Reflection

I really enjoyed learning about the GAME Plan process.  It seems like a very easy to use tool that can be implemented in any aspect of teaching.  I can use it for myself when I set goals or for my students as well.  I created two goals in my game plan to help my students and myself.  My first goal was to evaluate and reflect upon current research and professional practice as well as looking at existing and emerging digital tools and resources to support student learning.  I was able to observe a teacher and ask him questions about the various ways he implements technology in his classroom.  I was also able to get a tour and observed an early start high school that was overflowing with technology.  Although I did not learn about new technologies, I did learn about existing technologies and how they can be implemented more efficiently in the classroom.   

I know that I have come a long way with what I have learned in this program and it has already impacted my instructional practice.  I have started to use many concepts with my students.  I would like to use online collaboration more with my students.  The students really enjoy the opportunity to work outside of the classroom and share their ideas with their classmates.  The students seemed to have a better sense of what it meant to share their ideas with each other.  I was getting input from students who would not normally offer any suggestions, comments, or ideas in class.  I was able to see where students still needed support in math.

There are many things that I would immediately like to begin.  One of the things is using digital storytelling more frequently.  The students really seem interested in doing their best when given the opportunity to come to the computer to record their voice or type.  While the students are taking their state test, I will be working on a Native American unit.  I will bring in the online collaboration component so my students will again have the opportunity to work from home on this project.  This time, I will let the students choose their group and see how it goes with them having that freedom.  One final thing that I would like to do, is share this information with my colleagues.  Many of them are afraid of technology.   If they could just see how much more engaged the students are, how much more effort the students put into their work, and learn, I know they would be just as excited as I am about technology in the classroom. 

Monitoring My Game Plan

My first goal was to evaluate and reflect on current research and professional practice as well as looking at existing and emerging digital tools and resources to support student learning.  I feel like I need to modify my plan and narrow it down to existing and emerging digital tools and resources.  I have learned that I need to start with the technology tools that I currently have and utilize them to their fullest.  Just today, I had a technology “game” training at my site.  It was a great way to look at the technology that is currently on my campus.  I was able to see some ways to engage my students while covering any kind of content with the technology I currently possess (SMARTboard, PowerPoint, and the Internet). The information and resources seem to be landing in my hands right now.  I would like to observe some classrooms, beginning at my site to see how technology is currently being implemented.  From there I would like to branch out and see what some other school sites are doing with technology.  I feel that this will be doable because I currently have a student teacher, which will allow me some freedom to go and observe some classrooms at my site.  Additionally, I need to find some articles or journals that can provide me with ideas or facts about current and existing technologies.  A question that I have wondered about, is what are some good journals to look into that may provide me with some ideas, facts, or data concerning technology and my goal.

As far as my second goal, I have run into a wall.  My second goal was to promote global awareness.  The teacher that I was to “practice” Skyping with has not been able to practice.  I would like to try and get that done so our students can make the next step.  I am wondering if I should modify this goal by setting this goal aside and try to focus more on the first goal.  Something else that I have considered is to try and initiate Skyping with this teacher when her school day ends.  She is three time zones ahead of me and I am hoping that if I can catch her at the end of her day then maybe I can proceed with this goal.  If anyone has any suggestions, I would really love your input.

Carrying Out My GAME Plan

My first goal was to evaluate and reflect on current research and professional practice as well as looking at  existing and emerging digital tools and resources in support of student learning.  Resources needed to carry out this plan would be to attend professional development conferences, obtain academic journals, a journal for my students and myself to write reflections in or a digital recorder, communication with a staff member on my campus (who is heavily involved in technology), and other technology professionals in my district.  One step that I have already taken was to attend the California Association for the Gifted (CAG) conference March 3-4th.  I attended five technology workshops.  Two of these workshops left me feeling excited and eager to implement the technologies that the presenters were using in their classrooms.  Additional information that I would like to get a hold of is how current technologies have benefited K-3 students who come from limited socio-economic backgrounds.  I know that many times students who have low socio-economic backgrounds do not have access at home to many technologies found in schools.  Those students who are lucky enough to attend schools with any technology,

My second goal was to help my students to promote global awareness.  Resources that I would need to complete this goal are computers, microphones, headsets, Internet access, webcams, and an interested classroom teacher from a different location.  Steps that I have already taken are obtaining the above mentioned items to complete a communication session.  The teacher and I have set up dates to "practice" with each other prior to letting our students engage in a Skyping session.  Once the initial communication has happened, I think I will have a better idea as to what additional information I might need.  But these are some things I inquired about just yesterday: time zone, start time, lunch, and recess times as well.  This will help me have a better understanding of a good time to initiate communication. 

Developing Your Personal GAME Plan

In the Engaging in professional growth and leadership NETS-T standard, is the first standard I would like to improve upon.  In the subcategory, “evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital 
tools and resources in support of student learning” my goal is to stay abreast in this area.

To reach this goal, plan on doing a couple of things.  First, connecting with other district personnel that specialize in technology and asking them about their current technology practices.  Asking them what technology tools help them relay content as well as what are some of the technology tools that their students enjoy using.  I would also inquire about what are some new or emerging tools that they have seen being used or things that they would like to use and how it will enhance student learning.  Another way that I would try to meet this goal is to attend any conferences or professional development regarding current technologies and/or emerging technologies.  After doing these two things, I would like to take a look at how the technologies can benefit my students and my needs.  I will keep a journal of any new technology tools that I am able to incorporate into my classroom and reflect on their effectiveness in my classroom.  A way in which I can evaluate and extend my learning is to involve my students.  I can ask them to blog about the new technologies and what they found beneficial and what they did not like.  After using the new technology for a couple of more weeks I can have the students reevaluate the technology to see if their opinions have changed.  If so, what factors caused the change and how can I use that information to improve upon the use of that technology.

The second NETS-T standard I would like to improve upon is “Promote and model digital citizenship and responsibility.”  My second goal would be to help my students be more aware of the world through the “develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using 
digital-age communication and collaboration tools” subcategory.  One way I would like to reach this goal is by having my students be pen pals with students from another state or country.  A way to monitor my progress as well as my students’ progress is to see what kinds of questions they are asking each other about their culture.  If I see that students are not asking good questions or questions that are going to help their understanding of the other person’s culture or way of life, I can step in and prompt them with some guiding questions.  This will help me to see where I might need to reteach certain skills.  I can communicate with the other teacher via email and Skype and keep log of our plans and concerns.   I can read through our emails and make note of things that have worked well and things that need to be altered or eliminated.  If the teacher decides that he or she would like to do pen pal activity again, we can both discuss the things that worked well, things that we would like to do differently, as well as new things we would like to incorporate into the student sessions.  To extend my learning, I would like to ask my fellow classmates about their ideas.  Any suggestions as to how I can extend my learning and how it will benefit myself as well as my students?  

References:

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx   

Reflection

Reflection

            My “Personal Theory of Learning” from week one included two theories, social constructionism and behaviorism.  Social constructionism involves the use of conversation and collaboration in the learning process (Laureate Education, Inc., 2011).  Behaviorism uses reinforcement, punishment, and operant conditioning while students “learn as a response to the environment” (Lever-Duffy& McDonald, 2008, p. 15).  This course has deepened my knowledge and understanding of learning theory and the use of educational technology.  Furthermore, I have made some modifications to my theories because of this deepened understanding.   

            After reflecting upon my learning theories, I have come to the conclusion that I need to provide more collaboration and construction of artifacts.  All the theories presented in this course have all emphasized the importance of student centered learning.  Through technology, students can collaborate, not only in the school setting but also outside of the classroom.  No longer are students struggling to find time to meet together at someone’s house or a library to collaborate and construct artifacts.  Once a student has found information, it can be uploaded to a wiki or blog for others to find and reference.  Technology has also provided different ways in which students present their information.  Students can use various technology tools such as PowerPoint presentations, VoiceThreads, blogs, and wikis to create or utilize in their presentations.

            There are a few immediate adjustments I would like to make to my instructional practice regarding technology integration as a result of this course.  I would like to implement as many technology tools as possible into as many lessons as I can.  Right now I am using an LCD projector, PowerPoint presentations, and a SMARTboard to present information.  I would like the students to begin to create more PowerPoint presentations, VoiceThreads, and use the SMARTboard as learning tools.  After seeing the effect on student learning from last week’s application assignment, I can see the rich understanding in my students learning through the VoiceThreads and PowerPoint presentations.  This was the evidence I needed to see to help my students demonstrate their understanding, other than by using paper and pencil methods.  Because of this course my repertoire of instructional skills has expanded greatly.  I knew that technologies existed to support student learning, but was unaware of how to utilize them to best reach all learners.  This course has provided me with several ways in which I can enrich student learning and understanding.  VoiceThreads, concept mapping, virtual field trips, are all new tools to add to my repertoire that I did not have before.

            A long-term goal that I have is to help my students to become more familiar with PowerPoint presentations.  None of my students have ever created a PowerPoint presentation prior to being in my classroom.  I will create a project in which PowerPoint presentations can be an option for how to present information that the students have learned at least once a month.  This will help students to become more confident in their technology skills and prepare them for the future work place. 

Another long-term goal I have is to provide more use of my new SMARTboard.  This is the first year that I have had this piece of technology in my classroom.  It is also a learning experience for me.  I would like to provide opportunities for the students to manipulate the board more often.  At least twice a week, I will have students guide the class in correcting assignments, leading the class through a learning experience, or playing an interactive learning game.  These opportunities will strengthen student learning, confidence, and memory.

References

Laureate Education, Inc. (Producer). (2011). Program three: Instructional theory vs.

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

Lever-Duffy, J., & McDonald, J. (2008). Teaching and learning with technology (3rd ed.

pp. 2–35). Boston, MA: Pearson Education.

Social Learning Theory

Social Learning Theory

After reading the chapter from our text that presented information about cooperative learning, I gained several insights and made some connections to the social learning theory through information presented by Dr. Orey.   Dr. Orey discussed several topics that pertain to the social learning theory.  One insight I gained from Dr. Orey stated that in a cooperative learning setting, each learner was responsible for everyone else’s learning (Laureate Education Inc., 2011).  The text supported that statement by stating that when students engage each other in groups, their learning is enhanced (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 139).  The text also suggested that during cooperative grouping situations, learners “make sense of, or construct meaning for, new knowledge by interacting with others” (Pitler et al, 2007, p. 139).  Dr. Orey goes on to state that when students teach each other, the understanding is deeper (Laureate Education Inc., 2011).  Another insight gained was when technology is added, Pitler el al, (2007) also suggested that “a modest increase in effect size” was shown in some studies.  Students can use technology to present their group’s findings with the rest of the class.  In addition, technology can also help students to gain understanding of global concerns via other students from around the world (Pitler et al, 2007, p. 145).  This is an example of something Dr. Orey presented in the video.  Orey stated that learners use context and culture to gain knowledge and understanding of our world (Laureate Education Inc., 2011).

Resources

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

Pitler H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with

classroom instruction that works. Alexandria, VA: ASCD.

Voice Thread

 http://voicethread.com/share/2303343

Constructionism in Practice

Constructionism in Practice

            Our resources make connections between instructional strategies and the constructionist and constructivism theory.  Our text stated, “when students generate and test hypotheses, they are engaged in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 202).  Six tasks were presented that teachers can utilize to facilitate the generation and testing of hypotheses (Pitler et al, 2007, p. 203).  Each of these six tasks made a connection with the constructionist constructivism theory.

            One of the six tasks is invention.  In this task learners investigate a need and then create a solution (Pitler et al, 2007, p. 203).  This is a great example of the constructionist theory, which involves creating an artifact and sharing it with others (Laureate Education Inc., 2011).  Another of the six tasks is experimental inquiry where learners witness an event and then try to create a hypothesis as to causes of that event (Pitler et al, 2007, p. 203).  Students then create an experiment to test their guess (Pitler et al, 2007, p. 203).  This is another example of students involved in creating something and being actively involved in determining a solution.  A student being engaged in the process of learning is part of the constructionist theory (Laureate Education Inc., 2011).

            There are many theories available to teachers to promote student learning.  Educators need to utilize the components of each of the theories to best reach their learners.  Staying abreast on how technology can be integrated with these theories can better reach the diverse groups of learners that all educators encounter.

Resources

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.

Cognitive Learning Theory

Educators need to understand the ways in which students learn and process information.  This week’s instructional strategies and learning theory focused on making connections with student’s learning and how technology can aid in those connections.  Cognitive learning theory is based on how information is processed (Laureate Education, Inc., 2011).  Two instructional strategies presented in this weeks learning will assist me in teaching for understanding.

The first instructional strategy presented in this week’s reading was “Cues, Questions, and Advance Organizers.”  In this chapter, a connection was made with the cognitive learning theory that will help me understand how to better teach my learners.  The main idea of this chapter was focused on “enhancing the way in which students retrieved, used, and organized information about a topic” (Pitler, Hubbell, Kuhn, &Malenoski, 2007, p.73).  According to the authors (2007), prior to a lesson, both cues and questions are used to recall prior knowledge while advanced organizers aid in learning (p.73).  By doing this, students will focus on what is most important out of a lesson.  This is important because the cognitive theory states that short-term memory can only hold onto five to nine pieces of information (Laureate Education Inc, 2011).

The second instructional strategy in this week’s text was Summarizing and Note Taking.  This chapter’s focused on helping me to teach the students about finding what was most important about new information (Pitler et al, 2007, p. 119).  As previously stated, students can only retain five to nine new pieces of information in short-term memory (Laureate Education Inc., 2011).  Notes and summaries can be enhanced by the use of technology via wikis and blogs (Pitler et al, 2007, p. 133).  By use of multiple avenues in which students obtain information is part of the cognitive theory (Laureate Education, Inc., 2011).  These are just a few examples of how the cognitive theory is related to our learning.

The two instructional strategies presented in this week’s resources made some connections with the cognitive learning theory.  Educators must apply this information with his or her class to promote student learning.  Instructors must know that this is not the only theory that will work with their learners, but another tool to utilize. 

References:

Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction, and technology. Baltimore, MD: Author.

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

Behaviorism in Practice

This week’s learning focused on behaviorism and instructional strategies.  In the text, information was presented about reinforcement, practice, and homework.  Educators need to utilize this information to better assist students in their learning.

In regards to reinforcement, teachers use a variety of strategies to reinforce learning.  One such way is by use of spreadsheets (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  When students chart effort (based on a rubric) and achievement (test scores), connections are made between the two, leading to an increase in student effort, achievement, and learning (Pitler et al., 2007, p. 156).  The authors further stated that repeated exposure to the use of this kind of strategy is needed for students to fully see the impact of their efforts (2007, p. 159).  This is clearly supports the idea of repeated practice that is involved in the behaviorism theory.

Another example of reinforcement is student recognition.  In the text, a bulletin board displayed student work, which demonstrated great effort to achieve. Additionally, the authors stated that the meaning associated with these stories of effort was much stronger than those of “larger than life heroes” (2007, p. 162).  Again, evidence of positive reinforcement associated with behaviorism.

Practice and homework additionally support the connection with the behaviorism theory.  While students are practicing a skill, educators need to give immediate feedback to help students avoid errors that may interfere with learning (Pitler et al., 2007, p. 188).   This example is further evidence that feedback is incorporated as part of the behaviorism theory.  Furthermore, the authors stated that homework needs to be commented on (2007, p. 187).  Feedback needs to be given to the students, another example of how homework is connected with the behaviorism theory.

Evidence in this week’s resources clearly pointed out the connections between the principles of the behaviorist learning theory and instructional strategies presented.  Although there are many theories to implement in the classroom, each educator needs to fully evaluate their learners and the numerous theories available, to provide support for  student learning.

Resources

Pitler H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with

classroom instruction that works. Alexandria, VA: ASCD.

Reflection

      I have always felt confident in my technology skills as a professional.  This course has helped me to further develop my own technology skills as a professional teacher in many ways.  First, I learned how to use web 2.0 tools such as blogs, wikis, and podcasting.  Web 2.0 tools are concepts I had heard about but had never known how to use them, create them, or knew their purpose.  Now, I can take these tools into the classroom and introduce them to my students to better prepare them for the 21st-century workplace.  Employers are using many of these web 2.0 tools today.  Additionally, I can teach other staff members how to use these tools in their classroom.  The aforementioned examples are just a few ways that this course has helped me to develop my technology skills professionally.

      I have deepened my knowledge and understanding of teaching and learning process in various ways.  This course has helped me to see that students need to be more actively engaged in their learning.  This means that I need to be more of a facilitator and guide the students learning instead of lecturing the students.  In addition, students have access to a wide variety of technology at home and at school.  Students should, therefore, be using the technology to prepare them for the future jobs that have yet to be created.  With this understanding of the unknown future employment opportunities, I need to ensure that my students are prepared.  Likewise, students need to have real-world problems to solve creatively to help prepare them for those jobs.  Furthermore, students need to have the basic skills of keyboarding, searching for valid information on the Internet, and be able to determine the validity of that information.  Using this knowledge and information to guide my teaching will better prepare my students for the future.

      My thinking has changed from being teacher-centered to being learner-centered.  When I plan my lessons now, I try to think of ways that the students can be engaged more in small group discussions.  I have even looked into creating some centers where the students can explore concepts on an independent level or in small groups.  Another way that my teaching focus has changed is by trying to incorporate more technology rich experiences.  The students used to go to the computer for taking exams on the computer and for a few minutes once a week they worked on a math or reading program.  I would now like for them to work in small groups researching information about something that is important to them.  I would also like to have the students work a blog throughout the year.

      There are many ways to continue to expand my knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement.  Researching new technology and how it is used in the classroom is one way I can continue to grow.  Another way is to reach out to other technology specialists in my district for ideas to use in the classroom.  Additionally, I can take coursework at my local college.  Most importantly, just by using the available technology will help to ensure that I do not lose the technology skills that I have recently gained.

      Numerous long-term goals come to mind immediately for transforming my classroom environment.  One goal I would like to reach within two years would be to take a technology survey of my students each year to see what the students know and have access to.  With this information I would like to have the students share what they know about technology with the other students in the classroom.  Another goal I would like to meet within two years is to successfully teach my students basic computer skills.  Concepts such as how to turn on and off the computer, where the keys are on the keyboard, and searching the Internet for information are examples of some of the basic computer skills I would like to teach my students.  

      Meeting these goals will take some time and planning.  I plan on teaching the students how to turn on and off the computers by assigning a student that job in the classroom.  For one week, it will be that student’s job to make sure the computers are ready for the day.  Then that person will teach the next person for the following week.  Each of the 5 computers in my classroom has a typing tutorial on them.  I will send groups of students to the computer to practice keyboarding skills each day.  Finally, I will guide the students through some lessons on locating valid information on the Internet while doing animal reports. 

      In regards to the checklist that was done at the onset of this class, many of my answers have changed.  In the “Practices to Support 21st Century Skills” section, many of my answers changed from “rarely” to “sometimes,” with a few going to the “often.”  For example, “Providing students with opportunities for sharing and presenting information in multiple ways, with a choice of medium (text, multi-media, graphics, etc.), my answer changed from “rarely” to “often.”  In the “Developing Technology skills for the school and workplace environments” section, my answers changed in “Promote the development of leadership and technology skills in my students and colleagues” from “sometimes” to “often.”

Podcast

http://podcastmachine.com/podcasts/10741

Partnership of 21st-Century Skills

Evaluating 21^st-Century Skills

 

            I am both excited and aggravated by the Partnership for 21^st-Century Skills website.  I am excited that such an organization exists.  There needs to be advocacy for 21^st-century learners.  The students of today need skills and technology to prepare them for the 21^st-century and beyond workplace.  Technology literacy for all learners needs to be the goal for the Unites States.  Other countries are preparing their citizens with the skills they need now.  It is a shame that only fifteen states are on board with this organization and trying to do something to prepare their students for the future with appropriate skills.  Many of the current jobs are outsourced because we are not preparing our students for these jobs.  However, I love that the Partnership organization is trying to work collaboratively with educators, business, and government and community leaders to better prepare our students for the future workplace.

            I was surprised to see so many companies and organizations associated with the Partnership for 21^st-Century Skills.  Many of them are big name companies that we all know: Apple, NEA, Dell, and Verizon to name a few.  I was elated to see that the Partnership is also pushing for professional development.  Teachers need to have professional development to aid in preparation of our learners.  It was also great to see that there was a readiness guide and information about how to get involved.

So far, I have not found anything that I disagree with.

            If this Partnership could get the whole nation involved, it would be interesting to see if all graduates would be a commodity that would be desired by employers inside and outside of the U.S.  Not only will our students be prepared for the future, many of them will be able to pull themselves out of poverty.  Our nation’s poverty rate could potentially decrease dramatically.  Students in every classroom will be prepared to meet a 21^st-century workplace and have a sense of confidence knowing that they have the appropriate skills.

Week 2 Application

In my third grade classroom, I think I would use a blog initially for informational purposes and then later on to showcase student work.  My students have very little keyboarding skills since we lost our computer lab three years ago due to budget cuts.  I would like to start with the students first seeing the site and what it can do for our classroom and community.  Students and parents will see information about what is going on in the classroom.  Concepts we are learning for the month, what tests will be coming up, lunch menus, birthdays, etc. will be posted for all to see.  Then I would then like to build upon that by having students submit at least one assignment a trimester (hopefully more depending on their keyboarding skills).  Hopefully this will encourage the students to improve upon their keyboarding skills and practice at home.  I would also like to add onto this site links to things we are learning about or PowerPoint presentations about lessons being taught in the classroom.  Students and parents will be able to get help with things that students are having trouble with.  Additionally, I could possibly post the homework on here for students to get, in case they forget their homework.  I think a blog is a good tool because it can help make connections with the parents and what is going on in the classroom.  Parents will be aware of what is going on and be able to support their child at home when the child asks questions about an assignment.

Searching for Classroom Technology

At the end of the 2010-11 school year, my SMARTboard was finally installed in my classroom.  The program is being installed on my school's laptop this summer.  So, the search begins for programs to use with my SMARTboard.  I am so excited to begin to bring my classroom into the 21-century by utilizing technology to help meet the needs of the diverse learners in my classroom.