As a result of this course, I would like to expand on my personal theory of learning. First, I agree with the following statement by Lever-Duffy & McDonald (2008): “To create the best possible learning environment for your students, you need a working knowledge of learning theory. Then, once this knowledge base is in place, it is wise for you to develop your own, possibly eclectic, view of various learning theories” (p. 18). Second, I believe that due to my learning in this course, I have developed a better understanding of best practices for incorporating educational technology in my classroom. When I defined my personal theory of learning, I did not discuss how important it is for 21st century learners to have the opportunity to learn with technology, and how technology can help engage students and motivate them to learn.
This course has also taught me the difference between learning “from” a computer versus “with” a computer (Orey, 2001). Two technology tools I would like to implement in my teaching are Voice Thread and Web Quests. Both of these tools allow students to learn “with” a computer and center around students collaborating with others and constructing their own meaning, thus enhancing their learning.
The following are a couple of long-term goals changes I would like to make to my instructional practice regarding technology: learn how to effectively utilize the Smart Board to engage students and learn more about how students can use multimedia to accomplish projects. Several times a week, I can set aside time to explore the Smart Board, and while I am doing this, I can generate a list of questions that our educational technologist can help me answer. The same will work for learning more about multimedia projects. I can also talk to other teachers about what they have done in the past for having students create multimedia projects.
References
Lever-Duffy, J. and McDonald, J. (2008). Theoretical Foundations. In teaching and learning with technology. (3rd ed. pp. 2-35). Boston: Pearson.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Saturday, December 26, 2009
Thursday, December 3, 2009
LMS IS A GUM FREE ZONE? Voice Thread
Hello Everyone,
A question the faculty at my school is pondering is whether or not the campus should continue to be a gum free zone. Currently, it is supposed to be; however, it sure does not seem like it even though the school's handbook states that gum is not permitted on campus.
I have discovered over the years that if I ignore gum chewers, gum is less of a problem. The year I did my best to reinforce the "no gum" policy, there were more problems with it than ever. I stepped on gum several times, a student sat on a piece of gum that was on a chair in my class, and many times I had to scrape gum from the outer sides of the garbage cans.
What are other schools' policies regarding gum?
http://voicethread.com/share/780103/
A question the faculty at my school is pondering is whether or not the campus should continue to be a gum free zone. Currently, it is supposed to be; however, it sure does not seem like it even though the school's handbook states that gum is not permitted on campus.
I have discovered over the years that if I ignore gum chewers, gum is less of a problem. The year I did my best to reinforce the "no gum" policy, there were more problems with it than ever. I stepped on gum several times, a student sat on a piece of gum that was on a chair in my class, and many times I had to scrape gum from the outer sides of the garbage cans.
What are other schools' policies regarding gum?
http://voicethread.com/share/780103/
Wednesday, December 2, 2009
Connectivism and Social Learning in Practice
According to Laureate Education (2009), social learning theory says that people build meaning primarily through social interactions with others and their environment. Connectivism expands social learning theory and says that people make connections from technological tools that are used to help people collaborate with each other to share and organize information.
Cooperative learning is a teaching strategy educators can use to support both connectivism and social learning theories. Cooperative learning provides learners the opportunity to interact and socialize with their peers to achieve a common goal. This approach to learning often interests, motivates, and engages students. When cooperative learning is teamed with technology, such as multimedia and computers, the learning process is even more interesting and engaging for students. Pitler, Hubbell, Kuhn, & Malenoski (2007) state that, “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (p. 140).
One exciting way people can use technology to interact with others or collaborate with others via a social network is to use Voice Thread. It is an online collaboration tool that allows people to share ideas and provide insight and feedback to each other. It looks like a fun way to communicate with others and has amazing implications for learning. However, it is blocked from being used at our school. In fact, all social media on the Internet is not allowed to be used from our school. Presently, we can only collaborate on our school’s Intranet site that is housed by SharePoint. I have taken steps to get Voice Thread approved and am waiting for a reply. Nonetheless, I have recommended to students that they give Voice Thread a try from their home computers. Currently, one student is trying Voice Thread to help him study Spanish. This student is weary of repeatedly studying from notes or flashcards and does not feel prepared for the quizzes. In the beginning working with Voice Thread, he is going to create a PowerPoint of vocabulary slides and use Voice Thread to talk about the vocabulary and practice pronunciation. Finally and most important, he is going to invite classmates to get involved and generate more ideas for how they can use teamwork and this particular collaboration tool to help them study Spanish. I am looking forward to hearing the results.
References
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Cooperative learning is a teaching strategy educators can use to support both connectivism and social learning theories. Cooperative learning provides learners the opportunity to interact and socialize with their peers to achieve a common goal. This approach to learning often interests, motivates, and engages students. When cooperative learning is teamed with technology, such as multimedia and computers, the learning process is even more interesting and engaging for students. Pitler, Hubbell, Kuhn, & Malenoski (2007) state that, “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (p. 140).
One exciting way people can use technology to interact with others or collaborate with others via a social network is to use Voice Thread. It is an online collaboration tool that allows people to share ideas and provide insight and feedback to each other. It looks like a fun way to communicate with others and has amazing implications for learning. However, it is blocked from being used at our school. In fact, all social media on the Internet is not allowed to be used from our school. Presently, we can only collaborate on our school’s Intranet site that is housed by SharePoint. I have taken steps to get Voice Thread approved and am waiting for a reply. Nonetheless, I have recommended to students that they give Voice Thread a try from their home computers. Currently, one student is trying Voice Thread to help him study Spanish. This student is weary of repeatedly studying from notes or flashcards and does not feel prepared for the quizzes. In the beginning working with Voice Thread, he is going to create a PowerPoint of vocabulary slides and use Voice Thread to talk about the vocabulary and practice pronunciation. Finally and most important, he is going to invite classmates to get involved and generate more ideas for how they can use teamwork and this particular collaboration tool to help them study Spanish. I am looking forward to hearing the results.
References
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, November 25, 2009
Constructivism in Practice
According to Dr. Orey (Laureate Education, 2009), the constructionist learning theory is centered around the idea that people learn best when they can create or build something that they can share with others.
Two innovative ways educators can implement this learning theory into their teaching practices are by incorporating the project-based learning strategy and the “generating and testing hypotheses” (Pitler, Hubbell, Kuhn, & Malenoski, 2007) strategy. Integrated with technology, these instructional approaches guide learners to collaborate with others, generate ideas, and create meaning as they are actively engaged.
Project-based learning is exciting because students can plan, create, and process their own ideas into a project that they can share with others via the web. Even though this can take time for both teachers and students, the results are beneficial. For example, project-based learning can increase students’ motivation and problem-solving abilities, as well as improve their research skills (Orey, 2009).
The strategy of “generating and testing hypotheses” is intriguing because it is applicable to all content areas, not only the context of science concepts (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Teachers can use spreadsheet software, data collection tools, or numerous web resources to provide students opportunities to generate and test hypotheses. While teachers are engaging students in this way, it is recommended that they employ one of the following six processes associated with generating and testing hypotheses: make predictions or a systems analysis; problem solve; a historical investigation; invention; experimental inquiry; and/or decision making (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
References
Laureate Education, Inc.(Producer). (2009). Constructionist and Constructivist Learning Theories [Motion Picture]. Bridging learning, theory, instruction, and technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Two innovative ways educators can implement this learning theory into their teaching practices are by incorporating the project-based learning strategy and the “generating and testing hypotheses” (Pitler, Hubbell, Kuhn, & Malenoski, 2007) strategy. Integrated with technology, these instructional approaches guide learners to collaborate with others, generate ideas, and create meaning as they are actively engaged.
Project-based learning is exciting because students can plan, create, and process their own ideas into a project that they can share with others via the web. Even though this can take time for both teachers and students, the results are beneficial. For example, project-based learning can increase students’ motivation and problem-solving abilities, as well as improve their research skills (Orey, 2009).
The strategy of “generating and testing hypotheses” is intriguing because it is applicable to all content areas, not only the context of science concepts (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Teachers can use spreadsheet software, data collection tools, or numerous web resources to provide students opportunities to generate and test hypotheses. While teachers are engaging students in this way, it is recommended that they employ one of the following six processes associated with generating and testing hypotheses: make predictions or a systems analysis; problem solve; a historical investigation; invention; experimental inquiry; and/or decision making (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
References
Laureate Education, Inc.(Producer). (2009). Constructionist and Constructivist Learning Theories [Motion Picture]. Bridging learning, theory, instruction, and technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, November 18, 2009
Cognitivism in Practice
The chapter “Cognitive Tools” from the online book Emerging Perspectives on Learning, Teaching, and Technology by Orey (2001) discusses how implementing instructional strategies that focus on using technology-based cognitive tools provide students with opportunities to learn “with” a computer as opposed to “from” it. “The appropriate role of a computer is not that of a teacher/expert, but rather, that of a mind-extension ‘Cognitive Tool’” (Orey, 2001, p. 3). The idea of cognitive tools as mind-extensions helps make a connection to the cognitivist learning perspective due to the fact that they both focus on students learning by exploring and tapping into resources that allow them to think critically in order to acquire and retain information. “Cognitivists focus on learning as a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and is finally used” (Lever-Duffy & McDonald, 2008, p. 16).
“The instructional strategy cues, questions and advance organizers focuses on enhancing students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 73). This strategy entrenched with technology is an effective cognitive tool. For example, when students can retrieve information from the Internet and organize it with the help of a graphic advance organizer, such as one created in Inspiration software, they can further their ability to process information and remember it. Furthermore, students will be able to strengthen their knowledge and be more engaged because they are learning “with” a computer versus “from” it.
Students can note take and summarize, as well, with technology-based cognitive tools. For instance, “To effectively summarize, students must delete some information, substitute some information, and keep some information” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 119), and students can do this with word processing applications, such as the Track Changes and Autosummarize tools in Microsoft Word.
Finally, virtual field trips and concept mapping also give students the opportunity to be engaged through computer technologies that allow them to explore and tap into resources, such as the Internet that help them obtain critical thinking skills and apply them. I have not tried this yet, but I am looking forward to it this week.
Lever-Duffy, J. and McDonald, J. (2008). Theoretical Foundations. In teaching and learning with technology. (3rd ed. pp. 2-35). Boston: Pearson.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
“The instructional strategy cues, questions and advance organizers focuses on enhancing students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 73). This strategy entrenched with technology is an effective cognitive tool. For example, when students can retrieve information from the Internet and organize it with the help of a graphic advance organizer, such as one created in Inspiration software, they can further their ability to process information and remember it. Furthermore, students will be able to strengthen their knowledge and be more engaged because they are learning “with” a computer versus “from” it.
Students can note take and summarize, as well, with technology-based cognitive tools. For instance, “To effectively summarize, students must delete some information, substitute some information, and keep some information” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 119), and students can do this with word processing applications, such as the Track Changes and Autosummarize tools in Microsoft Word.
Finally, virtual field trips and concept mapping also give students the opportunity to be engaged through computer technologies that allow them to explore and tap into resources, such as the Internet that help them obtain critical thinking skills and apply them. I have not tried this yet, but I am looking forward to it this week.
Lever-Duffy, J. and McDonald, J. (2008). Theoretical Foundations. In teaching and learning with technology. (3rd ed. pp. 2-35). Boston: Pearson.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, November 11, 2009
BEHAVIORISM IN PRACTICE
Currently I am implementing the instructional strategy of “reinforcing effort” in my Advancement via Individual Determination (AVID) 8th grade class. Tuesday it was “strategy for success” day in the AVID class, and I planned for the students to discover their individual learning styles and multiple intelligences via last week’s learning resources. However, the internet was down and I happened to be reading about reinforcing effort, so I switched gears and came up with a strategy for success centering around the principle of “effort.” The students read the introductory paragraph of “Ch. 8 Reinforcing Effort” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 155). After reading, they wrote on a sticky at least one of the following: a question about the reading, a suggestion/idea about the reading, or an observation/connection to life pertaining to the reading. The students posted their sticky on the white board under the appropriate category. Volunteers read the students’ responses, and the whole class discussed them. After this activity, the students evaluated their effort in school using the “Effort Rubric” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 157) and shared and discussed their results. Finally, the students went to the computer lab and in Microsoft Excel, created Pitler, Hubbell, Kuhn, & Malenoski‘s (2007) effort/achievement template. In the near future, the students will be given opportunities to chart on their templates for four weeks. During this time, they will also be encouraged to continue thinking about the correlation between achievement and effort by having meaningful discussions with the teacher and their peers.
This strategy relates to behaviorist learning theory because it can be rewarding to students both intrinsically and extrinsically. For example, students can feel gratified internally by reaching their own personal goal of understanding how their effort attributes to their achievement. Furthermore, Pitler, Hubbell, Kuhn, & Malinowski (2007) state that, “The instructional strategy of reinforcing effort enhances student understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” p. 155). Additionally, students can be extrinsically motivated to do well on this assignment because the teacher will give positive feedback about how well students have performed on it.
Finally, and in regard to “homework and practice” and the above instructional strategy on “reinforcing effort,” students have been clearly given the purpose and outcome of the assignment and will be provided feedback through meaningful discussions with the teacher and their peers.
Reference
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
This strategy relates to behaviorist learning theory because it can be rewarding to students both intrinsically and extrinsically. For example, students can feel gratified internally by reaching their own personal goal of understanding how their effort attributes to their achievement. Furthermore, Pitler, Hubbell, Kuhn, & Malinowski (2007) state that, “The instructional strategy of reinforcing effort enhances student understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” p. 155). Additionally, students can be extrinsically motivated to do well on this assignment because the teacher will give positive feedback about how well students have performed on it.
Finally, and in regard to “homework and practice” and the above instructional strategy on “reinforcing effort,” students have been clearly given the purpose and outcome of the assignment and will be provided feedback through meaningful discussions with the teacher and their peers.
Reference
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Subscribe to:
Comments (Atom)
