Reflection

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Posted by Charles | Posted in Uncategorized | Posted on April 16, 2016

reflect

Upon reflection of week one in this course, I have reaffirmed the notion that students perform best when they are an active participant in their learning.   I was, and still am, a firm believer in technology being a vehicle that provides students with and the opportunity to engage in their learning.   After exploring a variety of theories throughout the course, it is safe to assume that students can enhance this learning with the aid of technology tools.  Technology provides students the opportunity to construct the meaning of any content area.  I would like to think that I am fairly knowledgeable about technology that is being implemented into the classrooms.  However, I have been introduced to many new and exciting tools that I am eager to start implementing into the classroom.  The one area that I may have underestimated in my initial theory of learning is the power of social learning.

There were many theories discussed over the past seven weeks.  Each of these theories plays a valuable role in the field of education.  It is of great value to have a clear understanding of the theories before one can implement technology to be truly effective.  “To use technology effectively, the teacher must have a clear understanding of learning and the teaching strategies that will result in the intended knowledge transfer. The teaching strategies you select will then determine the appropriate types of technological tools necessary to carry them out” (Lever-Duffy & McDonald, 2008).  There is also great importance that should be placed on making the student experiences as real-world as possible.  Today these experiences can be created much easier than previous generations.  One immediate change that I will be implementing as a result of this is to utilize virtual field trips and augmented reality to create more relevance and establish a real-world experience for students.

Two specific theories that have been discussed in great detail throughout this course are constructionism and constructivist theories.  Constructivist learning theory is the process of having students produce mental models in order to gain an understanding of the world.  Constructionism, on the other hand, is the process of students being engaged in a more student-centered environment.  In constructionism, students are active participants in things such as project-based learning or problem-based instruction (Laureate Education, n.d.).  Each of these theories emphasizes the need for a student-centered classroom.  Students help direct their learning, which is focused on an anchor, problem, or question (Orey, 2001).  The social learning theory has also shed light on the value students not only constructing artifacts but to engage with peers socially which have been proven to have many added benefits to student learning.  Cooperative learning provides students with the opportunity to reflect on their learning then gain a deeper understanding of the material by talking and listening to other students (Pitler, Hubbekk, Kuhn,2012).  Due to the value of cooperative learning, I would like to make the immediate adjustment of using more online collaboration tools.  Tools such as Voicethreads and mindmaps are a great start to having students work collaboratively.

Moving forward in the field of education, I am confident that I have obtained valuable skills and tools that will help me grow professionally.  While I have gradually made the transition from being teacher-centered and moved toward a more student-centered classroom setting; I plan to make more adjustments in my planning to achieve an even more student-centered classroom.   To aid in this quest for a more student-centered classroom I will begin using many of the tools that have been utilized through the course.   I am eager to implement mindmaps so that students can organize, compare and contrast, and to collaborate.  Voicethread is another great tool that can be utilized very effectively to gauge student understanding of content.  I am planning on using this tool to summarize and prepare for final exams.  I envision each student taking responsibility for one or two concepts and presenting to their peers.  Students will then engage in a meaningful dialogue with other to reinforce their learning.   I would also like to utilize blogs and wikis to aid in student’s summarization and note taking.  We have learned through the instructional strategy of summarizing and note-taking we can see a gain of up to thirty-four percent in learner outcome.

Many of the tools that have been discussed are relevant for today’s learners and have great value in the classroom.  Looking forward I intend to continue using these tools in the most effective manner.  I will continue to be a life-long learner and stay informed on new and developing technologies that will aid in student learning.  Perhaps the most critical aspect of goals moving forward is to use technology “effectively” in the classroom.  As I have already mentioned, teachers must have a clear understanding of strategies to assist in the selection of the appropriate technology tools.

 

Reference

Lever-Duffy, J., & McDonald, J.B. (2008). Teaching and learning with technology (3rd ed., pp. 2-35). Boston, MA: Pearson Education

Laureate Education (Producer). (n.d.). Constructionist and constructivist learning theories [Video file]. Baltimore, MD: Author

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 (2nd ed.). Alexandria, VA: ASCD.

Learning Theory

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Posted by Charles | Posted in Uncategorized | Posted on March 23, 2016

Constructivism learning theory revolves around students taking control of their learning by being actively engaged in the creation or construction of a product.  This product will then serve as evidence of students understanding of the content.  There is a need for a shift from a teacher-centered learning model to a student-centered learning model.  When students are given the opportunity to be actively engaged in their content while teachers play a facilitator role, students can gain a deeper understanding of their learning.  In constructionism, students are active participants in things such as project-based learning or problem-based instruction (Laureate Education, n.d.-e).  Problem-based learning, learning by design and project-based learning are all great examples that may be implemented to advance the theory of constructivism.  By implementing these models students can activate critical thinking skills while also employing collaboration skills. Through project-based learning, the project should be focused on student goals and standard-based content.  Project based learning should involve critical thinking, problem-solving, collaboration and self-management skills.  There are other elements that should be considered in designing a project such as:

  • Challenging Problem or Question – The problem should be meaningful and at an appropriate challenge level.
  • Sustained Inquiry – The students should be constantly challenged and engaged
  • Authenticity –  The project should relate to student interest and issues in their lives
  • Student Voice & Choice – Students should have some say in the decision-making process.
  • Reflection – Both teachers and students should have the opportunity to reflect on learning that took
  • Critique & Revision – Students should have the opportunity to receive feedback and improve upon their product
  • Public Product – Students products should be shared with others outside the classroom.

It is important to remember, in project-based learning, that teachers should only guide students through the learning, clarifying any misconnections a student may have, rather than simply marking correct or incorrect ( Orey, 2001).

Problem-Based learning, similar to projected-based learning, requires students to create a product; however the focus of the project is in the solution.  Through problem-based learning, teachers encourage students to apply prior knowledge to new concepts.  Problem-based learning is a more collaborative effort amongst students (Orey, 2001). This process developed a deeper understanding rather than the traditional method of teachers providing students with facts and then testing student’s ability to recall those facts.  There are certain characteristic that are present in problem-based learning. Those characteristics are:

  • Open-ended problems that include no one right answer
  • Problems that are specific
  • Student work collaboratively in investigating solutions
  • Teachers are facilitators and only guide the learning process

Each of these learning strategies is deeply rooted in the constructionist learning theory.   Both project-based learning and problem-based learning are instrumental in playing a key role in the future of education and 21st-century skills.  In order to fully participate in today’s global community; students must master the 4 C’s – creativity, critical thinking, communication, and collaboration.  With the implementation of each of the learning strategies discussed, students are one step closer to being prepared for the future.

The implementation of generating and testing hypothesis is typically associated with science courses; however, there are many other content areas that could benefit from this strategy (Pitler, Hubbell & Kuhn, 2012).  There is substantial evidence that supports the effectiveness of increased learning when students are given the opportunity to generate and test a hypothesis, compared to other traditional methods such as a lecture.  To enhance the learning experience, teachers should relate learning to prior knowledge and personal interest.  Technology offers many tools and resources to assist teachers and students in generating and testing a hypothesis.  Since the process of testing hypothesis usually involves the collection, organization, and interpretation of data the use of technology tools can be a great benefit.  Kidspiration is one tool that provides students a workspace to organize their content, data, or thoughts in a visual manner.  Spreadsheets are also a great tool to generate and test student hypothesis.  Spreadsheets offer the ability for students to “interact” with data and to manipulate the data, either to support and disprove their hypothesis.   Simulation software and websites also offer an opportunity for students to engage with content to assist in the quest to test their hypothesis.  A personal favorite is Explore Learning; this particular site provides “Gizmos” to interact with.   Students have the ability to test their hypothesis by the manipulation of various parameters on the gizmo.

References

(Laureate Education Producer). (n.d.-e). Constructionist and constructivist learning theories [Video file]. Baltimore, MD: Author

What is Project Based Learning (PBL)? (n.d.). Retrieved March 23, 2016, from http://bie.org/about/what_pbl

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 (2nd ed.). Alexandria, VA: ASCD

Cognitive Learning & Technology

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Posted by Charles | Posted in Uncategorized | Posted on March 18, 2016

Cognitive learning theory revolves around how someone processes information (Laureate Education Inc., n.d.c). General speaking, there are three stages involved in how someone process information. The process begins by receiving some type of information, which is stored in short term memory. If this information is processed deeply enough, this information will then be stored in long-term memory. One important factor that must be taken into consideration is that there are limitations to how much information students can digest at a given time. It is widely believed that a student can typically process about seven pieces of information at a given time into their short-term memory. This is why it is critical that information is kept to a minimum in an effort to increase the likelihood of retention.

While short-term memory may be acceptable in some cases; the ultimate goal is for students to process information into long-term memory. There are three types of information that are typically stored in long-term memory and they are declarative, procedural, and episodic. Declarative information is simple facts and general information. Procedural information is information that involves a process or how to do something. Finally, episodic information would be episodes from life experiences. There are some related theories to aid in the processing and storing of information. Pavios dual coding hypothesis suggests that individuals are more likely to remember images rather than text.   Images can create a strong connection between content and the image itself. While individuals are storing the image they are also storing labels associated with that image. To further increase the opportunity for long-term memory; the use of elaboration theory can also be implemented.   Elaboration theory involves the process of making connections. When more connections are made with content, there is an increase of long-term memory. One tool used in the network model of memory is concept mappings. Concept mappings help the instructor and students organize information. Since concepts maps are very visual and include images, they often tie into the dual-coding hypothesis.

The use of cues, questions, and advanced organizers provides students a foundation for learning. With the proper questioning, students have the ability to deepen their knowledge on certain topics. Today there are many tools available that provide an opportunity to create a well-organized and visually appealing organizer. As we have already learned, Pavios dual coding hypothesis suggests that students create a stronger connection with images. These graphic organizers can be produced with the tools such as Mind Meister and many other apps and online tools. Mind Meister allows students and teachers the opportunity to collaborate and create stunning organizers and with the aid of images and video concept come to life. To further advance the idea concept of organizers teacher could also implement the use of social bookmarking sites. One such example might include the use of Diigo, which offers the ability to collected, annotate, and share resources. Summarizing and note taking strategies enhance the ability for students to synthesize information (Pitler, Hubbell & Kuhn, 2012). With these instructional strategies, the teacher is providing students the opportunity to separate valuable information from less relevant information. One terrific note taking resource that is available for student use is Evernote. Evernote provides students the ability to link accounts and to manage many different types of notes. Not only do students have the ability to jot down notes, but they can also take screen shots, bookmark websites, and upload images. This resource can meet the needs of many students. The summarization of information in a collaborative manner can also have a profound impact on student learning. There are a variety of tools that can aid in this collaborative summarization. Google Docs is perhaps the most widely used tool in the process of collaboration, but there are other resources available. Your Draft, Whiteboard, and ThinkFree are just a few resources that offer students the ability to share and work collaboratively.

 

References

Laureate Education (Producer). (n.d.-c). Cognitive learning theories [Video file]. Baltimore, MD: Author

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

Reflection

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Posted by Charles | Posted in Uncategorized | Posted on December 13, 2015

reflect

This course has provided me with some unique opportunities and tool that are relevant for today’s students. With the current changes taking place in education, it is important to meet the needs of our learners in a manner that is relevant to them. With the growing consensus concerning 21st-century skills, students need the opportunity to explore their creativity, critical thinking, communication skills, and collaboration skills. This course has explored some technologies that have provided students with the opportunity to showcase these skills. Some of the tools that were used in this course were blogs, wikis, and podcast. I have always been intrigued about blogs, wikis, and podcasting. I have never had the time to commit myself to learning these new tools. Prior to this course, I had some general knowledge of what a blog, wiki, and podcast were but never created or contributed with these tools.

I have created websites prior to this course both for personal use and professional use. Creating a blog was not much different from creating a website. With the implementation of a blog, I have come to realize the value and potential a blog offers. Blogs, unlike a standard website, provides users the opportunity to engage readers by sharing ideas and posting questions and links. Blogs demand interaction from readers (Richardson 2010, pg. 18). Throughout this course, I had the opportunity to share my thoughts and ideas regarding content and methodology, but more importantly, I have had the opportunity to read other professionals and peers. While we have stressed the importance of student communication and collaboration extensively, professional communication and collaboration are just as valuable. I have committed myself to being a lifelong learner and blogging has provided an avenue to communicate and collaborate with others in my field.

Wikis and podcasting were the two technology tools that were least familiar to me. I did have a general idea of what they were but never created, viewed, or listened to any of them. A wiki space was probably the most intimidating of the three resources.   I must admit, when I first learned that “anyone” could create and edit a wiki, I was a little skeptical about the accuracy of the content.   In a discussion between Dr. Thornburg and Dr. Hall, they express that the accuracy of Wikipedia rivals that of a conventional encyclopedia. After creating and contributing to our first wiki space, I immediately began brainstorming future uses of a wiki space in my courses. I am currently pursuing the use a wiki space in my Geometry and Robotic courses after the holidays. Podcasting is another great tool I had the opportunity to experience. I was so impressed with experience that I have already introduced podcasting into one of my courses this year. Students are engaged in the process as well as using skills previously mentioned such as communication and collaboration. While they have not presented a final product; what I am hearing sound great. Many students have gone out of their way to present quality work. I am anticipating some wonderful podcast.

Along with developing skills and knowledge about blogs, wikis, and podcast I recognize the value and importance of 21st-Century learning skills. Before beginning this course, my district had already been stressing the values and integration of 21st-Century skills. There has been a concerted effort to move from teacher-centered classrooms to student-centered classrooms. The district has also impressed upon its staff to provide students with opportunities to self-sufficient and active learners. I believe this course as only reinforced these same principles.   With resources such as International Society for Technolgy in Education Standards and Partnership for 21st-Century Skills (Laureate Education, n.d.a) I will have the ability to continue my pursuit of implementing technology practices into my classroom.   Visiting Partnership for 21st-Century Skills has provided a wealth of information that is pertinent to today’s classrooms. I will continue to visit P21 in the future to further develop my craft.

Dr. Thornburg points out that today’s students are different from learners from the past, and we as a teacher must find ways to meet their needs (Laureate Education n.d.b). The terms digital native and digital immigrants were fairly new to me before this course. Although I was unfamiliar with these terms digital native and digital immigrants, the rationale behind the terms are not. The term digital immigrant was used to identify individuals that were not born into a digital world (Laureate Education, n.d.c). Many of our students would be considered digital natives since most have been influenced by the abundance of technology in their daily lives. Some may consider my generation a digital immigrant due to the lack of technology. I, however, I consider myself more of a digital native due to the comfort of technology and the access that was afforded to me in my younger years. There is often a misconception that digital native and digital immigrant are generational, and this is just not true. Mark Prensky did not intend for the terms digital native and digital immigrant to suggest the level of knowledge one had about technology, but it was rather a metaphor for individual’s attitude and culture. For many years, I have expressed that many students today are not the same type of learners that we were. With the abundance of technology resources at the fingertips of many of our students, they often prefer to utilize this technology into their learning. I have always tried to incorporate technology into lessons, but always maintained focus on the content and not on the technology. The technology should be used to reinforce the students learning and provide opportunities to demonstrate 21st-Century skills.

As I have stated earlier, my district is a strong supporter of learner-centered instruction vs teacher-centered instruction. I am also a strong proponent of student-driven instruction rather than teacher driven instruction. I believe that teacher must encourage students to explore their learning. Exploration will often lead to though provoking questions. Teachers will always provide some level of content knowledge to their students, but we must allow students the opportunity to discover for themselves. It is with this discovery that learning becomes more meaningful to students (Laureate Education, Inc., n.d.a). Dr. Dede mentions that teachers should allow students to gather the information while teachers help students interpret that information (Laureate Education, Inc., n.d.a). We must start teaching students how to learn. Student-driven instruction has many advantages to its implementation, however, it can be a daunting task to implement.   The student-driven instruction does take more preparation time for teachers, but the benefits are well worth the effort.

Lifelong learning is crucial in meeting the needs of our students. With the constantly changing landscape of education, it is more important now that teachers stay informed with current technology and resources. In an effort to stay updated and relevant I have chosen to continue my efforts by reading blogs, podcast, and other relevant websites such as P21. I have also chosen to continue my education by pursuing my masters with an emphasis on implementing technology. While there are times that this endeavor can be overwhelming, I understand the importance to myself and my students.

I have set two long-term goals for transforming my classroom environment within the next two years. Goal #1 will be to continue the use and implementation of blogs, wikis, and podcasting. Each of these technologies offers a unique opportunity. I already find myself listening to podcasts and reading blogs more than I ever have. My students have already embarked in creating content using these technologies.   I would like to expand their use in the future. Goal #2 is to embrace and implement 21st-centrury skills with the aid of a more learner-centered environment. I have begun to make minor changes in my classroom to address these issues and will continue to do so in the future. Within the next two years, I intend the majority of my class to learner-centered and project based. I am impressed and encouraged after reading about a school district in Manor Texas. Students, after a four-year period, will have participated in over 200 projects. The results of this project based model have proven to be a success. The Manor school district boasts a 98% graduation rate and 100% of these students are accepted into a college (Nobori 2012). With results like these, it is hard not to find value in project-based learning.

After reviewing my checklist from week one, I find that some of my answers have changed. With the aid of this course, I can now progress from sometimes to often in some cases. Two particular areas that show growth is integration and collaboration. I am now more comfortable implementing these technology tools since I have had the opportunity to experience how they are used and created. Collaboration with others has also been beneficial to my growth. Through this collaboration, I have learned that I am not alone in this quest. Many teachers face many of the same challenges and struggles as I do.

 

References

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin

Laureate Education, Inc. (Producer). (n.d. a). Debate: Digital natives and digital immigrants [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education, Inc. (Producer). (n.d.b). Evolution of technology and pedagogy [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education, Inc. (Producer). (n.d.c). Evolution of technology and pedagogy [Video file]. Retrieved from https://class.waldenu.edu

Nobori, M. (2012, May 23) A Step-by-Step Guide to the Best Projects. Edutopia.com. Retrieved from http://www.edutopia.org/stw-project-based-learning-best-practices-guide

Podcasting

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Posted by Charles | Posted in Uncategorized | Posted on November 30, 2015

podcastingPhoto Reference: http://justforcrits.com/podcasts-podcasts-everywhere/

Here is my first attempt at podcasting.  For this first episode I interviewed three students to gain their perspective on technology how it is being implemented in the classroom.

 

21st-Century Skills

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Posted by Charles | Posted in Uncategorized | Posted on November 19, 2015

title2

 

     My first impression about www.P21.com is that it has a wealth of information.  At first it seems a little overwhelming and I was not sure where to start.  After reading the mission statement, it was clear the intent of the website was to build a collaborative environment between education, business, community, and government.  With the aid of this collaboration, students can begin to build 21st-century skills to thrive in the evolving workforce.  It is evident that the world we live in today is different from fifteen years ago, so it would stand to reason that the skills and the technology that is needed today are also different.

After exploring the site a little deeper, I was intrigued to find “21st-century student outcomes.”  These are the skills that students should display in order to succeed in life and in the workplace.  (1) Content Knowledge and 21st Century Themes is the first outcome listed.  It goes without saying that students should have a firm grasp of content knowledge.  The students should have skills in Math, English,  Science, and History to name a few.  In an effort to increase the rigor of these courses it is suggested to implement 21st -century interdisciplinary themes into the curriculum.  Some themes that are presented are Global awareness, financial, economic, business and entrepreneurial literacy, Civic literacy, Health literacy, and  Environmental literacy.  (2) The second outcome should be Learning and Innovation Skills.  This outcome should focus on  creativity, critical thinking, and collaboration.  Resources and additional information is provided to address each of these areas.  (3) The third outcome is information, media, and technology skills.  With the increase in the use of technology in the day-to-day operation of many jobs, students must become comfortable with the implementation of this technology (P21).

 (P21, 2011)

   It was refreshing to see how many companies and organizations participate in P21.  As a member, the companies have the opportunity to shape the landscape of how to implement the framework of 21st-century learning.  It is with this collaboration that change can begin to take place.  I found the abundance of resources to be the most beneficial to me.  As a teacher, resources that provide examples of what 21st-century learning looks like is a benefit.  The YouTube video titled “Above and Beyond” did a great job of demonstrating the possibilities when students communicate, collaborate, think critically, and implement creativity  into their projects.  This is a demonstration of what they call the 4C’s.    I was also impressed with a high school in Manor Texas, that infused Project Based Learning into their district.   It was shocking to hear that within a four-year period (9th – 12th) students will have participated in over 200 projects.  Each year students partake in about 50 projects, and students are required to complete 40 hours of community service.  The results of this project based learning are also very impressive.  Manor High School is graduating 98% of their student body with 100% of these students accepted into college (Nobori 2012).  I was enthused to see that a sample of the implementation of one of these projects which were provided by Edutopia, view sample at http://tinyurl.com/njf5ydd. 

After visiting P21, I am motivated to implement some of the great  ideas into my classroom.  While I have always been a big fan of project-based learning, I have been hesitant to immerse myself in the concept.  I am willing to make the commitment this year to address the 4C’s more frequently through project-based learning.  As an educator, I owe it to my students to provide tools that are necessary to succeed in today’s world.  While covering content still plays a valuable role in education, we must provide students with a deeper and more meaningful experience within the content.

Upon reading one of my students blogs, I learned that he was interested in creating an after-school gaming club.  Due to the early stages of this gaming club, he is in need of a sponsor.  I thought, what a wonderful opportunity to implement the 4C’s (communication, collaboration, critical thinking, and creativity)  into a subject matter that the group of students already enjoys.  Why limit students to just playing games when they can be creating the game.  My vision would be for students to communicate and collaborate in the design process.  During this design process, students could use critical thinking to develop their characters and environments.   The student would then have the opportunity to create their game using technologies such as sploder, gamemaker3D, and flowlab. While I am sure there will be challenges along the way, the students will benefit tremendously.

References

Partnership for 21st Century Skills
http://www.p21.org/

Nobori, M. (2012, May 23) A Step-by-Step Guide to the Best Projects. Edutopia.com. Retrieved from http://www.edutopia.org/stw-project-based-learning-best-practices-guide

P21 (Producer). (2011). Above & Beyond [Web Video] Retrieved from https://www.youtube.com/watch?v=zTbuFN8_D_s#t=27

Image Source

http://21stcenturyskillsbook.com/wp-content/uploads/2012/07/title2.jpg

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