the curriculum concepts will be a way to evaluate progress toward goals. Results from formative and summative evaluations will allow me to evaluate the students understanding of content information where technology has been integrated. I will use feedback from parents, staff administration and students to help me monitor and evaluate professional growth in my Game Plan.

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.

International Society for Technology Education , retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm

Reflection

2010-04-22T18:28:00.000-04:00

Reflecting on the “Personal Theory of Learning” that was developed during week one, the constructivist learning theory was present in the lesson plans for the special education students. This theory relies on the learner to build knowledge which aids in the understanding and retrieval of information. Students construct mental maps as new information is encountered. The modifications have been made as a result of the course material has enabled me to use technology to match the students learning activities with their learning styles.

Teaching, learning and technology work together to enable students to effectively transfer knowledge. Adjustments have been made to my instructional practice regarding technology integration. The first technological tool that will be integrated into my class is voice thread technology. This tool will support and enhance student learning, giving them the opportunity to learn from others who have similar interests. It is an easy tool to integrate into the classroom with minimal support from educators.

The second technological that will be implemented is to have students collaboratively create a power point presentation. Students beginning a multimedia project must research the project, planning and writing the script will use higher level thinking skills that represent connections they have made to information that has been presented. Students will be able to work collaboratively to construct artifacts representing newly acquired knowledge.

A long term goal change that will be made to my instructional practice regarding technology integration is cooperative learning. Cooperative learning focused on having students interact with each other in groups that will enhance their learning. Technology plays a vital role in cooperative learning by facilitating group collaboration, structure and communication. Student-created multimedia is a positive environment for cooperative learning. Creating a video requires many roles and responsibilities. The first step will be to introduce the project and provide student with project rubric. Students will be assigned roles and responsibilities to create a short move that will focus on curricular topics. Next, an advanced organizer will be created to guide the students. Each student will be assigned several tasks to complete. Then, the students will be allowed to work on the project every other week for two weeks. Homework assignments will be included in this project. Finally, the students will view the movie in which they have work cooperatively to create.

The second long term goal change that will be made to my instructional practice regarding technology integration is reinforcing effort. Student understanding will be enhanced by addressing attitudes and beliefs about effort and achievement. Their effort and achievement will be recorded to visually represent the correlation between effort and achievement. Technology makes it easier for students and teachers to track effort. The first step to help students make the connection between effort and achievement is by using Microsoft Excel to create a rubric that helps students view the effect effort has on achievement. After explaining the rubric, the students will open a blank spread sheet. Next, students will record the grades they have earned on tests and quizzes. They can see the relationship between effort and grades. Students will record their grades on a graph for two weeks. Finally, the students will rate their efforts using Rubric Machines. After analyzing the chart, the students will set objectives to put more effort into studying for quizzes, tests and homework.

The two long term goals selected to enhance student learning will combine instructional strategies with technology. These goals will enable my diverse classroom to work together cooperatively while reinforcing effort. My students can advanced in a more appropriate pace and find grater interest in their schoolwork.

My Voice Thread Post

2010-04-01T21:12:00.001-04:00

http://voicethread.com/share/1039072/

Week 5 Blog

2010-03-31T18:53:00.001-04:00

Social learning theories are essentially creating an environment where students can work cooperatively toward a common goal. The knowledge gained from this experience is extremely meaningful. Students interact with each other to construct meaning by incorporating the knowledge of individuals that are working in their group. As education changes, students must be prepared to work cooperatively using social networking tools and collaboration tools to gain meaning from information.

Some of the strategies discussed in the course text are examples of technology that can be used to cooperatively interact with individuals without taking one’s geographical location into account. The first instructional strategy that allows students to work cooperatively is through using multimedia to create an artifact that is reflective of knowledge student’s achieved. Students can work collaboratively to create a video that encompasses many elements from the content area that are specified by the teacher. Since there are many roles in constructing a video as an artifact, students can participate in a cooperative group.

The next strategy that can be used in a cooperative setting and is reflective of the social learning theory is the use of web resources. These resources allow students to work toward ascertaining information and testing hypothesis for their projects in a virtual setting. Students can use web based interactions to consult experts in their field of expertise and experience a deeper level of understanding.

The final strategy allows students can work as a team with technology and create a web site. Students can work collaboratively to develop web sites that are reflective of information gained through data collection. Websites can be used to illustrate theories based on research from the cooperative group. These strategies will enable students to gain real world experience by using technology to work collaboratively toward a common goal.

Week 4 Blog Post

2010-03-24T18:09:00.000-04:00

The instructional strategies that were presented in this week’s resources align and support the constructivist/constructionist learning theories. The constructivist/constructionist learning theory supports the belief that optimal learning takes place when artifacts are built in response to concepts (Orey, 2009). This theory actively engages learners when building understanding of concepts. The depth of engagement often requires the learner to be in a state of disequilibrium in which they create artifacts to address the disequilibrium in the brain (Orey, 2009).

The project based learning examples that were provided were excellent examples of different avenues teachers could use in the classroom to create artifacts that related to content areas. Students can collaborate with others to create projects that were reflective of learning in the content area. I would like to try and implement some of these project based learning sites in a co-teaching situation. Then all students would be able to display their understanding of curriculum concepts through the creation of artifacts. As a special education teacher, I can see the benefits of this type of learning because all students are able to “build stuff” which creating confidence in all learners.

The instructional strategies that were discussed in the course text, Using Technology with Classroom Instruction that Works, also support the constructivist/constructionist learning theory. The strategies that were discussed involved generating and testing hypotheses. The emphasis was to implement technology that would allow students to focus on interpreting the data they were collecting opposed to the cumbersome task of gathering data (Pitler, Hubbell, Kuhn & Malenoski, 2007). Students can use data collection tools such as spreadsheets to create artifacts that are reflective of the data they have generated.

Web resources and gaming software are also interactive avenues in which students can use simulations to test hypothesizes (Pitler, Hubbell, Kuhn & Malenoski, 2007). Students are able to interact with data as they are building artifacts to support their findings. This type of learning directly correlates with the constructivist/constructionist learning theories. Through the use of these technological tools, students are able to take risks when testing out hypothesizes and there is no sense of failure when using the interactive software. In the special education classroom, the gaming software would be beneficial. Students are strong in the area of gaming, so using interactive software to investigate hypothesis would allow students to gain a deeper understanding of the concepts.

Resources
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Orey, M. (2009). Constructionist and Constructivist Learning Theories. (Laureate Educational, Inc., DVD, 2009 release).

Week 3 Blog Post

2010-03-17T19:53:00.001-04:00

This week’s reading, from Using Technology with Classroom Instruction that Works (Pitler, Hubbel, Kuhn, Malenoski, 2007), explores various forms of technology in the classroom that can be used to enhance the cognitive learning theory. Cognitive learning theory is the belief that students process information using sensory registers which include visual and auditory modalities to process information into long term memory (Orey, 2009). The more avenues that we make available for students to make connections to information the better equipped they will be to retrieve information.

The instructional strategies of cues and questioning help trigger the memory in order to access information that is in long term memory (Pitler, Hubbel, Kuhn, Malenoski, 2007). When educators prepare meaningful, thought out questions related to subject matter, we are helping the students retrieve information. These strategies relate to the cognitive learning theory by creating pathways in which information may be accessed through long term memory.

Advanced organizers are also strategies that aid in creating pathways for information to be moved from short term memory to long term memory. Advanced organizers help the student organize information using visual and auditory methods. This type of strategy is related to the cognitive learning theory by the ability to connect a pictorial representation of information. Students are able to organize and understand information using graphic representation which allows information to go into long term memory.

Summarizing and note taking are strategies that focus students synthesize content information. Students make connections to information if they are able to concisely extract information from content information. These strategies correlate with the cognitive learning theory by allowing the student to elaborate on information and keeping the information chunks limited to roughly seven plus or minus (Orey, 2009). These strategies also allow students to process chunks of information and focus on important facts which support information going into long term memory.

The technological tools virtual field trip and concept mapping are excellent resources for students to use when presenting content information. These tools are a great resource for providing students with memories and organizing the content of these experiences. Concept mapping tools are ways to graphically represent data which organizes and links ideas together visually. The cognitive learning theory is closely linked to learning information in this fashion. Students can then use these concept maps to formulate information in outline form (Orey, 2009). The virtual field trip is a wonderful way to allow student to create episodic memories by having them experience different places. . In the cognitive learning theory, memories are a strong way to input and recall information. Students are visually immersed in the learning environment when experiencing a virtual field trip.

All of these strategies discussed above will increase the understanding of content material and enhance the ability for students to recall information. When using these strategies students are able to make rich connections to content material and derive deeper meaning from the material. Teachers and students can use a variety of technology to make connections to content material and strengthen understanding of information while making learning fun.

References

Orey, M. (2009). Cognitive Learning Theories. (Laureate Educational, Inc., DVD, 2009 release).
Orey, M. (2009). Spotlight on Technology: Virtual Field Trips. (Laureate Educational, Inc., DVD, 2009 release).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Week 2

2010-03-12T18:48:00.000-05:00

Chapters eight and ten in the course readings this week discussed the ideas of “Reinforcing Effort” and “Homework and Practice”. Both of these subjects have several principals that can be linked to the behaviorist learning theory. The technology cited in these areas also has a behaviorist learning theory basis.

Spreadsheet software can be used in a way so that students can see the connection between their effort and achievement. As students look at the data they can see the relationship between their effort and achievement. This type of technology embodies the behaviorist learning theory by allowing the student’s efforts to be reinforced. Students can make changes in their beliefs about their learning and start to make connections between learning and effort ((Pitler,Hubbell,Kuhn, & Malenoski, 2007). When students are taught to correlate the relationship between the data and their achievement they can then are able to realize the importance between effort and achievement.

Data collection tools are another way to help student make the connection between achievement and effort. These tools show students data related to groups that they are associated with and how obstacles may be overcome with effort. Students need to be directly taught the importance of strong effort. Once students visualize how effort is reinforced through data collection, they may begin to take responsibility for their own success. Data collections tools relate to the behaviorist learning theory through the immediate feedback and reinforcement that the student experiences through the connection between effort and achievement.

Homework and practice allows students to further understand and gain proficiency in skills they learn at school. Homework can be controversial with student and parents because it is designed to be a tool that allows students to review and apply what they have learned in class. Technology can enrich homework through word processing, applications, spreadsheet applications, multimedia, web resources and communication software (Pitler,Hubbell,Kuhn, & Malenoski, 2007). Students can use these tools to complete curriculum tasks. The behaviorist learning theory traits are observed through increased awareness by students of the correlation between practice and academic achievement. Technology can lend itself to providing reinforcement of desired behaviors outside of the classroom.

All of the technological strategies that have been mentioned above relate to the behaviorist learning theory through reinforcement of desired behavior. When educators help students become aware of the correlation between effort and achievement in the learning environment desirable outcomes will increase. The behavior of the students will change if there is a reason for it to change (Orley, 2001). Implementation of the technological tools mentioned above will aid in fostering behavioral changes and raising achievement.

References

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

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

What I have learned through my coursework.

2009-12-20T16:56:00.001-05:00

This course Understanding the Impact of Technology on Education, Work, and Society has helped me to develop my own technology skills. Reflecting back on this course, I found that I have been challenged to understand how intricately technology and education can be intertwined. Some assignments in this course were new to me but I felt as though I embraced them whole heartedly. I found the hands on nature of the course assignments to be interesting and practical. I think that developing a wiki with people from different areas gave me a firsthand look at what it takes to collaborate with others and, how easy it is to do this task with schedules from different areas of the world. The first hand experiences were most meaningful to me because it helped me take a concepts that were fairly new abstract to me and make them concrete. I felt a great sense of accomplishment after walking away with a completed project that was reflective of my learning. Upon completion of this course, I can definitely say that my technology skills have been challenged and I have learned many concepts such as developing a wiki, blog and creating a pod cast. These technological skills have been valuable assets in my classroom.

I think that I will continue to develop my technology skills by applying them to the classroom situation and collaborating with colleagues about how to best implement 21st century skills. I have also joined a technology group through my intermediate school district that will help me stay current with technological practices at the elementary level. I also plan to continue to expand my technological skills by continuing to read and comment on topics from the blogs that I have subscribed to through this course. From what I have read, on many of the blogs, there are many ideas that address student achievement and the use of technology. My students will have become better problem solvers and they think more analytically about the information they come across while working collaboratively. These skills will increase the student achievement in all areas of the curriculum.

One of my long term goals for my students include increasing the comfort level and atomicity of working in a collaborative group toward a common goal or to solve a problem. I would like to start with collaboration within the classroom setting then venture out to collaboration with students in different areas of the world. I want to broaden my student’s world beyond the county they live in so they are more global thinkers. I plan to accomplish this task by engaging students with technology in order for them to become confident learners who guide their educational destiny.

My second long term goal is to increase the ability of my students to be savvy consumers of information to help facilitate their own learning. I plan to accomplish this task by allowing students to collaboratively dissect information they find and determine the merit of the information. I will accomplish this with the assistance from the technology teacher and classroom teacher. These course assignments have made me a more accomplished teacher when it comes to implementing technology across the curriculum.

21st Century Teaching

2009-11-25T19:42:00.004-05:00

When I first investigated the 21st century website I thought it was a well designed movement that partners up business and education into a solid force. I was a bit disheartened to discover that there are not many states who participate in this initiative. The skill set was clearly defined as to what students need to be 21st century learners. One state missing for me was Michigan which led me on my journey to see what type of technology standards my state possess. All I could find from mi.gov website was a link to what 21st century teachers should know and this can be found at http://21things.weebly.com/ .Needless to say I was not overly impressed compared to what I read on the 21st century website.

I was particularly impressed with the companies that have partnered with education to join forces in this effort. Many of these companies are the same companies that supply technology or aid in the technological advancements in the world of education. I did not disagree with anything that I saw on the site at this time. I am fairly new to digesting the concepts of 21st century education and the components that it encompasses.

It is apparent to me that based on the content of the 21st century partnership movement my support of students should encompass a more collaborative approach that utilizes problem solving skills and encourages creative and innovative thinking at all levels. My students will need to take ownership of their learning and work in conjunction with me as an educator to progress in their journey of becoming a life long learner.

I have also posted a video that I think appropriately addresses our roles as educators. I found it concise and enjoyable.

How to use blogs in the Classroom

2009-11-10T17:21:00.002-05:00

The ways one could use blogs in the classroom is really dependent on how creative the blog creator wants to be. I think blogs would be used in a variety ways to deliver information, socialize or connect to people with similar interests. I created a blog about four years ago for elementary students to use to keep academic skills sharpened over the summer. I set up activities for students to complete each week which included academic, gross motor and a recipe to make which may or may not have been food related. The students were offered an incentive to complete the activities each week and they had to post at the end of the week in regards to what they thought about the activity or how they used the activity. I didn't have a strong showing I think only about ten students participated all the way through. At the beginning of the school year each student who successfully completed the activities were given gift cards to stores around the area.

At the elementary level, I would like to set up a blog where students would go and discuss different genera they were reading in their guided reading groups. I would like to expand this notion and develop a book club type of blog where students could go and talk about specific parts of chapter books they are reading. I may post guiding questions to help develop the discussion threads.

I think that blogging this way will help students develop a deeper understanding of course material or questioning skills. I am a teacher consultant/intervention teacher at the elementary level and I hope blogging would allow me to connect children to a deeper level of thinking. My rational is for this thought is that students are already exposed to various forms of media and technology I would like to develop skills that would allow students to further develop their academic skills in the area of reading.

Technology Overload

2009-11-08T09:01:00.000-05:00

Hello all- I found this funny video and felt that sometimes it describes my life to a "T". Anyway it provides some humor to a technically advanced life:) Enjoy.

2009-11-03T20:30:00.000-05:00

Hello All and welcome to my blog. I am very excited to connect to people who are using the same avenues to discover all technology has to offer to the students in front of us.
A little about me is that currently I am a teacher consultant from Michigan. I love spending time with my two children and wonderful husband. I am excited to begin this educational journey toward my Masters degree. Take care and blog with you later :)