Reflection

I have learned many things throughout this course, including the purpose and benefits of creating a GAME plan. Early in the course, I examined the NETS-T and selected two areas I would like to improve on. These became the goals for my GAME plan. Over the next few weeks I took actions toward achieving my goals and continually monitored my progress. I learned that my goals are going to take longer to achieve than just a few weeks. My goals will continue to remain just that, goals. It is important that I don't quit striving to achieve them as it is more clear now than ever that I have a lot of work yet to do.

Using the GAME plan has helped me to maximize my efforts relating to my established goals. This process has been truly valuable and would equally benefit my students. Teaching my students how to follow the GAME plan with the NETS-S will give them the same opportunity to push themselves to achieve more and reflect upon the process. The best way to encourage them to stick with their plan is if I model how it is done as I continue pursuing my goals alongside them.

Studying the NETS-S has opened my eyes to the importance of integrating technology into my social studies curriculum. There are so many important skills that my students must learn in regards to technology. Teaching these skills while simultaneously teaching content is important. This can be achieved through problem-based learning activities as well as through online collaboration and digital storytelling activities. Technology supports content learning while the content lends itself nicely to technology infusion. This joining of forces will enable to students to meet both their content area and technology goals while supporting my efforts to promote student learning in my classroom. As I end this course, I plan on actively infusing my lessons with meaningful technologies to enrich the learning experiences of my students.

Managing My GAME Plan

I am well on my way to meeting my goals of teaching my students how to ethically use information from the Internet as well as being a leader for technology integration in our school. Over the past couple of weeks, I have evaluated the information and resources needed to carry out my plan. I have found much of the information I was looking for and have developed additional questions to be answered.

The first goal I set is to teach my students how to ethically use the information of others by paraphrasing and giving credit to their sources. I began an inquiry project with my students requiring them to find information from a variety of sources and put it into their own words. I am happy to report that all is going well. I have learned that this is a skill I will have to teach my students in a series of stages. As my students become better able to paraphrase information, I will then begin teaching them how to formally cite their sources. My students are at the point that they understand the rationale behind this process.

My second goal was to become a leader in my building for integrating technology. I have found that there are a handful of teachers who are willing and eager to start using technology. I shared a technology rich project that I developed with several teachers at my grade level. They seemed excited about using it. I am continuing to develop my own skills with technology so that I am better able to help others.

While striving to meet this goal, I have come across a few roadblocks. I have found teachers who are simply uninterested in using technology in their classrooms. These teachers are set in their ways and approach the concept as making their jobs more difficult. I know this is because they are uncomfortable with or unknowledgeable about technology. I think I need to start small with these teachers showing them simple yet meaningful ways to integrate technology so as not to overwhelm them.

I have also done some searching into sites that are and are not blocked by our school filters. I need to do some additional research here because the results were somewhat surprising. I need to understand why certain sites are blocked while there is open access to others. This has been a long-standing problem at my school for the past few years. The administration is really pushing for teachers in my building to use new technology and Internet-based application in their classrooms. However, many Internet sites that can be used very affectively for education are blocked, and many for not just reason in the minds of many teachers.

Some additional questions that have started to form for my GAME are dealing mostly with my second goal of becoming the technology “go to” person in my school. The first question that I have is, what types of technologies are my colleagues currently using and would like to learn how to use? I think that by answering this question it will help me better prepare for answering a questions that might arise with fellow teachers. The second question is, How is the staff using technology in their classrooms? If I am going to be the person to come to help integrate technology in other teachers classrooms, I need to be able to have a long list of what people are doing and what they can be doing with technology.

Carrying Out My GAME Plan

Carrying Out My Game Plan

Recently I developed a GAME plan to help me improve as a teacher in meeting two indicators set forth by ISTE regarding technology. I chose to focus on teaching and modeling for my students how to ethically use technology while respecting the work of others. I want my students to give credit to the sources of their information. The second goal I created was to become a leader in my school for technology integration in the classroom. I want to model how technology can be used effectively in the classroom while helping other staff members to become more effective users of it. In order to carry out my plan, I have certain considerations to take.

One thing I must consider to follow my GAME plan is that there are certain resources I will need to make it possible. First, I must have the obvious, which is access to technology and the Internet. I have four student computers and one teacher computer in my classroom and access to the computer lab on Fridays. I also have access to 25 iPads, an Apple TV, and a SMART board. I will need access to download appropriate software and application, as well as access to the Internet.

To achieve my educational goals, I will need more information. First, I need to know exactly which technologies I am permitted to use in my school. I need to find out what sites may be restricted and if there is a process I must go through to make them accessible to the students and myself. I need to know which teachers are interested in learning about different technologies and their level of confidence and ability regarding them. Finally, I need access to educational articles or journals talking about ways in which technology can be used in the classroom to further my own abilities and understanding.

I have taken several steps toward achieving my goals already. For a current project I am working on with my students, I have developed a list of resources that the students may use. I am familiarizing myself with the content on these different websites so that I can best help my students to use the work of others without plagiarizing. This will also help me when teaching my students how to make a reference page. I have introduced the concept of plagiarism with my students and begun modeling and practicing proper ways of paraphrasing. One step I have taken toward my second goal, was accepting the job of being the “go to guy” when any of the teachers need assistance or suggestions on their SMART boards and iPads. While I do not feel overly qualified to do this, I will become better prepared through continual practice and further educational experiences.

References:

National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.

My Technology GAME Plan

Technology is advancing at an extremely fast pace all around me. I have begun to understand the impact it has on our culture. People are more connected today than ever before, and the trend is not stopping. The Internet provides access to just about any information imaginable and much more quickly than looking it up in a book. Because of the convenience and immediacy provided by the Internet, it is often the source turned to for information. The Internet provides access to reference materials, experts, and other students, all of which can be valuable throughout the learning process.

With technology becoming such an integral part of society, teachers have an obligation to prepare themselves and our students to use it in a responsible manner. ISTE has developed technology standards and performance indicators aimed at helping teachers to become effective users of technology. One particular indicator I would like to improve upon is teaching my students to respect the work of others by giving credit where credit is due. With information so readily available, I want my students to learn to respect the thoughts and work of others by documenting their sources.

 In order to achieve this goal, I plan on teaching my students about copyright and plagiarism. I will practice with my students how to use the thoughts of someone else to build upon their learning. I will work through the process of taking information and synthesizing to create a unique and original thought. I will monitor my students to ensure they are providing the sources they used in supporting their thoughts and ideas and will continue to model this behavior myself. As the students become more skilled at giving credit to the source of information, I plan to extend their learning by including the information in a formal reference list. I will practice this skill with my students until they are ethical users of technology.

A second goal I have for myself is to become a leader in my school for technology integration in the classroom. As I get more accustomed to using a variety of technologies in my classroom, I want to promote its usage by showing my colleagues how it can be used as an effective teaching and learning tool. I will help to develop the skills of others by modeling technology integration and acting as a personal resource for them. I will make sure that I am achieving my goal by continually trying new technologies and sharing my discoveries with others. I am committed to trying new technologies and using them to further my students’ content learning.

References:

National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.

Reflection

In the first week of this course, I defined my personal theory of learning as being eclectic, combining primarily behaviorist and constructivist ideas. I believed that the methods worked best when used together versus being used independent of each other. While I do still hold this belief, there are some changes I would make to it based upon the information I learned in this course. At the beginning of the course, I felt that behaviorist and constructivist methods should be used fairly equally. Now I have a different perspective. I feel that behaviorist methods serve an important function being wonderful for teaching students classroom management skills, however, constructivist methods could be used to accomplish the same task. I feel that constructivist methods should be used predominately when teaching in the content areas. Technology can help make this happen.

I would like to focus on using technology as a means of meeting my constructivist goals. One form of technology that I plan on using in my classroom is VoiceThread. This technology is a wonderful learning tool when put in the hands of the students. The students can work independently or collaboratively to create an artifact that demonstrates their learning and understanding. VoiceThread then provides a way to receive feedback that is not only teacher provided but peer provided as well. This process encourages the students to be reflective about their learning (Laureate Education, Inc., 2011b).

Concept mapping is another technology tool that I plan to implement. This tool is also a powerful learning tool when put into student hands. Concept maps require students to understand relationships and connections between ideas or topics. This requires the students to think critically about the information as they organize it around a focus question. Students have to create meaningful linking words that describe the relationships between two concepts, enhancing their understanding. This tool provides a great way to create a visual artifact that demonstrates student learning(Pitler, Hubbell, Kuhn, & Malenoski, 2007). I found SpiderScribe to be a great concept mapping resource.

Reflecting upon my learning has opened my eyes to the need for making changes in my classroom. One change I would like to focus on is using technology as a learning tool more than as an instructional tool. To do this, I will take time to teach my students how to use different applications such as Microsoft PowerPoint and Publisher so that the tools can be used to promote student learning through the construction of an artifact (Laureate Education, Inc., 2011a). While I will continue to use such tools as instructional tools, I will encourage the students to use them to construct knowledge. My second goal is to find and learn new technologies that my students can use in the classroom. I am committed to searching for technology that will promote student learning by having them become active in creating something. I will continue to share ideas with peers and try new technologies so I can increase the number of resources available for my students to use. By focusing on these two goals, I will create an engaging learning environment that supports student learning.

References

Laureate Education, Inc. (Producer). (2011a). 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

Laureate Education, Inc. (Producer). (2011b). Program ten: Spotlight on technology: VoiceThread [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., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Social Learning Theory

This week in class, we are investigating the impact that socialization has on learning. Social Learning Theory, as described by Dr. Orey, is based upon the belief that learning occurs when students are engaging in the construction of artifacts as well as conversing with others (Laureate Education, Inc., 2011a). I personally agree with Dr. Orey. Independently, children cannot progress as well as when social interaction is involved. After all, what good is speech without conversation?

Technology can play a big role in allowing meaningful collaboration and social networking to occur. Students can share ideas and understandings with others easily through the use of a blog. Wikis allow students to work in cooperative groups and construct a learning artifact that represents the understanding of the group as a whole. WebQuests are another form of technology that enables collaboration. The students are given a task in which they work together to complete. VoiceThread is a form of technology that can be created independently or as a group and allows for ideas to be shared with others through comments left by the viewers (Laureate Education, Inc., 2011b). Social bookmarking sites allow students to collaborate through the sharing of valuable resources. Students can share sites that include information that helped them gain a deeper understanding of a certain topic. Through social networking and collaboration, students become more knowledgeable as they share their understanding with their peers (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

Dr. Orey referred to Vygotsky's Zone of Proximal Development. This is what the child should be able to learn at this time in their life (Laureate Education, Inc., 2011). Sometimes children need the help of a more knowledgeable other in order to understand something. Social networking and collaboration allows this to happen. As the child's understanding increases, they move up in their Zone of Proximal Development and are able to learn more as a result (Laureate Education, Inc., 2011a). Without social interaction, the child may not have been able to progress and would have remained at a lower level.

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 ten: Spotlight on technology: VoiceThread [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., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

My VoiceThread on Cell Phones in the Classroom

http://voicethread.com/share/3147664/

Constructivism in Practice

The Constructionist View of learning is based upon the belief that students learn best when they create artifacts that can be shared with others (Laureate Education, Inc., 2011). Technology can be used in the generation of these artifacts, while simultaneously increasing student motivation. This week we learned about the instructional strategy, Generating and Testing Hypotheses, as well as project-based, problem-based, and inquiry-based approaches to learning. Each of these instructional strategies promotes learning in a constructionist based classroom.

In our course text, Using Technology with Classroom Instruction the Works (2007), the authors discuss the strategy Generating and Testing Hypotheses. They maintain that this strategy is effective in all content areas and mention three different technologies that enhance its use, spreadsheet software, data collection tools, and Web resources (Pitler, Hubbell, Kuhn & Malenoski, 2007). Each form of technology can be used in the classroom in the construction of a learning artifact.

Spreadsheet software, such as Microsoft Excel, can be used to record and analyze data. The students can create spreadsheets that they could then use in the construction of a related graph. Data collection tools vary, but include scientific instruments and the Internet. These tools are used to collect data and expand knowledge by studying patterns in the data. Web resources, focused on inquiry-based learning, include games and interactive applications such as WebQuests. These resources help students to gain an understanding of certain information and make educated judgments based upon this knowledge. Each of these types of technology can be used effectively in the classroom as a way of creating an artifact that demonstrates meaningful learning.

The Constructionist Theory of Learning is based upon knowledge being constructed. This gain in knowledge is demonstrated by the creation of an artifact. Project-based and problem-based learning do just that. Both methods of learning involve students constructing knowledge through investigation. This knowledge is then applied to create a product or performance, or to solve a real-world problem . Both methods are student-centered which is an essential component of constructionist methods. By using these instructional strategies, students should be actively engaged in learning and able to share evidence of this learning through the creation of their artifact.
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

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

Cognitivism in Practice

The Information Processing Model, described by Dr. Michael Orey, is one of the main components of the Cognitive Learning Theory.  As stated by Dr. Orey, information first goes into the short-term or working memory which has a limited capacity for storing information.  If the information is rehearsed enough, it is then moved into the long-term memory as either a declarative, procedural, or episodic memory (Laureate Education, Inc., 2011). Dr. Orey describes the act of forgetting as not losing information, but losing the connection to the information in one's mind (Laureate Education, Inc., 2011). Teachers can strengthen the connections their students are making with the information which enhances their ability to understand and apply it, by implementing certain instructional strategies.

According to the text, Using Technology with Classroom Instruction that Works, the authors describe instructional strategies that support the Cognitive Learning Theory. Using cues, questions and advance organizers is one way teachers can promote learning. Cues and questions are effective ways of accessing students' prior knowledge (Pitler, Hubbell, Kuhn & Malenoski, 2007). Advance organizers are a way students can classify and structure new information (Pitler, Hubbell, Kuhn & Malenoski, 2007). Stronger connections can be made in the minds of students by using cues, questions, and advance organizers. The stronger the connection, the less the chance the student will forget the information.

Another instructional strategy described in the book, Using Technology with Classroom Instruction that Works, is summarizing and note taking. According to Pitler, Hubbell, Kuhn, and Malenoski (2007), using this strategy "focuses on enhancing students' ability to synthesize information and distill it into a concise new form" (p.119). By summarizing and taking notes about information, the students are rehearsing it which is necessary to move it into long-term memory.

Concept mapping and the use of virtual field trips are also valuable strategies for learning information. Both methods allow for the students' use of multiple senses. According to Dr. Orey, learning is improved when multiple senses are integrated (Laureate Education, Inc., 2011). As with the other strategies, stronger connections can be made when elaboration is used, improving the student's ability to use the information in a meaningful manner.

References

Laureate Education, Inc. (Producer). (2011). 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

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

Behaviorism in Practice

Behaviorism in today’s classroom uses positive and negative reinforcement, and punishment to teach students acceptable behaviors and also to modify their behaviors that are not acceptable. Positive reinforcement rewards a student with something that they value, were as negative reinforcement involves the removal of something that is of value.  For example, giving a homework pass to a student who has completed all their previous homework on time (Orey, 2001). Technology can be used with positive and negative reinforcement to strengthen connections and promote student learning.

In order for teachers to ensure that the technology application being used is of value to student learning, a connection between the learning objectives and instructional strategies must be determined. One instructional strategy where technology can be implemented in a meaningful way is when used to reinforce student efforts. If a teacher wanted his or her students to make a connection between the amount of effort they displayed or an achievement they have gained, they could use a variety of technology applications. The students could rate themselves using an effort rubric and record their scores using spreadsheet software. The data could then be graphed giving the students a visual representation of this connection (Pitler, Hubbell, Kuhn & Malenoski, 2007).

Using technology in this way supports the behaviorist theories. If the student had rated themselves high on the rubric for applying themselves to the task at hand, they will most likely achieve and experience greater success on the assignment, therefore positively reinforcing this type of action.  The more effort placed on a task the better the results are likely to be. As the students begin to experience this connection, they are more likely to change their behaviors in order to keep experiencing success.

Homework and Practice is another instructional strategy commonly used in today’s classrooms to reinforce concepts and applying skills. Using technology in this type of situation is also associated with behaviorist theories on learning. Applications that use drill and practice techniques reinforce correct responses by using animation, graphics, and or verbal responses. When students make errors, the choice is not reinforced the same way.  Programs that use tutorials to present information to students immediately assess their understanding. When the student is successful, they move forward in the tutorial. When the student is not successful, the tutorial will often send them back to a point in which they can learn the correct information. The immediate feedback provided by these two types of applications is beneficial to students, allowing them to modify their behaviors early in the learning process.

There are other technology applications that remain consistent with the behaviorist model while still offering the same benefits to student learning. Word processing applications can be used to narrow down research, allowing students to locate accurate and reliable information.  This type of application can also be used to summarize important information and increase writing skills. Interactive games and collaborative communication sites can also be used for homework assignments and practice (Pitler, Hubbell, Kuhn & Malenoski, 2007). Using these resources as reinforcers of specific content provide the students with immediate data regarding their strengths and weaknesses. Having this information empowers the students to make changes in their behaviors while encouraging active learning.

References

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved fromhttp://projects.coe.uga.edu/epltt/

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

Reflection

During the past weeks, my eyes have been opened to a world full of technology. Before beginning this class, I would have classified myself as a blogging novice. I had created a blog once or twice, but my eyes have been opened to an entirely new use for it in my classroom. I had never heard of RSS aggregators and I didn't realize how powerful creating a wiki could be in terms of collaboration. Podcasting was new to me as well. Though I had heard of podcasting, I was completely unfamiliar with how it was done and the purposes it could serve in a classroom. I have been transformed over the last eight weeks in my technological abilities. I have experienced success and a deeper understanding from using each of these technologies.

One of the biggest eye openers came from reading Prensky's articles. He makes the distinction between digital natives and digital immigrants. Prensky describes digital natives as people extremely familiar with computers and the Internet, as well as video games. These learners are adept at multitasking and networking. While digital immigrants also use technology, it is not second nature as it is for a native. Immigrants revert to old, more familiar, ways of doing things because they think differently than digital natives and have different learning preferences and styles (Prensky, 2001).

My perspectives about teaching changed as I gained this new knowledge. I recognized that I am a digital immigrant forcing my digital native students to conform to my ways. No longer can my classroom be a teacher-centered environment. I must shift the focus to student-centered, project based learning as described by Dr. Thornburg (Laureate, 2008). According to Tom Krucli, this allows students to take charge of their own learning promoting increased success and confidence (Laureate, 2010). Jeff Houston makes the point that embracing these technologies in the classroom allows teachers to reach all learning styles which will allow every student to experience success (Laureate, 2008).

Being a teacher requires a commitment to life-long learning. I will continue to grow and develop as an educator as I practice using these new technologies and as I find ways to implement them successfully in my lessons. I am still a technological novice, but the very nature of these tools allows me to network like my students to find answers to my own questions. Teachers are now facilitators responsible for modeling how to find information and for helping students determine the meaning and credibility of what they find (Laureate, 2010).

   

Over the next two years, I would like to reach two goals. I want to incorporate more meaningful technology into my lessons and assume the role of a facilitator instead of continuing with my teacher-centered approaches. I plan to focus on meeting my first goal by carefully redesigning my lessons so that technology is being used for learning in a meaningful and project centered manner. I don't want to use technology solely to impress my students; I want them to use it to impress themselves. In order to accomplish my second goal, I will need to learn how to step back and relinquish control. I can no longer continue with teacher driven learning activities. I need to allow my students to take responsibility for their own learning and help them find meaning in their discoveries through this process.  

References

Laureate Education, Inc. (2010). Understanding the Impact of Technology on Education, Work, & Society. "The Changing Role of the Classroom, Part 2." Baltimore: Author.

Laureate Education, Inc. (2010). Understanding the Impact of Technology on Education, Work, & Society. "Bringing the Fun into Teaching with Technology." Baltimore: Author.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).