Reflection

            In my GAME Plan, I created two different goals dealing with technology.  One goal was to begin purposefully incorporating technology on a daily basis (ISTE Standard 2.a.)  My second goal was to begin sharing what I do in my classroom with others and facilitate a training session. 

            So far, I have greatly improved on purposefully incorporating technology into my lessons.  Our SMARTBoard is officially working and I have been using it almost daily!  I am excited about the possibilities in which I can use our interactive whiteboard along with my instruction.  I continue to use iPads for skills practice, word work, and research.

            I have not made as much progress on my second goal because our district has not set up any specific dates for in-district technology training.  Even though I have not been able to do this, I have set up times with some teachers for them to come observe me while I am using the SMARTBoard or iPads.  I hope to let other teachers use the SMARTBoard as well, and show administrators that they are very valuable tools!  I have also set up times to watch a few other colleagues during their teaching to see how they integrate technology as well.

            I will continue to work toward each goal throughout the school year.  I hope to work with other colleagues throughout the year sharing ideas.  To share my use of technology, I may have to set up a class or meeting and send an email to teachers in the district rather than waiting for a specific time to share my work.

            As a result of this course, I will continue to strive to incorporate technology in an appropriate manner.  It is important to incorporate the technology based on the lesson objectives rather than creating a lesson around the technology.  I am excited to continue incorporating problem-based learning, social networking/online collaboration, and digital storytelling. 

As an intervention teacher, I feel it will be difficult to incorporate problem-based learning but I think it can be done, especially with non-fiction text.  I think online collaboration can be used in many ways by having students work together to write about math concepts.  I could see having a Monday/Wednesday math group work on writing the steps of addition while the Tuesday/Thursday group works on steps of subtraction.  Then, the students can edit and grade each other’s work.  I can see digital storytelling being useful in reading and math.  Students in reading could create trailers for stories they have read, and math students can illustrate their understanding of a math process.  I am excited to continue incorporating all these teaching strategies in the classroom!

Monitoring My GAME Plan

        I feel as though this process (or maybe just this class/school year) is already flying by.  So far, my GAME Plan is going fairly well.  There are a few adjustments I have made, or need to make. 

        As far as integrating technology goes, I think I am making progress.  In reading, I have used the iPads for students to complete word work during phonics lessons.  Not only is this allowing the students to practice using specific phonics skills, but it exposing students to the keyboard and where letters are located.  I have also used the iPads for specific math skills practice at the end of an intervention lesson.  I also use my projector and document camera daily to complete phonics practice.  We are still waiting for our SMARTBoard to be set up (hopefully this week).  Today we received some software with reading and math lessons to be used with our interactive whiteboard, which I am very excited to explore.  My teaching partner and I have also found a few websites that have free math lessons we can use to incorporate technology.  Does anyone use or know of any good websites or blogs where teachers share SMARTBoard lessons?

        Progress on my second goal is not going quite at quickly.  I am having a hard time determining when to meet with colleagues.  I have decided it may be better to create a wiki to share with colleagues.  This way everyone who is interested in my school can read and share their thoughts on their own time.  Our technology IF will be out of school for a couple weeks because of back surgery, so I have not been able to discuss and workshop options with her at this time.

        I feel confident about the progress I have made so far.  Resources and information are fairly simple to find for each goal so far.  I have learned that I use technology more than I realize on a daily basis, but I feel I could be more purposeful at times.  I am curious as to how other teachers are using iPads and other types of technology in their kindergarten-second grade classrooms.  I am especially curious about how other intervention teachers (Special Education and Title I) teachers use technology to support their instruction.

Action Research Update

Wow!  I can't believe how quickly the time has gone.  I have noticed in my research study that some skills are much easier and take less time to teach and learn.  Students quickly picked up on ordering numbers 0-20. I also feel that since I had to alter the timeline of my study, that students did not have enough time to develop all skills fully.  Most students started to figure our making 5 by the end of the week.  I also noticed that addition skills improved much more quickly than subtraction skills.  Some students still want to add when practicing a subtraction fluency test.  I also believe that learning to subtract simply takes more time.  I am eager to complete the post tests with students next week to see what kind of progress they have made.

Carrying Out My GAME Plan

Last week I created a personal GAME Plan with two different goals for technology.  My goals are:

1.      To improve on standard 2.a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity (International Society for Technology in Education (ISTE), 2008).

2.      To improve on standard 5.d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community (International Society for Technology in Education (ISTE), 2008).

To reach my goals, I will need different resources and information to assist me and guide my learning and teaching.  Different resources I might need to incorporate technology into lessons include iPads and iPad apps, internet, SMARTBoard, projector, and a document camera.  I would also need a blog to share what I am doing with others, which I already have set up!  To facilitate a professional development workshop, I need to contact our district technology IF (instructional facilitator).  The technology IF is usually in charge of our technology professional development.  I will also need to create a digital diary to ask myself questions and keep notes throughout the process of the GAME plan. 

      To share technology and how I am using it in my classroom I will also need to set up dates that I can hold sessions.  These will most likely be done in my school with any colleague that would like to join.  I will have to be sure to check the school and district calendar when scheduling these sessions as well. 

So far, I have been able to incorporate technology into a few different lessons this week.  I have used LexiaCore5, a reading program on iPads, so students can independently practice skills while I work with students one-on-one on skills.  I have also used different math apps on iPads such as Splash Math and Teach Me to practice specific skills after finishing a lesson.

Personal GAME Plan

In this class we have been discussing how to integrate technology into lessons across the curriculum.  We have also learned about something called the GAME plan.  The GAME plan guides teachers and students in self-directed learning.  To follow the GAME plan, you set goals (G), take action (A), monitor progress (M), and evaluate progress (E).  I am using the GAME plan to address my proficiency in integrating technology in the classroom.

Goals

     The goals I have set deal with the ISTE Standards for Teachers. 

1. My first goal is to improve on standard 2.a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity (International Society for Technology in Education (ISTE), 2008).  I will work on this goal throughout the school year.
2. My second goal is to improve on standard 5.d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community (International Society for Technology in Education (ISTE), 2008).

Actions

Goal 1

1. The first action I would take to meet my first goal would be to try to incorporate technology into one new lesson each week.  It is important to gradually design or adapt lessons that I teach, rather than trying to adapt everything at one time. 

Goal 2

1. The actions I would take to meet my second goal would include sharing what I do in my classroom to incorporate technology with my colleagues.  I could do this by using my blog or sending a monthly newsletter through school e-mail. 
2. A second action I could take would be to facilitate a session on a district professional development day that is dedicated to technology.  In the past, I have facilitated a session in which I shared different iPad apps that I use the most in my classroom and how I use them.

Monitor Progress

Goal 1

1. While doing lesson plans, I will choose one lesson that I feel I could integrate technology into.  I will be careful not to create a technology lesson, but stick to the content.  At the end of each week, I will look at the chosen technology lesson to determine how successful it was and what changes I may need to make.
2. I will keep notes on the process as well. (What was hard, what went well, what I need to change, etc.)

Goal 2

1. To monitor my progress I would write in my calendar each month time to dedicate to sharing how I use technology.  I would also share with my colleagues how I plan to share my thoughts.

Evaluate and Extend Learning

Goal 1

1. To evaluate how I have designed and adapted lessons to incorporate technology I will review my notes from the year.  If I was successfully able to integrate technology into at least one lesson per week, I would be successful!
2. To extend my learning, I would continue the process the following school year, only I would integrate technology into more than one lesson each week.

Goal 2

1. To evaluate my progress on this goal I would make sure that I save all newsletters sent to colleagues as well as when I facilitate tech sessions.
2. To extend my learning I could look into eventually facilitating a session at a technology conference or teaching a class.

References

International Society for Technology in Education (ISTE). (2008). Standards•T. Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf

Action Research Update

     My initial wondering for my action research study is: What strategy is more effective for student achievement in intervention; teaching four mathematics topics daily for eight weeks or teaching each of the four topics for two weeks over an eight week period?
     This school year, our district is implementing a new math curriculum.  There is also an intervention system that is part of the program, as well as a Tier 3 math program that was purchased for use.  As a result of the decisions made by the K-5 intervention team, I will not be able to complete my research for the planned ten weeks.  Instead, I will completing the study for six weeks. I still believe I will find the answers to my question.
     During the first full week of school (August 25-29) the intervention team began pulling first graders for math intervention.  The students that participate in math intervention are students that were identified for support from last school year.  I gave the five students in the group a pre-test in four different math topic areas (ordering numbers 0-20, making 5 and 10, addition to 5, and subtraction from 5).  Another intervention teacher is helping to teach the two groups of students.  I met with the teacher to determine the different ways and strategies we would teach each skill to the group.
     It was very interesting to analyze the pre-tests.  While taking the making 5 assessment I noticed how difficult this was for all five students in the group.  Because of the difficulty of the task, I chose to only focus on making 5 rather than including making 10.  I then split the students into two different groups; one group of three and a group of two.  There is at least one low level student and one medium/high student in each group.
      During the first week of interventions after giving the pre-tests, Group 1 (three students) will work on all four skills each week.  Group 2 (two students) worked on ordering numbers 0-20.  I noticed that Group 2 was regularly succeeding in the ordering number tasks that were given to them by the end of the week.  I am concerned that the lower of the two students will not remember the skills by the time we do the post-test.
     This coming week, Group 1 will continue to work on all four skills throughout the week.  Group 2 will work on making 5.
   

Blog Use

Hello all!  I can't believe we will be in our 12th day of the school year tomorrow!  I wanted to update you and let you know that I will be using my blog for two purposes.  The first is to update and reflect on an action research project that I am working on in my classroom.  I will also be using my blog for classroom assignments for the new class I just started, Integrating Technology Across the Content Areas (6713).  Have a great week!

Reflection

     This is the final week of our course, “Bridging Learning Theory, Instruction, and Technology”.  As I look back to where I started during week one, I know that I have learned so much that will have an impact on my teaching.  I am eager to continue implementing technology and applying different instructional strategies in my instruction.

Reflection on the “Personal Theory of Learning”

After re-reading my “Personal Theory of Learning” I have realized that what I believe still holds true, and in fact, I believe it even more.  More now than ever, I believe that every child can learn and succeed.  My feelings are even stronger that it takes a combination of all of the learning theories, instructional strategies, and technology tools to be an effective teacher.  I mentioned that Lever-Duffy and McDonald (2008) stated in Theoretical Foundations that, “To be effectively used, educational technology should not be segregated from the teaching and learning that it supports” (p.3).  I think this goes hand-in-hand with our discussion about technology as an instructional tool versus a learning tool.  It is so important for students to be using the technology in the classroom, not just the teacher.

Immediate Adjustments

As a result of my learning in this course, I have, and will continue to be, more cognizant of how I use technology in my classroom.  I will use and implement technology more often as a learning tool than as an instructional tool.  One of the most important things according to Dr. Orey (Laureate Education, Inc., 2011c), is to get technology in the hands of students.  I will also keep in mind the many different learning theories that were addressed in this class and how they correlate to different types of technology.  I have already incorporated many different technology tools into my instruction.

Technology Tools

The two types of technology that I would like to use with my students the most are concept mapping tools (advance organizers) and VoiceThread.  I believe that using concept mapping tools in my classroom will allow learners to showcase their own learning.  According to Dr. Orey (Laureate Education, Inc., 2011b) concept mapping tools allow students to replicate the network model of memory.  Concept maps allow for the use of effective images.  Learners can also visualize and make connections between ideas (Laureate Education, Inc., 2011b).  VoiceThread can appeal to learners of all modalities; auditory, visual, and kinesthetic.  Students can create a VoiceThread together as part of a collaborative group.  VoiceThread can also be used as part of jigsaw groups and students can teach each other content material.  Cooperative learning groups are an excellent method to use VoiceThread with because students can interact with one another.  Cooperative learning is an important strategy to use because it makes each student responsible for their own learning, as well as the learning of others (Laureate Education, Inc., 2011a).  Incorporating jigsaw groups and cooperative learning along with VoiceThread will help deepen the understanding of content because students are teaching it to each other (Laureate Education, Inc., 2011a).  There are many other technology tools that I would eventually like to incorporate as well, but these will be my main focus to start.

Long Term Goals

The first long term goal I have is to use VoiceThread and mind maps (such as those from www.cacoo.com or Kidspriation app).  So far, I have used mind maps in two different lessons and one VoiceThread, and the students have loved it.  We have only used these for small group activities and group completion.  I would like to use mind maps and VoiceThread to have students show understanding of a lesson or topic in a content area.  Students could also teach their peers different content using these tools.  Using different cooperative learning groups will allow for use of these tools as well.  I will make an effort to transform lessons so that students would be able to use these amazing tools.  I will do one lesson at a time and make sure I teach students how to use each tool.  I also want to share these tools with my colleagues and encourage them to find ways to incorporate them into their instruction.

A second goal I have is to use my SMART Board as a learning tool more often than using it as an instructional tool. I have used SMART Boards before but I am getting a new on in my classroom and I am so excited about the opportunities I will have.  SMART Boards can be a very engaging instructional tool, but they can become even more powerful if I have students use it and manipulate different tools on the board.  During some lessons we can create a mind map together using the SMART Board and I can allow the students to add nodes, text, and pictures.  I hope to find other ways to use the SMART Board as a learning tool as I learn more about it.

Final Thoughts

I know that I have learned so much from this class and I have to remind myself to take small steps towards integrating technology.  If a teacher tries to make it happened overnight, it will be for the wrong reasons and it will not be effective for student learning.  I am eager to continue this journey!

References

Laureate Education, Inc. (Producer). (2011a). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011c). Program thirteen: Technology: Instructional tool vs. learning tool [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

 

Connectivism and Social Learning in Practice

        This week we have focused on connectivism and social learning and different learning strategies that can be incorporated with these learning theories.  These learning theories, along with the several other theories I have discussed in past weeks, all have a place in the classroom.  I feel each learning theory plays and important role in the classroom and it is important for teachers to understand each theory. 

Connectivism

        Connectivism is a theory that says knowledge exists in the patterns of how different concepts are networked (Laureate Education, Inc., 2011b).  This theory relies on interacting with others and making connections to other information.  Siemens (Laureate Education, Inc., 2011b) stated that “learning is the act of forming networks and navigating networks of knowledge”.

Social Learning Theories

        In the video, Social Learning Theories, Dr. Orey discussed Zone of Proximal Development (ZPD), More Knowledgeable Others (MKO), Situated Cognition, and Cooperative Learning.  Each of these theories makes up social learning theories.  Orey (Laureate Education, Inc., 2011a) discussed that students are engaged in constructing artifacts and communicating with others. MKO theory states that a person can gain knowledge from interacting with others such as parents, teachers, peers, and even computers (Laureate Education, Inc., 2011a).  According to Kim (2001) culture and context are extremely important to understanding the society and creating knowledge. 

Cooperative Learning

        This week in Using Technology with Classroom Instruction that Works we read about cooperative learning.  Cooperative learning is a strategy that has students work together in groups to enhance their learning (Pitler, Hubbell, & Kuhn, 2012).  In cooperative learning you can grade the group as well as the individuals.  According to Orey (Laureate Education, Inc., 2011a), using cooperative learning means that students are responsible for each other’s learning and there is a group consequence or reward. 

        There are several different ways teachers can use cooperative learning.  I have always enjoyed using jigsaw groups.  Jigsaw groups allow students to teach each other content and allows for deeper understanding of that content (Laureate Education, Inc., 2011a).  Students can also use many different technology tools to cooperate and collaborate with each other.  A few examples of these would be using a blog or wiki, using Google, or even Facebook.  This week we were asked to explore a tool called VoiceThread.  Using www.voicethread.com students can create a project and comment about different items throughout the project by recording their voice or typing their responses.  Here is an example of the voice thread I created for an upcoming lesson:

https://voicethread.com/share/5612023/

 

Final Thoughts

        I believe that connectivism, social learning theories, and cooperative learning are all very important pieces in the classroom.  I feel it is important to remember that not all students will enjoy group work and not do complete every unit or lesson in this manner.  I think the best approach is a well-rounded approach, using several different learning theories.  I recommend you check out the following websites!

http://www.jigsaw.org/

This is an excellent website that offers tips and techniques for using jigsaw groups in your classroom.

http://www.simplypsychology.org/bandura.html

This is a good article about Social Learning Theory and an excellent website dealing with several of the learning theories we have explored.

Resources

Kim, B. (2001). Social Constructivism.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved April 2, 2014, from http://projects.coe.uga.edu/epltt/

Laureate Education, Inc. (Producer). (2011a). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program nine: Connectivism as a learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Constructivism & Constructionism in Practice

       This week we have moved our focus to constructionism and constructivism.  There is a difference in the two theories, although constructionism builds on the foundations of constructivism.  Constructivism is a theory of knowledge that says each individual constructs their own meaning of content, subjects, objects, etc. (Laureate Education, Inc., 2011).  One example that Dr. Orey used is that each person has their own meaning and experiences of what a chair is (Laureate Education, Inc., 2011).  Constructionism is a theory of learning that says people learn best when they have to create something and share with others (Laureate Education, Inc., 2011).  There are several different teaching strategies that can be used with these theories.  I will discuss generating and testing hypotheses, project-based learning, learning by design, and problem based instruction.

Generating and Testing Hypotheses

       Like most people when you read this heading, you probably thought of science.  I did as well before I read the chapter in Using Technology with Classroom Instruction that Works covering this strategy.  I have learned that this strategy can be useful in many subjects to complete systems analysis, problem solving, experimental inquiry, and investigation.  When I first started reading, I also wondered how these would work in the elementary grades, but as I continued to read I learned that there are many ways this strategy could be used.  An example in the book was that a student was examining the root cause of why freshman are late to class, and that it was due to locker placement.  The student used a graphic organizer and examined different causes and solutions for the problem.  This could be used with many different questions and various grade levels.  Pitler, Hubbell, and Kuhn (2012) had two recommendations for using this strategy in the classroom:

·         Engage students in a variety of structured tasks for generating and testing hypotheses.

·         Ask students to explain their hypotheses or predictions and their conclusions. (p. 204)

       You can use brainstorming software such as Kidspiration or spreadsheets with formulas already set-up.  If you use spreadsheets, students will be able to make predictions, and manipulate information to determine if their hypotheses were correct.  Spreadsheets can also save precious learning time because you, the teacher, can already have them set up as a template.  This strategy complements the constructionism learning theory because students are creating or building items, which Dr. Orey stated was the root of the theory (Laureate Education, Inc., 2011). 

Project-based Learning & Learning by Design

       Project-based learning is a strategy to engage students in continued, cooperative inquiry in complex activities (Orey, 2001).  While using this strategy, students go through a planning stage, creating stage, and a processing stage.  In the planning stage, students choose a topic, complete research, and organize information.  In the creating stage, students develop their thoughts, and coordinate with their group members.  In the processing stage, students reflect on their work, and make any necessary changes.  As Dr. Orey discussed, constructionism requires students to create and share something they build or put together (Laureate Education, Inc., 2011).

       Learning by design is very similar to project-based learning.  It focuses on different types of design, such as creating, participating, or programming (Orey, 2001).  Learning by design can take place in groups or as individuals.

       Both project-based learning and learning by design both focus on a learner- or student-centered environment.  In both types of learning students are required to take responsibility for their learning, are provided choices, and are given real-world tasks (Orey, 2001).  These two strategies also have differences.  In learning by design students create something for a pre-selected audience, whereas in project-based learning they may not have a targeted audience (Orey, 2001).  Project-based learning is generally a long-term project and involves working with others.

Problem-Based Instruction

       Problem-based instruction has students solve real-world problems and use critical thinking skills.  It is important for students to solve problems that they can connect to and understand how the content can be used from day to day.  Problem-based instruction is very similar to project-based learning.  A useful tool for this strategy is WebQuests.  Teachers can present open-ended questions to students and have pre-set links for the students to navigate through and gather information.

Websites

http://www.kathimitchell.com/quests.htm

This is a great website with WebQuests listed by content area and subject.

http://wveis.k12.wv.us/teach21/public/project/MainMenu.cfm?tsele1=3

The West Virginia Department of Education has excellent lesson plans for project-based instruction listed by subject and grade level.  Some subjects are K-12 but not all.

References

 

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/index.php?title=Main_Page

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Cognitivism in Practice

      This week we have shifted our focus from Behaviorism to Cognitive Learning Theories.  The Cognitive Learning theory focuses on the information processing model.  In the information processing model the first step is input of information, then it moves to short-term memory, and with rehearsal information moves to long-term memory (Laureate Education, Inc., 2011a).  We focused on different strategies that can be used with Cognitive Learning Theories in mind.  There are many cognitive tools and strategies that can be used such as information seeking, information presentation, knowledge organization, knowledge integration, and knowledge generation tools (Orey, 2001).  Each of these tools allows for different learning to take place.

Cues, Questions, and Advance Organizers

      The first strategies I will touch on are giving cues, asking questions, and using advance organizers.  Cues give students hints about what the lesson may be on, and when given explicitly can be very useful to students (Pitler, Hubbell, Kuhn, 2012).  Asking questions can do two things; one, it will allow students to access prior knowledge, and two, it will allow teachers to assess students current knowledge (Pitler et al., 2012).  An advance organizer can be used before you begin a lesson to show students the important pieces of the lesson and activate their prior knowledge (Pitler et al., 2012).  There are three different types of organizers that can be used, expository, narrative, and graphic, depending on the topic and what you are trying to accomplish.  Using each of these strategies will activate a student’s prior knowledge which can allow for elaboration.  Elaboration helps information to be stored in the long-term memory (Laureate Education, Inc., 2011a).  Using different advance organizers can also allow for the teacher to reach multiple senses which improves learning (Pitler et al., 2012). 

Summarizing and Note Taking

      Summarizing may seem simple, but there are a few important factors to remember when using these strategies.  Summarizing allows students to put their new learning into their own words, which will in turn help it become part of their long-term memory.  The three rules as stated by Pitler, Hubbell, and Kuhn (2012) for summarizing are to teach students the rule-based summarizing strategy, use summary frames, and engage students in reciprocal teaching.  When students summarize text, they are taking out information that is not needed and keep the information that is important to remember.  This allows for students to internalize what is important.  Students can also use visuals when summarizing.  Using text and images is important according to Paivio’s dual coding theory (Laureate Education, Inc., 2011a). 

      Note taking can also seem very simple, but how often do we teach our students how to take notes?  Pitler et al. (2012) recommend that you give teacher-prepared notes, teach students a variety of note-taking formats, and provide opportunities for students to revise their notes and use them for review. Note taking can also use images and text. 

Virtual Field Trips

      Virtual field trips can be an exciting addition to a lesson or unit.  According to Dr. Orey virtual field trips create an episodic event which helps information to be stored in long-term memory (Laureate Education, Inc., 2011b).  An episodic event is something that happens in your life and you can connect to (Laureate Education, Inc., 2011a).  These field trips can allow for students and classrooms to go places where they may not be able to travel.  Dr. Orey (Laureate Education, Inc., 2011b) also mentioned that virtual field trips can engage students in critical thinking. 

Concept Maps

      Concept maps can be another very important cognitive learning tool.  A concept map contains text and images which allows for dual coding as suggested by Pavio (Laureate Education, Inc., 2011a).  These maps allow students to visualize ideas and make connections between ideas (Laureate Education, Inc., 2011a).  Concept maps can be used in many different ways such as notes, assignments, or even assessments.

      There are many more cognitive learning tools out there and these are just a few that we focused on this week.  I feel these tools can be very powerful and essential for instruction.  These tools can help strengthen my teaching and the learning that takes place in my classroom.  I hope to continue to learn more about each one and incorporate them more and more into my teaching.

 

Here some excellent resources for you to look into. 

This is a great article about the use on concept maps in elementary education and early childhood education.

http://ecrp.uiuc.edu/v8n2/birbili.html

This site lists some of the best virtual field trips!  There are also descriptions of other education websites, along with tips and tricks.

http://ilearntechnology.com/?tag=virtual-field-trips

 

References

Laureate Education, Inc. (Producer). (2011a). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program six: Spotlight on technology: Virtual field trips [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/index.php?title=Main_Page

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

 

Behaviorism in Practice

I believe that behaviorism has a vital place in today’s classroom. It is essential to classroom management and providing a safe environment for children. I also believe that reinforcing effort, providing recognition, assigning homework, and providing practice can work hand in hand with behaviorism; and each are an important piece in teaching.

 

Reinforcing Effort

It is important to remember that effort and achievement have a close relationship and the more we expose students to this relationship, the more they will realize the effects of effort (Pitler, Hubbell, & Kuhn, 2012). The behaviorist theory consists of reinforcement and punishment. Reinforcement is the more powerful of the two (Laureate Education, Inc., 2011). Students need consistent reinforcement of effort to understand the power of effort (Pitler et al., 2012). To incorporate technology into reinforcing effort you can use rubrics and spreadsheets to track student effort, success, and failure.

Providing Recognition

Providing recognition in the classroom is very important when it is task- or process-oriented; rather than person- or ability-oriented (Pitler et al., 2012). It is important to make recognition personalized, and I feel it can make all the difference for some students. You can also provide recognition by giving certificates or sending e-mails. If you have a class blog, that would be a great place to share exemplary work.

Check out this website/book excerpt about reinforcing effort and providing recognition at http://www.paec.org/itrk3/files/pdfs/whatworksreinforce.pdf.

 

Assigning Homework and Providing Practice

Assigning homework and practice for students outside of the classroom can provide extra opportunities for students to apply their newly learned skills and knowledge. It is important for students to have frequent practice in varied contexts (Smith, 1999). It is important to assign homework that supports what is being taught and learned in the classroom and provide feedback (Pitler et al., 2012). Homework and practice can be assigned using technology. Utilizing technology can make homework engaging and interactive. Sites like XtraMath (https://xtramath.org/) and Starfall (http://www.starfall.com/) can be useful for elementary students.

The following link is a brochure from the American Federation of Teachers regarding assigning effective homework; it is a helpful resource:

http://www.aft.org/pdfs/tools4teachers/ST_Homework0411.pdf

 

Overall, I think behaviorism and the above strategies are a necessary tool in the classroom. The strategies can be motivating for students and help them succeed. Using these strategies combined with aspects of behaviorism, you can create a culture of consistency in the classroom.

References

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

 

Smith, K. (1999).  The behaviourist orientation to learning.  In The encyclopedia of informal education. Retrieved from http://infed.org/mobi/the-behaviourist-orientation-to-learning/

Reflection

This is week seven of our course, and I cannot believe how quickly it has gone.  I have learned how to create, maintain, and edit a blog, collaborate on a wiki, and create and share a podcast.  I have also found ways that I can use each of these tools in the classroom.

I have a deeper understanding of how students today learn and expectations for 21^st century learners.  Students today learn in many different ways, and teachers need to think about the needs of all students.  The needs of students have also changed because as teachers, we need to prepare them with 21^st century skills, for the job world they will someday enter.  Part of the 21^st century skills are collaboration.  To prepare students to be able to collaborate in the working environment, we need to move towards student-centered classrooms.  In student-centered classrooms, learners have a deeper understanding of the topics and subjects they are learning.  Students will experience more inquiry and they will determine where the curriculum will go.

I am currently enrolled in a master’s program; Integrating Technology in the Classroom.  I hope that the courses I am taking will continue to prepare me for the technology rich classrooms I hope to have.  Even after I am finished with this program, I think I will need continual development on the up and coming tools for the 21^st century. 

 

Over the next two years, I hope to achieve two goals.  One goal is to use technology in my classroom on a daily basis.  Not only do I want to use technology on a daily basis, but I want the technology to be used by students and not just me as the teacher.  I do have iPads available to use anytime during the day, but the challenge for me will be to determine different ways to incorporate them into my intervention groups.  I know that I may not be able to do this every day with each group I see, but I hope to be able to do it at least a couple times a week with each group.  I hope the iPads will become a tool to enhance instruction and not just something we use for a couple of fun apps.  Not only do I want to use the iPads on a daily basis, but I want them to be an essential tool in my instruction.  Currently they are a tool we use if we have the time or as a reward on Fridays.  When we use the iPads on Fridays we stick to educational apps specific to the intervention topic (reading or math), but I want the iPads to be more than that. 

 

A second goal I have is to obtain a SMARTBoard (interactive whiteboard) in my classroom.  I feel they would be an engaging tool for intervention students, and I would be able to create more versatile and interactive lessons.  This will be a challenge for me as many of our district administrators feel they are a technology tool of the past.  We will be adopting a new math curriculum starting next year, and there are many interactive manipulatives available that would enhance our lessons.  I also hope that a SMARTBoard would be a positive addition to an intervention classroom for students that struggle.  As I continue through my courses and grow as a professional, I hope that I will be able to meet these goals.

 In week one of this course, I filled out a checklist about my practices to support 21^st century skills and developing technology skills for the school and workplace environments.  Looking back at this checklist, I see a few areas where I have made a lot of improvements.  I have worked very hard to model appropriate practices of integration in my classroom.  Throughout this class, I have been able to network, share, and learn from other professionals in our field.  I will continue to work on improve all of these skills throughout this program and my professional career.  I am excited to continue this learning journey!

Today's Students

This week I was able to create my first podcast.  We focused on today's students and technology.  I hope you enjoy!

http://torigoertz.podbean.com/

21st Century Skills

This week our focus in class has been 21st Century Skills.  21st Century Skills are the skills that students will need to succeed in the future.  They are made up of the thinking, collaboration, and work skills that students will need to be able to use in the workplace.  To learn more about 21st Century Skills I looked at the website of the Partnership for 21st Century Skills at www.p21.org.

After browsing the website, I have learned a lot about 21st Century Skills; how they were created, ways to implement them, and so much more.  The website was easy to navigate and easy to follow.  There was information about the partnership, the Strategic Council, what the partnership does, what 21st Century Skills are, states that are involved, exemplar schools, and news and events.

I was surprised to learn who the members of the Strategic Council were and how the partnership was started.  There are members on the Strategic Council are from large companies such as Disney, PBS, and LEGO.  I also found 21st Century Skills Maps for each academic area.  These will be very helpful when determining how to integrate the 21st Century Skills into other areas.  

It is essential for students to have exposure and experience with 21st Century Skills.  These skills with give students the ability to be successful in the workforce.  Technology will continue to evolve and it is important that students are able to use them appropriately.  It is also extremely important for teachers to know and use 21st Century Skills because we have a duty to prepare our students for the future.

Overall, I thought this was a very useful website.  It was interesting to learn more about the 21st Century Skills and ways to incorporate them into instruction.  Looking at the educator resources will also be very useful in future.  I highly recommend this website to other educators.

Blogs in the Classroom

     Blogs can have so many different uses in classrooms.  I teach in a Title I room and generally see students for half an hour at a time.  The students I see are in kindergarten through second grade.  This can make it even more difficult to determine a use for blogs in my classroom.  Since I work with such young students and only see them for a short amount of time, I did not feel it was appropriate for them to have their own blogs.
     After some thought, I decided that I would like to use a blog as a place to showcase our work and share what we learn.  This would allow students to reflect on what they learned each week.  It would also allow students to get input from the community.  I would be able to post newsletters and event reminders as well.  A classroom blog could also be a place where the other Title I teachers in the building and I could give parents suggestions for home support.

Grad School

Welcome to my blog!  This is my first experience with creating my own blog.  I am currently a student at Walden University, majoring in Integrating Technology in the Classroom.  I can't wait to continue this journey!