Final Reflection

Technology provides the opportunity for students to learn in positive, constructive ways when implemented in ways that are meaningful. Utilizing technology in classrooms requires much work and preparation on the parts of both student and teacher. Once expectations are clear and goals are set, the use of technology for learning can provide students with learning opportunities that meet the needs of all students. Technology can be used to integrate all learning theories in the classroom. In reflecting upon personal theory of learning, I found that I most closely related to the cognitive and constructivist learning theories. I completing the course, my views have changed slightly. I also am eager to make immediate changes in my classroom involving the use of technology. I have also set two long-term goals that will create a positive learning environment utilizing technology.
While all four learning theories are evident in my personal theory of learning, I most closely relate to the cognitive and constructive theories. I am aware that all students are unique and come to my classroom with their own learning experiences. All that a student encounters may have an impact on his or her learning. I believe that what a child learns is a reflection of his or her environment both in and out of the classroom. In studying the different learning theories, I have realized how much or little, each is evident in my classroom. I still firmly believe that each has a place in my classroom and will work to integrate technology that represents each learning theory. The strategies and activities by which I plan to integrate technology lead to my short and long term goals.

When the new school year begins I plan to have students use the spreadsheet software to make the link between effort and achievement. I feel that this encourages students to take an active approach to learning. The use of this software enables students to take responsibility for their actions if they use it honestly. They will be able to see that when they put forth the effort, their grades will improve. I would like for students to keep a copy of their results in their portfolio throughout the year. I would like to start the year with a classroom blog that student use to post and discuss what they are reading. I may set up discussion groups for students that are reading the same book, groups by genre, or theme. I may ask students to come up with ideas for discussions. The possibilities are endless, but the point being that this will encourage the students to discuss what they are reading.

My two long-term goal changes for my instruction are to use technology more as a learning tool than teaching tool effectively and to integrate the use of technology for a variety of learning activities. In order to use technology as a learning tool, I must first look at what I am teaching and the learning needs of the students. I will begin by looking at my unit organizers to see where the use of technology will fit best and be used most effectively as learning tools. I need to look at how the technology is being used to ensure that the students are active in the use of the technology. This will be a long process and require much work and planning ahead, but I am looking forward to seeing how my students grow with these learning opportunities. Currently I do not use technology in my classroom for much more than PowerPoints, research, webquests, and typing. In the coming year, I would like to integrate the use of technology for many purposes that represent all of the learning theories discussed throughout the course. As I mentioned before, I plan to incorporate the use of blogs, but I would like to build classroom wikis, advanced organizers, voicethreads, and Google docs just to start. Once again, in order to do this, I must look at indicators to be covered and plan well ahead of time. I plan to model for students how to use the technology and teach proper computer etiquette. The more students use the technology, the more comfortable they will be when asked to use it.

I look forward to experiencing the changes in my classroom as I work with my students to integrate technology. I believe there will be challenges, but the outcomes will be positive. I believe that the use of technology will help to meet the needs of more students in my classroom.

VoiceThread

My first VoiceThread on Bullying.
http://voicethread.com/share/530535/

Connectivism and Social Learning in Practice

I believe that students do learn through social learning activities and that many of these learning opportunities provide for meaningful and memorable learning. I do not know that this is the best practice for all students, but there is a time and place for everything. There are students that need to have the opportunity to learn through cooperating with others while there are some that need to be provided the opportunity to explore on their own. There are moments where information needs to come directly from the teacher, while there are others where a better learning opportunity would be for students to conduct their own search for answers. However, the learning posiblilities provided by social learning activities are amazing.

The strategies presented this week provide students with opportunities to learn using technology, work in learning communities, learn from each other, build social skills, and skills needed to be successful in the 21st century workplace. All strategies allow for students to learn in through engagement in activities. Multimedia projects using rubrics and roles for groups allow for students to use technology in a meaningful way while taking responsibility for their own learning and the learning of others. When roles are assigned, this requires that all students are active participants in the learning process. Students must complete the research and share their learning to ensure the success of the entire group.

Web resources such as the JASON project have brilliant possibilities as students have the ability to work and conduct research with real researchers as they explore numerous areas of science (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Students learn the power of collaboration and teamwork while learning responsibility. Kim (2001) states, "People create their own meaning through their interactions with each other and the objects in the environment." This activity is allowing for student to communicate with professionals in the field while viewing what they are studying in real time. The use of technology is allowing students to "visit" a place they may never have the opportunity to see.

I enjoy the concept of WebQuests. While I have only used a WebQuest for students to learn about the history of newspapers, I would like to implement them in order for students to build background knowledge or explore a concept they have come across in a story. The opportunities are endless. Students may collaborate in groups created by the teacher or organize themselves by interest if the opportunity arises. Students may use the information collected to create product to be shared. This social interaction is helping to create a "fun" learning experience that students are likely to remember, making the information learned also memorable.

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

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.