Constructivism in Practice

"Constructionism supports the constructivist viewpoint--that the learner is an acxtive builder of knowledge" (Han & Bhattacharya, 2001, p. 4). Learners are responsible for constructing their own knowledge through the creation of meaningful project while the teacher acts as facilitator. The teacher guides the students through their learning activities. Students engage in activities such as research, group collaboration, reflection, and participation in real-world tasks.

One learning strategy that I am excited to implement in Project Based Learning (PBL). This instructional strategy reflects the principles of constructionism in that students are participating in a learner-centered environment. The students will have options for completing the assignment and make decisions as to the final product and design. They will work collaboratively with others to complete research and share in the creation of the product. The final product may be shared within the classroom, the school community, or posted on the internet for all viewers interested in the topic. Project based learning allows for students to use technology in a way that is meaningful and may be used in the future. PBL may require that students work in a specific time frame as they may in a work place. Real-world activities provide meaningful learning experiences to the students.

Like Project Based Learning, Problem Based Learning requires students to engage in real-world learning tasks. Problem Based Learning projects begin by posing a problem for students to solve or learn about. Students work together to complete research a problem that closely resembles real-life. Students work to find an answer to the problem and create a product to relay what they have learned. Once again students are engaging in an activity that allows them to participate in an activity that relates to the world around them. The skills they are using may be applicable in the future.

Students may participate in activities that require them to develop and test their own 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). This activity requires students to be responsible for their own learning. Teachers are not simply relaying information to students. The students are taking an active part and this is what makes this a meaningful learning activity. Students may use manipulative spreadsheet software that allows them to test and retest their hypotheses. Also available are web resources and gaming software that provide students to use what they have learned to develop hypotheses and test them in situations similar to real life.

I look forward to providing the opportunity for students to take control of their own learning. I would like for them to be active, engaged, and excited about learning. Projects like this allow students to have options, make decisions, and take ownership of their final product. Students have the opportunity to work with peers and this helps to build the community of the classroom. I know I have a much work ahead, but I look forward to implementing these activities in the coming school year!

Han, S., & Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 27, 2009 from http://projects.coe.uga.edu/epltt/index.php?title=Constructionism%2C_Learning_by_Design%2C_and_Project_Based_Learning.

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

Cognitivism in Practice

Cognition is described as “the act or process of knowing” (Smith, 1999). The instructional strategies support the principles defining the cognitive learning theory in many ways. Among the principles of the cognitive learning theory are well-organized instructions, clearly structured instruction where students can easily make connections between key ideas and concepts, connection of new concepts to prior knowledge in order to learn, and acceptance of different approaches to learning.

The use of advance organizers greatly relates to the principles of the cognitive learning theory in that they may be used for building prior knowledge, providing organized information, and used to present clear “how-to” instruction. For example, a teacher may use a PowerPoint, map, advance organizers or virtual tours to provide students with prior knowledge.

Advance organizers may also be used for helping students to make connections between new content and prior knowledge. These techniques all provide students with visuals to aid learning. Students retain more information when lesson uses multimedia and advance organizers. “Graphic presentation has been shown to produce a percentile gain of 39 points in student achievement” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.124). Techniques such as the combinations notes techniques allows for students to state facts and notes, connect this to a visual representation and give a 1-2 sentence summary of what they have learned. This allows students to make connections between key concepts and ideas.

“Cognitive technologies are tools that may be provided by any medium and that help learners transcend the limitations of their minds” (2007, p.1). Students are able to use multimedia to present their summaries and notes. In my class, I may use this as an alternative form of assessment by asking students to present their learning in the form of a PowerPoint presentation.

Of the many techniques presented this week, I am looking forward to those that help to build prior knowledge or help students to make connections between their prior knowledge and new content.

Hubbell, E. R., Kuhn, M., Malenoski, K., & Pitler, H. (2007). Using Technology With Classroom Instruction That Works. Alexandria: Ascd.

Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed,), Emerging perspectives on learning, teaching, and technology. Retrieved May 20, 2009, from http://projects,coe.uga.edu/epltt/.

Smith, M. K. (1999). The cognitive orientation to learning. The Encyclopedia of Informal Education. Retrieved May 20, 2009 from http://infed.org/biblio/learning-cognitive.

Application 2 - Behaviorism in Practice

Many resources discussed in chapter 8 served to reinforce effort and help students make the connection between effort and achievement. The spreadsheet software was used to help students make the connection between their own effort and achievement. Students were learning to take responsibility for their own education. When students were able to see the link between effort and achievement, many began to put forth more effort and received higher marks. This activity is reinforcing the habit of putting forth effort in the classroom. Students start to become intrinsically motivated to do well. Data collection tools are also used to help students make a connection between effort and achievement. "When students have well-known or personal stories from which to learn, effort is reinforced, and students begin to take more responsibility for their own success" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 161). The success stories allow for teachers to get to know their students and what they can use to encourage students to do well. The behaviorist learning theory focuses around reinforcing acceptable behaviors and punishing undesirable behaviors.

Chapter 10 discusses ways to use technology to enhance homework and practice, two principles which reflect the behaviorist learning theory. "Frequent practice is necessary for learning to take place" (Smith, 1999). In order for learning to take place, students must practice. Word processing applications allow for students to practice editing, writing, and communication skills. Students are able to raise their level of research and vocabulary levels using options on the word processing applications. Spreadsheet software is another way for students to practice and apply what they are learning. The more students practice, the better opportunity they have to master content. The use of this technology also serves to engage students in lessons. The behavior of students is being controlled by the use of technology in their learning environment. When students are engaged, there are fewer behavior problems. When there are few discipline problems, more learning occurs.

Hubbell, E. R., Kuhn, M., Malenoski, K., & Pitler, H. (2007). Using Technology With Classroom Instruction That Works. Alexandria: Ascd.

Smith, M. K. (1999). The behaviourist orientation to learning. The encyclopedia of informal education. Retrieved May 13, 2009 from http://www.infed.org/biblio/learning-behaviorist.htm.

Reflection

This course has helped me to develop my technology skills as a professional teacher by introducing various technologies that I may use in my classroom. I have been presented with ideas and encouraged to explore ways to integrate technology effectively into my classroom. I am now confident that with planning and practice I can implement the use of blogs, wikis, and podcasts. Until this class, I had never blogged, created a wiki, or podcast and now I am familiar with how to use these to engage my students in learning.

I have deepened my knowledge of the teaching and learning process by gaining a better understanding of the "digital natives" in my classroom today. These students do learn differently that I did when I was in school. Teachers today have to work hard to engage students in their learning environment. I believe that integrating technology will help to engage these students and encourage them to want to learn. My students want "hands-on" activities and projects. Using blogs, wikis, and podcasts will encourage the students to use technology respectfully and to work together to build skills for the 21st century workplace. I know that I need to pick up the pace as a teacher and integrate technology whenever possible. I am inspired to write grants in hopes to bring more technology into my classroom because this will make the difference in the education of my students.

Through this course I have learned that there needs to be a shift in learning from teacher-centered to learner-centered. Learner-centered education is much more powerful as the students are actively engaged in their learning. Student are encouraged to actively construct their own knowledge. Students work collaboratively and focus on real life problems. Teachers become facilators and learn along with the students. It is important for students to learn from their errors. I believe learner-centered education empowers students to take charge of their own learning. It provides the opportunity for students to be excited about what they are learning as they explore and search for information.

I plan to continue to expand my knowledge of learning, teaching, and leading with technology by becoming a member of the school's technology committee. They meet a couple of times per month to discuss valuable resources and how they may be implemented into the classroom. They also prepare training opportunities for other teachers in the school. I plan to attend the national technology conference in Washington D.C. this summer with a group of teachers from school. I will also continue to attend professional development opportunities when available. On my own time, I will continue to practice and search for ways to integrate the use of technology in my own classroom. As I become more confident in the use of technology in my classroom, I believe my students will also gain this confidence.

One goal is to have at least one blogging site unblocked for school use. I have already presented a proposal letter to the school's technology support person. He has stated that I am not the only teacher interested in using blogs and that he looks for something to happen in the near future. I wish to implement blogging as a regular part of my classroom curriculum where students use it on a weekly basis. Another goal I have is to integrate the use of technology on a daily basis whether it is using the Mimio Board, computers, or student response systems, I want students interacting with technology each day. I also wish to encourage my students to use the free learning resources available to students online. In order to do so, I need to update my personal website and actively promote this to the students. There are interactive learning sites that are available to students through which valuable learning can take place.

I believe that this course has opened my eyes to how today's students wish to learn, and had taken me many steps closer to meeting their needs. I hope to continue my journey in learning about technology in hopes to engage my students and motivate them to want to learn.

Student Technology Profile

Gabcast! Profiling the Students of Today #1

Where are we heading?

In moving into the 21st Century, teachers may be looking at huge changes in the learning environment. I do think that a "virtual learning environment" will become a great part of our classrooms. I do not feel that our jobs are in danger, but I think we are looking at changes in our roles as teachers. I believe students will need to become more self-directed in their learning and highly motivated in order to compete in the future work place. They need to be goal oriented and technology literate. In order for the virtual learning environment to become part of the classroom, there will have to be changes in school funding to allow for the purchase and availability for technology. Firewalls and blocks are going to have to be altered to allow for monitored blogging and use of wikis in the classrooms. I look forward to these changes but fear that they will come at a slow pace, putting our students even further behind in the technology race.

Thoughts on 21st Century Skills

I found this The Partnership for 21st Century Skills website to be full of interesting information. I feel that this is the path we must follow in order to prepare our students for the 21st century workplace. I like the Framework for 21st Century learning and how the outcomes are built upon the supports of Standards and Assessments which are already a huge part of what we do on a daily basis, Curriculum and Instruction which are constantly being updated and adapted to needs of students, Professional Development which is what we are doing now, and Learning Environments which I am constantly trying to improve to ensure that my students are learning in a productive environment. I was surprised by all of the resources based on promoting creativity in the classroom and how many are related to business. This is an area that I do not think to work on with my students, but would be easy to implement. The idea of incorporating life and career skills is vital to student education today. While I feel that it is extremely important, those also are not topics that I make a point to include in my curriculum. I did not find anything that I disagree with on the site.

What are the implications for today's students and teachers? More change. As an educator, one must expect change and welcome it with open arms whether you want it or not. Students need to become motivated to use technology and think toward the future. I would like for students to become more goal oriented. As a teacher I need to look at my curriculum and see what changes I can make to help ensure the success of my students. I feel that as a Reading teacher I have a great opportunity to use various texts to teach students information and build skills to help them be successful in their future careers.