One of our final assignments was to develop a lesson plan demonstrating how we could implement new and emerging technologies with the real possibility of having to apply for grants in order to achieve this. I chose Ed Voice for its effective and user-friendly applications focused on elementary students. Plus, it is relatively inexpensive. Now, what will students learn from this new technology? They will understand essential collaboration skills which are a requirement for the 21st century career person. Additionally, they will join with other students from various communities in working together on same issues and/or current events.
My completed assignment demonstrates my learning in this course because we were given quality resources from our instructor on new and emerging technologies, and guidelines on how to apply this in our teaching profession. Further, these new technologies demonstrated how they can be implemented directly in the classroom to enhance learning. We also were given important instructions on reasons for needing grants, grant applications, what to avoid when requesting them, and we developed a grant proposal.
Some immediate adjustments I will make in my classroom regarding new and emerging technologies is to become more involved with an Internet resource our school has recently adopted, called Renzulli Learning. It focuses on differentiated instruction based on individual student profiles and then develops on-level lessons and games for them. Furthermore, students can collaborate with the teacher on assignments, feedback, etc. There is also a blogging application.
It is my goal to further technology adoption in our school by utilizing the above site several times a week, focusing on academic gains and reports, and then merging Ed Voice in when I am able to. I believe the administration at my school will begin embracing the idea when they know that important safety issues have been addressed through Ed Voice, as well as maintaining cost-effective measures so schools can purchase the product.
21st century learning includes collaboration, developing new ideas, critical thinking, problem-solving skills, and much more. The stated lesson plan contains these elements, and students will gain meaningful learning from participating in this activity.
Tuesday, August 17, 2010
Saturday, July 24, 2010
Wednesday, June 23, 2010
Everyone in our group contributed very effective resources for differentiated instruction with the inclusion of technology. The two that I believe will be the most beneficial for my students are www.everythingdi.net and www.edu.glogster.com. The first one encompasses basically anything that will help teachers in needing resources and activities directly related with differentiated instruction; and this includes how to integrate technology to help all students of varying learning levels. The latter shows how students can demonstrate their learning through the creation of graphics, different styles of fonts, and vibrant colors. I view this site as a step up from the average Power Point, and it is Internet based so it can be shared with others in school and/or different communities.
Immediate adjustments I will make as a result of learning information from this course, with regard to integrating technology into the classroom for differentiation purposes, is fully understanding my students readiness levels, interests, and learning profiles. We (teachers in my school district) typically pre-assess students at the beginning of the year for reading and math understanding; however, I will take this further by determining students' personal interests and how they like to learn best. I plan to accomplish this by creating an online survey for students to complete, and therefore will use the results to help guide instruction, as well as placing them into collaborative working groups. I also plan to spend 3 weeks during the beginning of the school year to teach routines and procedures.
There will be students in my upcoming class with varying learning levels, and I plan to utilize my resources from this class, especially our reading resource, Technology and the Diverse Learner: a Guide to Classroom Practice, that offers information on how to administer the use of assistive technologies in the classroom.
It has been very beneficial using our social networking site to collaborate and share differentiated resources, especially when we had the opportunity to chat with colleagues. Although our time was brief, it was encouraging to know how educators from one school district, one grade level, or even different communities, can collaborate and share resources on a regular basis like this. Sharing ideas face to face is also helpful, but working together with social networking provides a place to store those ideas and refer to them at any time.
I am looking forward to implementing the ideas and resources I've acquired during this course. Technology integration is so important for every student as it offers games, learning activities, scaffolding opportunities, and much more to help all students' learning progress.
Immediate adjustments I will make as a result of learning information from this course, with regard to integrating technology into the classroom for differentiation purposes, is fully understanding my students readiness levels, interests, and learning profiles. We (teachers in my school district) typically pre-assess students at the beginning of the year for reading and math understanding; however, I will take this further by determining students' personal interests and how they like to learn best. I plan to accomplish this by creating an online survey for students to complete, and therefore will use the results to help guide instruction, as well as placing them into collaborative working groups. I also plan to spend 3 weeks during the beginning of the school year to teach routines and procedures.
There will be students in my upcoming class with varying learning levels, and I plan to utilize my resources from this class, especially our reading resource, Technology and the Diverse Learner: a Guide to Classroom Practice, that offers information on how to administer the use of assistive technologies in the classroom.
It has been very beneficial using our social networking site to collaborate and share differentiated resources, especially when we had the opportunity to chat with colleagues. Although our time was brief, it was encouraging to know how educators from one school district, one grade level, or even different communities, can collaborate and share resources on a regular basis like this. Sharing ideas face to face is also helpful, but working together with social networking provides a place to store those ideas and refer to them at any time.
I am looking forward to implementing the ideas and resources I've acquired during this course. Technology integration is so important for every student as it offers games, learning activities, scaffolding opportunities, and much more to help all students' learning progress.
Friday, April 23, 2010
The GAME plan I began with as the course was developing, was to introduce my students to digital citizenship. This is important because students need to understand that being a good citizen online is just as critical as being one in person, and perhaps even more so due to the fact that we cannot be seen in front of a computer screen. This aspect of my plan has not fully developed yet, but is in process. My current plan is to integrate digital citizenship with a digital story activity. I have explained to my students this is also a new area for me and we would learn it together. They are producing persuasive paragraphs about standardized test-taking tips. We haven't gotten to the "digital story" part yet, but some students have begun story mapping.
New learning that has resulted from following the GAME plan is realizing this is an effective method for producing and carrying out lesson plans. It is simple and organized, and it can be revised as necessary. Further, it can be used as an assessment tool for teachers and a reflection strategy for students.
Immediate adjustments I will make to my instructional practice in regard to technology integration in the content areas would be to post national technology standards in student-friendly terms, in an easily viewable location. My goal is for this to occur at the beginning of the year, teaching them in a manner that is consistent and available for students' practice. I am also looking forward to students producing project-based assignments using the Internet and working with other students. Digital citizenship, standards-based learning, along with authentic assignments, will give students a well-rounded learning experience.
New learning that has resulted from following the GAME plan is realizing this is an effective method for producing and carrying out lesson plans. It is simple and organized, and it can be revised as necessary. Further, it can be used as an assessment tool for teachers and a reflection strategy for students.
Immediate adjustments I will make to my instructional practice in regard to technology integration in the content areas would be to post national technology standards in student-friendly terms, in an easily viewable location. My goal is for this to occur at the beginning of the year, teaching them in a manner that is consistent and available for students' practice. I am also looking forward to students producing project-based assignments using the Internet and working with other students. Digital citizenship, standards-based learning, along with authentic assignments, will give students a well-rounded learning experience.
Tuesday, April 13, 2010
GAME plan for students to develop proficiency in technology standards outlined by NETS:
1. Goals: One goal I would like to focus on in relation to students developing proficiency in these technology standards is to print them out and have them in an easily accessible location. A poster could be made of them and presented in student-friendly terms. The ultimate goal is for students to master them; however, this would be on-going throughout the year.
2. Action: Rewrite these technology standards in kid-friendly terms, match technology assignments to them, and as students master a standard, offer a reward. I heard of one school that rewrote their state standards in kid-friendly terms, posted them on a wall and as they mastered one, they were allowed to press a button on a stuffed animal that played a jingle.
3. Monitor: students reflect in their journals about the completed technological assignment-write which standard they thought it met; brief class discussions on standard mastery, post inquiry questions about the standards. Conference one-one with students as necessary to check for understanding.
4. Evaluate and Extend: Be sure that the technology is necessary and is not simply used as an add on to enhance the learning (Cennamo, Ross & Ertmer, 2009). I need to make sure technology projects are authentic, promote collaboration, and are standards-based.
1. Goals: One goal I would like to focus on in relation to students developing proficiency in these technology standards is to print them out and have them in an easily accessible location. A poster could be made of them and presented in student-friendly terms. The ultimate goal is for students to master them; however, this would be on-going throughout the year.
2. Action: Rewrite these technology standards in kid-friendly terms, match technology assignments to them, and as students master a standard, offer a reward. I heard of one school that rewrote their state standards in kid-friendly terms, posted them on a wall and as they mastered one, they were allowed to press a button on a stuffed animal that played a jingle.
3. Monitor: students reflect in their journals about the completed technological assignment-write which standard they thought it met; brief class discussions on standard mastery, post inquiry questions about the standards. Conference one-one with students as necessary to check for understanding.
4. Evaluate and Extend: Be sure that the technology is necessary and is not simply used as an add on to enhance the learning (Cennamo, Ross & Ertmer, 2009). I need to make sure technology projects are authentic, promote collaboration, and are standards-based.
Tuesday, April 6, 2010
What have you learned so far that you can apply in your instructional practice?
Perhaps I shouldn't be mentioning Brain Pop again, but we've already watched a video from this software on Internet Privacy. For those familiar with the site, you know there are quizzes at the end to check for understanding. My students got 9 out of 10 questions correct! I was very proud of them and also of the fact that maybe we won't have to spend a great deal of time in this area. Next, I'm planning on having them view the video on digital citizenship, also from Brain Pop. We had a brief discussion today about why being a good digital citizen is just as important as being a good citizen on a daily basis.
What goals are you still working toward? A goal I'm still working on is getting blogging started through epals.com. I believe blogging is an easy way to get students accustomed to talking with others on the Internet before taking on a partner or group project.
Based on the NETS-T, what new learning goals will you set for yourself? At the present time I am not ready to extend these learning goals. I want to focus on getting my students comfortable with basic communication procedures and appropriate digital mannerisms.
How will you extend what you have learned so far? An extension I may pursue is contacting another educator through epals.com to determine how he/she uses the software to effectively teach.
What learning approaches will you try next time to improve your learning? An approach I haven't tried yet is collaborating online with real-time teachers, whom I can speak with right away, or the software Skype. I want to try these approaches.
Perhaps I shouldn't be mentioning Brain Pop again, but we've already watched a video from this software on Internet Privacy. For those familiar with the site, you know there are quizzes at the end to check for understanding. My students got 9 out of 10 questions correct! I was very proud of them and also of the fact that maybe we won't have to spend a great deal of time in this area. Next, I'm planning on having them view the video on digital citizenship, also from Brain Pop. We had a brief discussion today about why being a good digital citizen is just as important as being a good citizen on a daily basis.
What goals are you still working toward? A goal I'm still working on is getting blogging started through epals.com. I believe blogging is an easy way to get students accustomed to talking with others on the Internet before taking on a partner or group project.
Based on the NETS-T, what new learning goals will you set for yourself? At the present time I am not ready to extend these learning goals. I want to focus on getting my students comfortable with basic communication procedures and appropriate digital mannerisms.
How will you extend what you have learned so far? An extension I may pursue is contacting another educator through epals.com to determine how he/she uses the software to effectively teach.
What learning approaches will you try next time to improve your learning? An approach I haven't tried yet is collaborating online with real-time teachers, whom I can speak with right away, or the software Skype. I want to try these approaches.
Tuesday, March 30, 2010
How effective were your actions in helping you meet your goals? I've turned to a commonly known site, Brain Pop to help my 4th graders begin to understand digital citizenship and safety. This site offers easy to comprehend information in these areas and offers fun summarizing activities.
What have you learned so far that you can apply in your instructional practice? I'm still in the process of learning to take more time with having students practice using technology effectively than simply using it as a tool to search for unnecessary information. I desire for them to be aware that the Internet is a resource just like a magazine, an encyclopedia, a book, etc. Plus, that it can only be effective for instruction when utilized correctly. This will take some time as students practice digital citizenship activities before they can connect with students of other communities.
What do you still have to learn? What new questions have arisen? I still must learn rules and regulations regarding my students' Internet usage. I am at a place of concern as to what I can and cannot teach them when it comes to Internet products, and how they can legally access what they need to produce outcomes. Is there a site I can go to that explains this in layman's terms? Something I can print off and keep with my lesson plans?
How will you adjust your plan to fit your current needs? In adjusting the plan to fit current needs, I will begin with scaffolding the activities to fit students' learning needs. Not all of our students come to us with an understanding of what the Internet is and frequently they do not have it in their homes. Therefore, they require scaffolds to reach higher levels of understanding and performance than would be possible without them (Ertmer & Simons, 2006).
Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54.
What have you learned so far that you can apply in your instructional practice? I'm still in the process of learning to take more time with having students practice using technology effectively than simply using it as a tool to search for unnecessary information. I desire for them to be aware that the Internet is a resource just like a magazine, an encyclopedia, a book, etc. Plus, that it can only be effective for instruction when utilized correctly. This will take some time as students practice digital citizenship activities before they can connect with students of other communities.
What do you still have to learn? What new questions have arisen? I still must learn rules and regulations regarding my students' Internet usage. I am at a place of concern as to what I can and cannot teach them when it comes to Internet products, and how they can legally access what they need to produce outcomes. Is there a site I can go to that explains this in layman's terms? Something I can print off and keep with my lesson plans?
How will you adjust your plan to fit your current needs? In adjusting the plan to fit current needs, I will begin with scaffolding the activities to fit students' learning needs. Not all of our students come to us with an understanding of what the Internet is and frequently they do not have it in their homes. Therefore, they require scaffolds to reach higher levels of understanding and performance than would be possible without them (Ertmer & Simons, 2006).
Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54.
Tuesday, March 23, 2010
GAME plan revision:
- Resources I need: online discussions with other educators who've taught this and were successful; additional courses on digital citizenship; keeping up-to-date with revisions to Internet laws, regulations, etc.
- Modify the action plan: Focus on teaching digital citizenship at this time. Students need to understand and practice Internet "manners" before they can reach out and learn from other communities and cultures.
- What have I learned so far? I'm learning not to rush into this. The prospect of knowing what students can learn from using the Internet is exciting, but can be overwhelming. I need to thoroughly understand digital citizenship before I can effectively teach it. This would include students being aware of those websites that are bias and/or bogus. Additionally, they need to know how to properly cite Internet sources they use for reports; plus verify author, date, and information authenticity.
- Do I have new questions? Is there a reliable website on digital citizenship? What is appropriate for 4th graders to know? How much should they know right now?
Tuesday, March 16, 2010
Resources needed to carry out the plan:
- sustained cultural awareness, effective Internet service, experts in the field, time to implement, additional courses, funding
- additional information needed:
- students' family and cultural backgrounds
- Steps obtained thus far:
- attending technology and cultural awareness courses through Walden University
- collaborating with other educators
Wednesday, March 10, 2010
4. Promote and Model Digital Citizenship and Responsibility: d: develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
5. Engage in Professional Growth and Leadership: a: participate in local and global communities to explore creative applications of technology to improve student learning.
Goals: attend additional professional learning courses to improve modeling digital citizenship and responsibility; collaborate with colleagues in house and through the web for communication resources with other communities and cultures; set time aside for practice and application before presenting this to my students. Internet safety for students is crucial; therefore, a major goal is to be sure students have the necessary tools to navigate safely on the web. Along with this, students must understand that the information on the web isn't their's and they will know how to give credit to sources on the Internet.
Action: The information I will need to meet these goals are cultural awareness for other teachers and students of differing geographies around the globe. Further, effective instruction and guidance provided by a digital communication specialist in the above areas is essential for my learning in this field. Also, I plan to search the Internet for valid resources of specific content related to my state's curriculum standards.
Monitor: I would like to monitor these goals through the use of blogging with colleagues and taking personal notes along the way. Also, I would like to begin this process with a small activity to determine its outcome-perhaps engage in communicating with an online source such as epals.com.
Evaluate and extend: to determine if I have met these goals, if the initial activity of communicating with epals is effective, I will transfer to a specific technological strategy focusing on content area. For this to be successful, small steps must be taken before I can plan a larger, more involved project.
Many of the other standards I observed from NETS-S offered technological instruction indicators that I would like to begin now, such as designing and developing digital age learning experiences and assessments. However, I chose the two above because I believe they offer background specifics for utilizing the Internet and the reasons for its application. So often, students have selfish motives for gathering information from the web, and they need to understand how to give credit for this information, understand how other students learn through technology, and how we can learn so much from each other through our combined efforts.
Cennamo, Ross, & Ertmer. (2009). Technology Integration for Meaningful Classroom Use. Mason, OH. Cengage Learning.
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
5. Engage in Professional Growth and Leadership: a: participate in local and global communities to explore creative applications of technology to improve student learning.
Goals: attend additional professional learning courses to improve modeling digital citizenship and responsibility; collaborate with colleagues in house and through the web for communication resources with other communities and cultures; set time aside for practice and application before presenting this to my students. Internet safety for students is crucial; therefore, a major goal is to be sure students have the necessary tools to navigate safely on the web. Along with this, students must understand that the information on the web isn't their's and they will know how to give credit to sources on the Internet.
Action: The information I will need to meet these goals are cultural awareness for other teachers and students of differing geographies around the globe. Further, effective instruction and guidance provided by a digital communication specialist in the above areas is essential for my learning in this field. Also, I plan to search the Internet for valid resources of specific content related to my state's curriculum standards.
Monitor: I would like to monitor these goals through the use of blogging with colleagues and taking personal notes along the way. Also, I would like to begin this process with a small activity to determine its outcome-perhaps engage in communicating with an online source such as epals.com.
Evaluate and extend: to determine if I have met these goals, if the initial activity of communicating with epals is effective, I will transfer to a specific technological strategy focusing on content area. For this to be successful, small steps must be taken before I can plan a larger, more involved project.
Many of the other standards I observed from NETS-S offered technological instruction indicators that I would like to begin now, such as designing and developing digital age learning experiences and assessments. However, I chose the two above because I believe they offer background specifics for utilizing the Internet and the reasons for its application. So often, students have selfish motives for gathering information from the web, and they need to understand how to give credit for this information, understand how other students learn through technology, and how we can learn so much from each other through our combined efforts.
Cennamo, Ross, & Ertmer. (2009). Technology Integration for Meaningful Classroom Use. Mason, OH. Cengage Learning.
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
Saturday, February 27, 2010
When I began this course and saw the text, Reading the Web, I thought to myself, "I know how to read the web. You just google what you want and go there." Wow, was I ever wrong! I didn't realize this involved more than just "going there." Often, I would get so overwhelmed with "going there" and viewing a sea of sites that I really didn't need, that I would give up. This course on new literacy development and online inquiry in the classroom has given me a whole new outlook (sorry for the cliche) on how to read web URL's, and how to distinguish between sites that are educationally sound, and those that aren't.
One particular area that really stood out for me, and actually it didn't occur until later in the course, is the fact that so many students are using the web for whatever they choose. Now, this in and of itself is not a big revelation. They have been doing this now for quite a while; but what is is the fact that if school districts do not get deeply involved in the new literacies education of our students, they (students) will continue to utilize the web without proper supervision and guidance. Often we take for granted that just because our child or our students are sitting in front of computers, they are safe because they're not on the road riding with a drunk driver. However, we have all learned that online predators are very savvy and just as dangerous. It would be very beneficial if our district offered a PLU class for teachers and parents on the benefits and risks of using the Internet.
Because of what I've gained from this course, in my future instruction of students using the Internet as a resource for their work, I will first teach them how to read the web effectively before they begin an online project. This will include step by step procedures with guided practice. As students are able to establish methods for achieving this, they will spend less time searching and will spend quality time reading, using, and publishing only what they need.
A professional goal I'm looking forward to in the near future is to enroll in an upcoming new literacies course. At this time one isn't offered, but I will take an additional course on this essential area as it becomes available. To maintain current knowledge in this field I will spend more time in our resources discovering new and different ways to teach my students new literacy skills. Throughout my learning adventure thus far, it has been very evident that all of our resources were prepared with forethought by educational professionals. Further, teachers are able to utilize them at any time for the betterment of their students.
One particular area that really stood out for me, and actually it didn't occur until later in the course, is the fact that so many students are using the web for whatever they choose. Now, this in and of itself is not a big revelation. They have been doing this now for quite a while; but what is is the fact that if school districts do not get deeply involved in the new literacies education of our students, they (students) will continue to utilize the web without proper supervision and guidance. Often we take for granted that just because our child or our students are sitting in front of computers, they are safe because they're not on the road riding with a drunk driver. However, we have all learned that online predators are very savvy and just as dangerous. It would be very beneficial if our district offered a PLU class for teachers and parents on the benefits and risks of using the Internet.
Because of what I've gained from this course, in my future instruction of students using the Internet as a resource for their work, I will first teach them how to read the web effectively before they begin an online project. This will include step by step procedures with guided practice. As students are able to establish methods for achieving this, they will spend less time searching and will spend quality time reading, using, and publishing only what they need.
A professional goal I'm looking forward to in the near future is to enroll in an upcoming new literacies course. At this time one isn't offered, but I will take an additional course on this essential area as it becomes available. To maintain current knowledge in this field I will spend more time in our resources discovering new and different ways to teach my students new literacy skills. Throughout my learning adventure thus far, it has been very evident that all of our resources were prepared with forethought by educational professionals. Further, teachers are able to utilize them at any time for the betterment of their students.
Tuesday, October 27, 2009
My personal learning theory hasn't changed much in relation to how students learn. There are those who understand by hearing; those by seeing, and those my doing. I have discovered, however, through all the resources we've explored, that most students enjoy the "doing" part the most. One area that is changing for me is the rate at which students learn and how to keep up or slow down with their learning needs. I have a wide-range of needs-based students in my class, with students whose reading levels range between 1st and 6th grade. Because of this, I learned early on in the year that I could not "rush" teaching. I also discovered that I had to model assignments better while also incorporating more consistency. I believe this has enabled me to reflect about what I do each day, and come up with new ideas for differentiation.
I have been thoroughly impressed with our reading resource for this course, Using Technology with Classroom Instruction that Works, because it provides immediate implications I can use now with my students. Although this seems very elementary, locating new ways to use Microsoft Word has been very helpful for me. A state standard requirement is that students learn how to effectively summarize their written assignments. Using the Auto Summary feature as a starting acquisition lesson will engage students in understanding how they can do this well. I have already displayed this to them and received possitive comments. Plus, the Comments feature of Microsoft Word will offer my students opportunities to peer edit and self edit work without messy scribbling on paper. Another technological feature I wish to utilize soon is the note-taking feature in Inspiration. I will admit that in the past students have taken notes the boring way by writing them down as I spoke them, or they copied them from a PowerPoint I created. Understanding that time isn't always the discerning factor as to whether or not I teach something, will help me better serve my students' academic needs. I realize it will take time for students to learn how to do this; but when they've learned it, it's with them. There are many other technological features I will utilize from this resource because of its practicality.
Two long-term goals I would like to achieve with my students regarding technology integration are moving away from paper and pencil writing assignments to totally computer paper assignments, from the beginning of prewriting to the final published copy. Further, I have already begun using non-linguistic approaches to coorelate with selected reading selections. This is helping my students make connections between words and pictures. A strategy I'm already implementing with the writing assignments is having students copy and paste pictures to them. Even though this is a simple task students have already been doing, fully understanding its positive consequences makes me want to have them do this more. Also, my students rotate stations (centers) at least 3 days a week, and one station is geared toward technology where they can begin prewriting for their next writing activity. As mentioned earlier, we (I) must realize students learn by hearing, seeing, and most importantly, doing. This can only be accomplished as we give students the time to learn it.
I have been thoroughly impressed with our reading resource for this course, Using Technology with Classroom Instruction that Works, because it provides immediate implications I can use now with my students. Although this seems very elementary, locating new ways to use Microsoft Word has been very helpful for me. A state standard requirement is that students learn how to effectively summarize their written assignments. Using the Auto Summary feature as a starting acquisition lesson will engage students in understanding how they can do this well. I have already displayed this to them and received possitive comments. Plus, the Comments feature of Microsoft Word will offer my students opportunities to peer edit and self edit work without messy scribbling on paper. Another technological feature I wish to utilize soon is the note-taking feature in Inspiration. I will admit that in the past students have taken notes the boring way by writing them down as I spoke them, or they copied them from a PowerPoint I created. Understanding that time isn't always the discerning factor as to whether or not I teach something, will help me better serve my students' academic needs. I realize it will take time for students to learn how to do this; but when they've learned it, it's with them. There are many other technological features I will utilize from this resource because of its practicality.
Two long-term goals I would like to achieve with my students regarding technology integration are moving away from paper and pencil writing assignments to totally computer paper assignments, from the beginning of prewriting to the final published copy. Further, I have already begun using non-linguistic approaches to coorelate with selected reading selections. This is helping my students make connections between words and pictures. A strategy I'm already implementing with the writing assignments is having students copy and paste pictures to them. Even though this is a simple task students have already been doing, fully understanding its positive consequences makes me want to have them do this more. Also, my students rotate stations (centers) at least 3 days a week, and one station is geared toward technology where they can begin prewriting for their next writing activity. As mentioned earlier, we (I) must realize students learn by hearing, seeing, and most importantly, doing. This can only be accomplished as we give students the time to learn it.
Saturday, October 10, 2009
Tuesday, October 6, 2009
The resources we explored this week do coorelate with the social learning theory in several ways. First, student-created multimedia is naturally an environment for cooperative learning because it requires many roles and responsibilities. Careful attention to upfront preparation must be completed before creating a video can be accomplished. Second, webquests are designed to utilize learners' time to concentrate on using information, rather than looking for it. It also supports critical thinking at these learning acquisition levels: analysis, synthesis, and evaluation (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Additionally, Dr. Orey further explained how the word "social" in relation to learning simply means that students need another person, whether it be the teacher, a parent, a tutor, or another student to aid in their learning. They are called the "More Knowledgeable Other" factor. He extends this by adding that many of us have Inert Knowledge: it can be articulated, but not applied, and how social learning will help transfer and then apply learning. Dr. Orey continues to support this by stating that social learning must be contextual and cultural in nature. Students must try to understand each other's backgrounds and traditions before they can work together (Social Learning Theories, 2009).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Social Learning Theories. (2009). Bridging Learning Theory, Instruction, and Technology. (Laureate Education, Inc., CD-ROM, 2009 release).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Social Learning Theories. (2009). Bridging Learning Theory, Instruction, and Technology. (Laureate Education, Inc., CD-ROM, 2009 release).
Monday, September 28, 2009
Our resources this week are based on constructionist learning. They applaud hands-on, critical thinking activities that academically help kids succeed in the classroom. Because so many of these projects are not technologically-based, teachers may and will find themselves asking their students for help in these particular areas. From a previous course here at Walden, our students in today's world are digital natives, and are accustomed to learning and socializing on a computer; whereas the educator may not be. The educator's reply where she mentioned how her students’ self-esteem was boosted when they helped her, but not her own, as they instructed her on how to learn a new technique on the computer (Constructionist vs. Constructivist, 2009).
How do the strategies presented in our resources reflect the constructivist/constructionist approach to learning? Project-based learning is essential for students’ application, self-motivation, and overall long term memory retention (http://www.edutopia.org/project-learning). Dr. Orey explains how equilibration is so important for students. This explains how the mind accomodates for new learning, such as the parent explaining to the child that a cat is not a dog when the cat comes along in the park. The mind must learn what this is and put itself back in balance to its learning schema-information already previously obtained from other sources (Constructionist vs. Constructivist Learning Theories, 2009). The web resources offered differing approaches to hands-on project based learning. From the site pbl-online.org projects are designed to engage students throughout the process, from beginning to end. I also especially liked how it gave teachers clear directions for how to explicitely teach how to do a project step by step, and then guide as a facilitator throughout. The Appletree Learning site was based on doing online hands-on projects like charting the flight of the Monarch Butterfly. It also solidifies the importance of cultural awareness through having to complete activities online, and with students of different backgrounds. From edutopia.org students solve real world problems and then present these solutions to experts in those fields. For the NASA solar system simulator site, students can watch various science videos, join in webinars, enter contests, and complete science and math based projects. The last site I viewed was Astroadventure, and I automatically went to the teacher/parent site because I think as teachers we want to know how the site can help us. I wasn't too pleased with this particular part of it because all the documents were PDF files and seemed tedious to read. I was very pleased, however, when I navigated to the part explaining how students could create their own planets. I finally heard strange computer voices and the graphics began to move. It does need updating.
Angie Cash
Constructionist and Constructivist Learning Theories. (2009). Bridging Learning Theory, Instruction, and Technology. (Laureate Education, Inc. CD-ROM, 2009 release).
How do the strategies presented in our resources reflect the constructivist/constructionist approach to learning? Project-based learning is essential for students’ application, self-motivation, and overall long term memory retention (http://www.edutopia.org/project-learning). Dr. Orey explains how equilibration is so important for students. This explains how the mind accomodates for new learning, such as the parent explaining to the child that a cat is not a dog when the cat comes along in the park. The mind must learn what this is and put itself back in balance to its learning schema-information already previously obtained from other sources (Constructionist vs. Constructivist Learning Theories, 2009). The web resources offered differing approaches to hands-on project based learning. From the site pbl-online.org projects are designed to engage students throughout the process, from beginning to end. I also especially liked how it gave teachers clear directions for how to explicitely teach how to do a project step by step, and then guide as a facilitator throughout. The Appletree Learning site was based on doing online hands-on projects like charting the flight of the Monarch Butterfly. It also solidifies the importance of cultural awareness through having to complete activities online, and with students of different backgrounds. From edutopia.org students solve real world problems and then present these solutions to experts in those fields. For the NASA solar system simulator site, students can watch various science videos, join in webinars, enter contests, and complete science and math based projects. The last site I viewed was Astroadventure, and I automatically went to the teacher/parent site because I think as teachers we want to know how the site can help us. I wasn't too pleased with this particular part of it because all the documents were PDF files and seemed tedious to read. I was very pleased, however, when I navigated to the part explaining how students could create their own planets. I finally heard strange computer voices and the graphics began to move. It does need updating.
Angie Cash
Constructionist and Constructivist Learning Theories. (2009). Bridging Learning Theory, Instruction, and Technology. (Laureate Education, Inc. CD-ROM, 2009 release).
Saturday, September 26, 2009
Using Technological Strategies for Summarizing and Note Taking
It's really no wonder why students don't like to take notes. If they're just being given to them verbally and they simply write them down, how boring is this?! To savvy them us a little bit, teachers may (like I've done) place them on an overhead projector and have them write them down as well. This is still pretty ho hum. I'm thankful that our resources this week have presented us with information on how to teach summarizing and note taking utilizing current technological advances, while creating meaningful learning opportunties too.
Software programs such as Inspiration and Spinscape offer students the ability to organize notes in a meaningful web map that will help them learn concepts better than ordinary boring note taking. Plus these features offer colorful graphics and links in which students can place pictures and other pertinent information on them as well. PowerPoints offer the ability for creative note taking, combining pictures and their related terms (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Software programs such as Inspiration and Spinscape offer students the ability to organize notes in a meaningful web map that will help them learn concepts better than ordinary boring note taking. Plus these features offer colorful graphics and links in which students can place pictures and other pertinent information on them as well. PowerPoints offer the ability for creative note taking, combining pictures and their related terms (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Saturday, September 19, 2009
Classroom Instructional Strategies Linked to Behavior
First of all, my apologies to Dr. Krauss for not getting to this until now-Saturday, Sept. 19. The only excuse I have is that I am not accustomed to going to my blog site, and am more familiar with doing the applications. With that said, however, I am glad we are going to be utilizing blogging a great deal during this course.
From our resource Using Technology with Classroom Instruction that Works, we explored two methods used by educators to help motivate students' learning in the classroom, in addition to their behavior towards that learning. One of these was "Reinforcing Effort" and the other was "Homework Practice." For the reinforcing effort module, a teacher was able to create an effort rubric, naming each category with point values correlating with it, and students on their own were able to self-assess how they were meeting these effort standards. For instance, one category is "Paying attention." To achieve the highest point value of "4", the student must: pay attention in class, listen carefully to the teacher's questions, and focus on the class work at least 95% of the time (Pitler, Hubbell, Kuhn & Malenoski, 2007). This is associated with the behaviorist learning theory because it addresses students' needs and provides immediate and appropriate feedback (Lever-Duffy & McDonald, 2008). In order for this to be successful, students must first be explicitly taught about effort and complete some initial effort exercises to understand its concept (Pitler, Hubbell, Kuhn & Malenoski, 2007).
Next, homework and practice enable students to get additional help with lessons they've already explored in the classroom. Plus, it gives them a chance to work and read independently. If homework is assigned it should be commented upon, with parental involvement to a minimum, and should be the amount recommended for the grade level of the student (Pitler, Hubbell, Kuhn & Malenoski, 2007). The behaviorist learning theory is incorporated here because students are learning how to utilize technology to improve homework skills and practice, creating a meaningful sense of self-efficacy. The above resource further describes how the seemingly normal word processing program on Microsoft Word can enhance students' reports simply by understanding several more options students can choose that are on it. I have known about the Flesch-Kincaid grade level ratings and have just recently shown my class how to utilize this feature. Now they want to know if their reports are on grade level. We've talked about and looked at the "Auto Summarize" feature as well. I need to show them how this works. Often, students want to write, "The End." They need to see how key points in stories are used as the summary.
I believe students behaviors towards learning is reflected in the resources they have been taught to incorporate into that learning. Today's students expect cutting edge learning opportunties such as WIKI's, blogs, podcasting, and even being instructed on how to use Microsoft Word more effectively. As educators we should continue to focus on teaching our students these valuable tools to increase their social and academic success. I have much still to do.
Angie Cash
Lever-Duffy, J., & McDonald, J. (2008). Theoretical Foundations. Boston, M.A. Allyn and Bacon.
Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007) Using Technology with Classroom Instruction that Works. Alexandria, V.A. ASCD.
From our resource Using Technology with Classroom Instruction that Works, we explored two methods used by educators to help motivate students' learning in the classroom, in addition to their behavior towards that learning. One of these was "Reinforcing Effort" and the other was "Homework Practice." For the reinforcing effort module, a teacher was able to create an effort rubric, naming each category with point values correlating with it, and students on their own were able to self-assess how they were meeting these effort standards. For instance, one category is "Paying attention." To achieve the highest point value of "4", the student must: pay attention in class, listen carefully to the teacher's questions, and focus on the class work at least 95% of the time (Pitler, Hubbell, Kuhn & Malenoski, 2007). This is associated with the behaviorist learning theory because it addresses students' needs and provides immediate and appropriate feedback (Lever-Duffy & McDonald, 2008). In order for this to be successful, students must first be explicitly taught about effort and complete some initial effort exercises to understand its concept (Pitler, Hubbell, Kuhn & Malenoski, 2007).
Next, homework and practice enable students to get additional help with lessons they've already explored in the classroom. Plus, it gives them a chance to work and read independently. If homework is assigned it should be commented upon, with parental involvement to a minimum, and should be the amount recommended for the grade level of the student (Pitler, Hubbell, Kuhn & Malenoski, 2007). The behaviorist learning theory is incorporated here because students are learning how to utilize technology to improve homework skills and practice, creating a meaningful sense of self-efficacy. The above resource further describes how the seemingly normal word processing program on Microsoft Word can enhance students' reports simply by understanding several more options students can choose that are on it. I have known about the Flesch-Kincaid grade level ratings and have just recently shown my class how to utilize this feature. Now they want to know if their reports are on grade level. We've talked about and looked at the "Auto Summarize" feature as well. I need to show them how this works. Often, students want to write, "The End." They need to see how key points in stories are used as the summary.
I believe students behaviors towards learning is reflected in the resources they have been taught to incorporate into that learning. Today's students expect cutting edge learning opportunties such as WIKI's, blogs, podcasting, and even being instructed on how to use Microsoft Word more effectively. As educators we should continue to focus on teaching our students these valuable tools to increase their social and academic success. I have much still to do.
Angie Cash
Lever-Duffy, J., & McDonald, J. (2008). Theoretical Foundations. Boston, M.A. Allyn and Bacon.
Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007) Using Technology with Classroom Instruction that Works. Alexandria, V.A. ASCD.
Saturday, June 20, 2009
Week 8 Reflection
I am so very grateful to have had this opportunity to immerse myself into a different way of learning technology. So often I have used technology in the class for the sake of technology, mainly as a filler, and I haven't incorporated teaching students how to do different things with technology. Now, I believe I have a basic foundation for teaching my students how to utilize technology for different purposes, while also incorporating our state's curriculum standards.
This course has helped me develop my technological skills in several ways. First, I have been given explicit instructions and links on how to create pod casts, WIKI's, and blogs. Secondly, once they were created, I now own this knowledge, because for me, it took several hours just to get from point A to point B. However, as I muddled through and didn't give up, I know I can now create these and show my class how to do it. Further, encouragement from my instructor and classmates is a blessing. Thanks everyone!
I have deepened my knowledge of the teaching and learning process from our listening and reading resources these past 8 weeks. So often, they explained how students come to the classroom having already immersed themselves in social networking, that "regular school" is very boring for them. As educators, we have to grab this social networking and also bring into the curriculum academic networking, and we must allow our students to help us with this. Our classrooms will really become "a community of learners" when all of us know we can learn something from each other every day.
My perspective of teacher-centered to learner centered is slowly emerging. Because I am a digital immigrant I still have an underlying fear that if I give my students too much control, all control will be lost. So...I am slowly loosening the reigns of being the center of instruction. All of these resources and discussions from my classmates are showing me that I must do this in order for my students to benefit from their learning. One thing that helps me is the fact that I don't mind asking for help with any sort of learning strategy that can be used in the classroom. The obstacle I run into is finding the time to do it, and lack of support from administration. I believe this is largely because of a lack of knowledge of the resources available to them.
There are several ways I plan to expand my knowledge of technology, teaching of technology, and increasing student achievement with technology. First, I am looking forward to learning even more about integrating technology in the classroom through this degree I am obtaining from Walden. Secondly, my plan is to introduce blogging to my students when school begins in the fall of 2009. I know this will take some time to accomplish because of administration approval and parental permission as well. Student achievement will be increased because as students know they can create and publish for an audience bigger than their classroom, I believe they will know their learning is important to them. It will be authentic.
I do plan to implement a couple technological goals over the next two years. Again, I will plan to introduce blogging to the class. My goal is for students to have a means of reflection for their lessons. In these reflections, students will explain what they learned or didn't learn, if the learning strategy was useful for them, and in what ways I can teach it better the next time. A second goal is to integrate audio pod casting in the curriculum. In order to accomplish these tasks, the school administration must be given proper information and sources that explain how it will be done, and that their students' identities will not be harmed. I know this will have to begin with me doing some research via information I've already gathered from this class, and also through our technology coordinator and teacher at school. School systems must realize that technology isn't going away and that it is only going to become more and more advanced. Our students already know this and they use it every day.
My checklist is a little different from week 1. I want to be a more student-centered, learner-centered educator. This will be my most important goal.
This course has helped me develop my technological skills in several ways. First, I have been given explicit instructions and links on how to create pod casts, WIKI's, and blogs. Secondly, once they were created, I now own this knowledge, because for me, it took several hours just to get from point A to point B. However, as I muddled through and didn't give up, I know I can now create these and show my class how to do it. Further, encouragement from my instructor and classmates is a blessing. Thanks everyone!
I have deepened my knowledge of the teaching and learning process from our listening and reading resources these past 8 weeks. So often, they explained how students come to the classroom having already immersed themselves in social networking, that "regular school" is very boring for them. As educators, we have to grab this social networking and also bring into the curriculum academic networking, and we must allow our students to help us with this. Our classrooms will really become "a community of learners" when all of us know we can learn something from each other every day.
My perspective of teacher-centered to learner centered is slowly emerging. Because I am a digital immigrant I still have an underlying fear that if I give my students too much control, all control will be lost. So...I am slowly loosening the reigns of being the center of instruction. All of these resources and discussions from my classmates are showing me that I must do this in order for my students to benefit from their learning. One thing that helps me is the fact that I don't mind asking for help with any sort of learning strategy that can be used in the classroom. The obstacle I run into is finding the time to do it, and lack of support from administration. I believe this is largely because of a lack of knowledge of the resources available to them.
There are several ways I plan to expand my knowledge of technology, teaching of technology, and increasing student achievement with technology. First, I am looking forward to learning even more about integrating technology in the classroom through this degree I am obtaining from Walden. Secondly, my plan is to introduce blogging to my students when school begins in the fall of 2009. I know this will take some time to accomplish because of administration approval and parental permission as well. Student achievement will be increased because as students know they can create and publish for an audience bigger than their classroom, I believe they will know their learning is important to them. It will be authentic.
I do plan to implement a couple technological goals over the next two years. Again, I will plan to introduce blogging to the class. My goal is for students to have a means of reflection for their lessons. In these reflections, students will explain what they learned or didn't learn, if the learning strategy was useful for them, and in what ways I can teach it better the next time. A second goal is to integrate audio pod casting in the curriculum. In order to accomplish these tasks, the school administration must be given proper information and sources that explain how it will be done, and that their students' identities will not be harmed. I know this will have to begin with me doing some research via information I've already gathered from this class, and also through our technology coordinator and teacher at school. School systems must realize that technology isn't going away and that it is only going to become more and more advanced. Our students already know this and they use it every day.
My checklist is a little different from week 1. I want to be a more student-centered, learner-centered educator. This will be my most important goal.
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