Reflection Blog Post Week 8

The game plan according to Cennamo, Ross and Ertmer ( 2009), was a way to set goals, take action, monitor, and evaluate how I would modify my method to learning tasks, to develop skills that are important to me and is in preparation for my lifelong learning. I utilized two of the NETS-T indicators to strengthen my confidence and knowledge to integrate technology tools more effectively into the content areas. With the ever changing new technologies for teaching and learning I will need to closely monitor my ability to integrate technology in order to identify the new knowledge and skills that I need (Cennamo et.al, 2009). According to Dr. Ertmer, being knowledgeable in technology allows the teacher to present the content to students using the technology tool.


Throughout this course I developed new technology skills and learned how to use them effectively across the content area. I learned how Problem Based Learning or a PBL can address many content areas while at the same time integrating technology tools that attends to diverse learners’ needs, promotes creativity and critical thinking skills. As Dr. Ertmer noted the content is explored in an authentic and meaningful way. The impact this has had on my instructional practice is the realization that the students are engaged with the content and PBL’s can fit interdisciplinary curricular and content standards. Students have the opportunity to be assessed in diverse ways where it is ongoing and does not focus primarily on a final project.


The two NETS-T indicators that I choose to strengthen my confidence in were: 2c Customize and personalize learning activities to address student’s diverse learning styles, working strategies, and abilities using digital tools and resources. 3b Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. Developing a game plan for these indicators promoted some immediate adjustments in my instruction as I mastered my own skill level and integrated some new technologies as a result in content areas. As an end result of learning in this course I will instruct my students how to utilize the GAME plan to address NETS-S indicators over the course of the year. This will increase their knowledge of technology tools, build self- confidence and empower them to become self-directed learners. With this instructional strategy I hope to build a foundation that will encourage and promote lifelong learners.


References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

Laureate Education, Inc. (Executive Producer). (2009). “Enriching Content Area Learning Experiences with Technology, Part 1” [Educational video]. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009b). Spotlight on Technology: Problem-Based Learning, Part 2 [Educational video]. Baltimore: Author.

Using the Game Plan Process with Students

What came to mind when I read over the GAME plan chart (Cennamo, Ross & Ertmer, 2009, pg. 4) in the text was a KWL chart. I would like to use the GAME plan as I would a KWL chart. My plan is to have all of the students address the same standard as a goal to be set the first week of school. I will introduce and model the GAME plan and monitor student progress with their GAME plan. The students will use the GAME plan chart as a guide to their self-directed learning and will document their GAME plan in an electronic journal. After the winter break students will be asked to set a goal with a standard of their choosing. Students need to be empowered in order to take ownership of their learning and to set proficiency goals. I will continue to use the GAME plan process and become proficient in other NETS-T standards to continue to grow professionally and to better educate my students.


The NETS-S and NETS-T are inter-related in the respect that the teacher needs to be proficient in these standards in order for the students to be proficient. As the educator we need to be skillful and master the indicators in order to plan lessons, promote authentic learning experiences for students and help them to develop proficiency in the technology standards.


References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

Revising My Game Plan

The reflective review of the NETS-T indicators I chose for my game plan: Indicator 2c- Customize and personalize learning activities to address student’s diverse learning styles, working strategies, and abilities using digital tools and resources and 3b- Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation, are still a work in progress. Although my goals have proven to be ambitious considering the pace of the technology movement in my district, I have adjusted. Sometimes actions take time. What I have learned is that while educating myself, I am also educating other colleagues and students. So although the process has been slow, progress is still being made.

What I have been able to apply in my instructional practice is how a tool such as a blogs can facilitate the ability to reflect. Utilizing the questions what, why and how, students can channel their understanding and establish connections.

The new learning goal I will set for myself will be a small scaled version of a PBL. I will utilize self-directed learning and take from my experience of designing a PBL for my graduate course. The feedback from colleagues will aid in my monitoring and evaluating the effectiveness of this plan. This future plan for incorporating a PBL into my curriculum will allow me to set a new goal by addressing the indicator 2d: provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

I am not ready at this point to set new learning goals but will continue to monitor, evaluate and adjust my current game plan. The approach I will take next time to improve my learning is to attend additional professional development technology workshops to learn new skills, improve on the skills I possess and to brainstorm with other educators. It is also in my best professional interest to subscribe to Journals such as Tech & Learning: www.techlearning.com. A colleague shared this journal and I found it to be a great resource for what new technology is out there and how it can be used in the classroom.

Evaluating My Game Plan Progress

When evaluating my GAME plan progress, I need to be a reflective learner who considers the effectiveness of my action plan while I continue to monitor and evaluate it looking at the past and present success (Cennamo, Ross & Ertmer 2009).

Indicator 2c- Customize and personalize learning activities to address student’s diverse learning styles, working strategies, and abilities using digital tools and resources. My actions have been fairly successful in brainstorming with colleagues for ideas on what content area/skills should be considered to integrate into technology. Unfortunately the arrangement of colleague’s school and personal schedule has limited the capacity for everyone to get together at one time to brainstorm. We however have prevailed with the use of social networking and have established some areas where the students need to be more engaged with the content. What I have learned so far that I can apply to my instructional practice is that students can benefit from this type of social networking like blogging. I will create a voicethread where I talk and illustrate how to blog and blogging guidelines to follow.

In addition I will have to learn to how to incorporate the use of digital pictures and or videos that correlates with the content areas the teachers would like integrate into the technology curriculum. The questions that have arisen is how much time should I set aside for the implementation of these new tools and will the learning of new tools interfere with the learning of the content?

I will adjust my plan to fit my current needs by first evaluating the student’s prior knowledge of particular software and hardware to determine how much instruction/modeling is needed. I will utilize an on-line survey as well as teacher observation. These assessments will help guide me to facilitate self-directed learning and to determine an approximate time line for a unit.

3b- Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. In evaluating the GAME plan for this indicator it is not so much of the effectiveness of my goals as it is the time frame with which it takes to gain access. I have incorporated a blog on my web page for the students as I wait to hear about the approval for the use of http://kidblog.org. In the mean time since the blogging is done through my web page, I simply sent a notice to parents via e-mail informing them of this new instructional tool where they can view the posted blogs at anytime. Parents without an e-mail address were informed in the monthly newspaper. What I have learned from this experience that I can apply to my instructional practice is the usefulness of on-line surveys. In an effort to monitor the effectiveness of my blog, I created a short survey at http://www.surveymonkey.com/ with various questions about blogging. This is a great technology tool for my 3rd and 4th to learn and use in projects.

I am still learning about two video-conferencing tools to compare and contrast differences, similarities, and user friendliness for future use for classrooms and or experts. The question and concerns that have arisen is will my district allow this tool to be used by the students or will they only allow teacher access? I will have to adjust my plan of video-conferencing depending on the decision. A teacher only access decision will mean that video-conferencing will be a teacher directed activity done either in whole group or small group.

A huge part of the success of my game plan progress has been gaining access to specific Internet web 2.0 tools even though they have been free and technology hardware.

References:
http://www.skype.com/intl/en-us/get-skype/on-your-computer/windows/

http://www.oovoo.com/Download.aspx

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

Monitoring Your Game Plan Progress

The execution of an effective game plan requires monitoring the progression. I will modify my action plan when necessary to meet my goals. In my quest to learn more about how to integrate technology tools, I will continue to research information and utilize other resources.


When adressing indicator 2c Customize and personalize learning activities to address student’s diverse learning styles, working strategies, and abilities using digital tools and resources, I have learned that the students can be a good resource for ideas for integrating technology into content areas. Their ideas may be simple as they suggest using digital cameras, videos, and Power Point presentations. My concern is getting these tools for the classroom. New questions to consider now is how do I gain access to the tools at this time of the year with no money in the budget and can I get my hands on grant money for these tools? I now need to modify my action plan to focus on not just the available technology tools for instruction and learning that incorporates software, but also hardware such as digital cameras.
I will again utilize my colleagues as a resource for gaining access to digital cameras/viedo cameras. I will also survey students to see how many have access at home to these technology tools, since it is a low socio-economic area. I will also need to find information on how to effectively integrate these tools into the curriculum. In monitoring this action plan, I have learned that in order to meet my goals I need to evaluate student's strenghts and interests more closely. I do not have any real experience in video editing but I will look into a tutorial for software such as Windows Movie Maker.

For my second indicator: Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation, I have learned that this can be a slow process. First,I have learned that this is not the best time of year for teachers to collaborate as they are overwhelmed with parent/teacher conferences, report cards and holiday activities. While some are receptive to a teachers blogging corner, some have simply not found the time to contribute. I will also slightly modify my plan to brainstorm with teachers what content areas could benefit from video-conferencing with experts. It has also occured to me that I could modify my action plan by including video- conferencing with other classrooms across the globe. A question that comes to mind with video- conferencing with other classrooms is will I need only the permission from the district or will parents need to give permission for their child to participate? Another question that arises is although I can have students prepare questions prior to a video conference, how do I prepare them for responding to various questions? I did find a SUPER website http://eduscapes.com/tap/index.htm
that has professional development resources for teachers. Check out this resource because it has all kinds of useful information for technology tools, technology and learning resources and internet resources as well. This site has given me much in the way of information and resources to continue to progress in my GAME plan.

Carrying Out My Game Plan

Setting goals for strengthening my confidence and proficiency in two NETS-T indicators is vital in order to support student learning in a technology-enriched learning environment. To carry out my GAME plan I will need various resources as well as other information.

Indicator 2c Customize and personalize learning activities to address student’s diverse learning styles, working strategies, and abilities using digital tools and resources.
My first resource would be my colleagues since I teach technology and I am interested in integrating the content area curriculum into the computer literacy curriculum. It may be advantageous to attend the grade level meetings to brainstorm about what content area and or concepts to be integrated with technology. I would then seek out my principal as a resource as she once taught technology at the middle school level and could offer some ideas. As Dr. Ross noted the purpose of standardized tests are for the students to be proficient and perform at the same level. Technology can be integrated to give students another avenue to use their talents/strengths and to monitor their learning goals, using a variety of formal and informal assessments. Other information I will need is how to create effective screencasts and or voicethreads for instructional use and how to make it accessible to students on the school network at school and at home. I will evaluate the usefulness of these technology tools for both directed and self-directed learning. The step I have taken so far in my goal to integrate technology is an e-mail to my principal and to each grade level head with an overview of my GAME plan to address student's diverse learning styles by utilizing technology across the content area. I also have scheduled a workshop to attend that will illustrate content area lessons that utilize various technology tools.



3b Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
My resources I would utilize to address this indicator would be students, colleagues, parents and community members. I would brainstorm with the students to formulate ideas related to content area in for example science and social studies/current events to utilize a blog. I would contact the technology coordinator to set up or initiate clearance for access to http://kidblog.org
I would generate permission slips to be sent home for students to blog. I also want to set up a web page blog to address parental question and concerns related to curriculum. Again I would collaboroate with the technology coordinator and principal to set this up. Lastly, I would utilize teachers as a resource to set up a teacher's corner blog that only the teachers can access on the school network where best practices, professional development, and or useful technology tools can be shared. I will monitor each blog for participation and effectiveness with on-line surveys that can be located on the school network and my webpage. Research will also have to be conducted to locate experts in their field or organizations in the community and beyond that will be willing to video - conference with students on topics related to content areas. This will have to be set up by the technology coordinator and gain approval by the school district. I will monitor how students are engaged and connect to the content knowledge these experts have to offer through informal assessments that could include an essay or journal writing. The steps that I have already taken to meet this initiatve are meetings with the district administrators and technology corridinator to set up a teachers blog and a proposal submitted to the principal and superintendent to start a classroom blog through kidsblog.org . Social networking is a new tool for our district, so I included information on the benefits of blogging and some guidelines to follow for both posting and commenting for administrators.


References:


Laureate Education, Inc. (Executive Producer). (2009). “Meeting Student’s Needs with Technology, Part 2” [Educational video]. Baltimore: Author.

APP2 Developing Your Personal Game Plan

The two NETS-T indicators that I choose to strengthen my confidence in are: 2c Customize and personalize learning activities to address student’s diverse learning styles, working strategies, and abilities using digital tools and resources. 3b Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.

2c- Customize and personalize learning activities to address student’s diverse learning styles, working strategies, and abilities using digital tools and resources.
According to Dr. Ertmer, in order to effectively integrate technology, an educator not only needs to be knowledgeable about technology but also confident. The knowledge involves the teacher’s ability to show students how technology enables them to present the content utilizing technology tools. Technology can address diverse learning styles with the various digital tools that can incorporate visual, auditory, and tactile/kinesthetic into instruction. My plan is to implement more short videos and other modalities of technology into instruction. I want to also provide students with additional digital tools and introducing them to voicethreads and software programs such as Microsoft publisher and PowerPoint can give students’ authentic learning opportunities that facilitate creativity and critical thinking skills. Cennamo, Ross and Ertmer note “creating a culture of thinking can help you attend to their diverse cognitive (intellectual) and metacognitive (reflective) needs” (p. 169). Since confidence and knowledge are instrumental to effective teaching, I will create a voicethread and or screencasts to illustrate and model these digital tools. Students become more knowledgeable about these tools from teacher modeling and self-directed learning outside of the realm of a classroom. As Dr. Ertmer mentions I need to be confident enough to step back and let students utilize their strategies and abilities with digital tools.






3b- Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
I chose this indicator because my personal philosophy is that student success is the partnership between students, teachers, parents, and the community. Peer collaboration is also a piece of the puzzle to student achievement. I would like to address this indicator by implementing a classroom blog and a peer collaborative blog. I think for those students who have a hard time finding their voice that this technological tool is ideal for promoting a level of social networking and breaking barriers of speaking up. I think that this tool would also allow insight into student work as I would encourage parents to check out our classroom blog. Teachers many times only have the opportunity to collaborate with colleagues who are in the same grade level, missing out on insightful knowledge of other peers. This is where a teacher’s corner blog site would be ideal for sharing ideas and information. Dr. Ertmer stated that a supportive culture is encouraging for colleagues who want to take risks and incorporate technology into the curriculum. The other tool I want to ask peers about is the possibilities of video-conferencing with community members who are experts in their field and can offer learners real life experiences related to content areas. I believe that if parents, teachers and the community can collaborate about the education and educational needs of students that today’s climate of accountability will shift to the importance of working together to give students' the best education possible.

References:

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Laureate Education, Inc. (Executive Producer). (2009). “Enriching Content Area Learning Experiences with Technology, Part 1” [Educational video]. Baltimore: Author.

Reflection Supporting Information Literacy and Online Inquiry in the Classroom

EDUC 6712: Supporting Information Literacy and Online Inquiry in the Classroom

The most striking revelation I had during this course was a comment that David Warlick made about today’s students and the consideration that being literate goes beyond the ability to read a book (Laureate, 2009). Information literacy and utilizing the Internet is the “New Literacies” and it encompasses
• Exposing what is true
• Evaluating the information
• Understanding the grammar of the Internet (Laureate, 2009)
Inquiry based projects can prove to be time consuming when using technology but the end product is another way students can express relevance to the learning that has taken place. Sara Armstrong (Laureate, 2009) notes how digital storytelling, creating a skit, doing a presentation with slides and data, writing a story, and presenting a play are products presented to show both the meaning and learning that has taken place in an effective way. My other revelation was the ability that students possess when it comes to creating their own questions around a theme that the teacher defines. Given the tools modeled by the teacher such as bubble maps and flowcharts can encourage students to develop questions around a theme and answering the questions they develop through research.

The knowledge that I experienced through this course made me realize that I need to dedicate more instructional time to all of the aspects of researching information. In the past I would instruct students on keywords and Booleans for 20 minutes out of a 50 minute class. The activity that followed was usually creating a crossword puzzle utilizing 15 keywords related to the December holidays such as Kwanza, Christmas, and or Chanukah. The time allotted for this activity was 2 and ½ class periods or approximately 2hrs. Even though this proved to be a fun activity for the students many had to do research to accumulate the terms that related to the holidays in the form of artifacts, food, songs, movies, and or characters. Even though these fourth graders conducted research in the past through webquests, I always provided links to sites where they could locate the information. When the students have to locate sites on their own many times they would pick the first few on the page of hits and become frustrated when they could not locate viable and reliable sources. This course made me realize that I need to model, facilitate, assess more frequently and take additional time to address all of the “New Literacies” so that my students are literate according to the standards of the 21st century. The knowledge and the experience that I have gained in this course has influenced me to instruct more effectively by utilizing the QUEST model- Questioning- Understanding- Evaluating- Synthesizing- Transforming- for Internet inquiry (Eagleton & Dobler 2007).


One professional development goal that I would like to pursue is to develop instructional online screencasting using a site such as ScreenToaster http://www.screentoaster.com/
for students and teachers to utilize that supports the QUEST model for Internet inquiry. I found this modality of technology to be very useful to instruction especially as a tool for a point of reference. I would develop these screencasts, obtain permission from the administration and then post the description of the screencast and URL to the school network.

I would also like to collaborate with other classroom teachers on the 2-3 grade level to integrate more of their curriculum content into project based learning assignments in technology. To accomplish this goal I would incorporate a content area unit where the classroom teacher and myself would review the goals and objectives in the content area and new literacies. Further collaboration with the classroom teacher would be to discuss the modality for the final product and a rubric. Students will be more engaged and have the opportunity to be more creative if they can make connections with the material both in the classroom and through technology. This type of collaboration would allow me to build upon, explore and expand upon my learning in this course where I would practice and become confident in my abilities in information technology and or technology skills.

References:

Eagleton, M.B. & Dobler, E. (2007). Reading to the web: Strategies for internet inquiry. New York: The Guilford Press.

Laureate Education, Inc. (Executive Producer). (2009). Supporting information literacy and online inquiry in the classroom. Baltimore: Author.


Laureate Education, Inc. (Executive Producer). (2009). Information Literacy: Evaluating Information. Baltimore: Author.

Screen Capture

Hi,

This was my first screen capture project and even though I enjoyed the process at times it could be frustrating to get it "just right." I hope to perfect this wonderful option to utilize it in the classroom as a tool for students who may miss some important content due to absence.

Check out my screen cast by following the link.

http://www.screentoaster.com/watch/stUE5dSkZJRFtXRlxaWF5aVlRW/evaluating_a_web_source

Reflection: Final Blog Posting

In the first week of this course, I defined my personal theory of learning as student’s ability to make personal connections to the material being taught. Although this is still my belief, my approach to facilitating a student centered learning environment has been altered by this course. I can now modify or align my learning theory that I developed in that first week with the Constructionism learning theory. According to Dr. Orey (2001), this theory is based upon students’ ability to construct meaning based on his or her own experience. Learners construct this meaning or learn best when they build their own artifact.


Lever-Duffy & McDonald (2008) have reiterated “teachers want to transfer the knowledge and skills they currently possess to their students so that they too can embrace, enjoy, and use that knowledge academically, personally, and professionally” (p.10). This course has made me come to the realization that transferring this knowledge equates to adjustments in my instructional practices and more specifically, utilizing some of my current technology teaching tools for learning tools as well. Integrating the Smart Board technology for use with student artifacts is one adjustment I will focus on. One technology tool I would like to use with my students in the future is VoiceThreads. This collaborative, social networking tool can be used to share ideas and solve problems among students. VoiceThreads allow for the implementation of vital 21st century skills, which makes this technology learning tool valuable. Another technology tool that I utilized in this class that I plan on integrating into my lessons is the concept mapping tool. Adding this tool as a first step in creating a final artifact is a great way for students to make connections and organize their work.

Just recently, my technology department was cut for budget reasons. One of my long term goals is to integrate all of my current knowledge of technology into the curriculum of a regular elementary classroom. I hope to accomplish this by utilizing current available technology tools in the district and by campaigning for additional tools/ access in the future. The availability of Internet access and technology tools in my area is improving at the middle school level but is still behind the times at the elementary level. My other long term goal is to continue to utilize the tools I have become knowledgeable about in this course and learn about additional tools as well. I would also like to model and facilitate the learning of these technology tools so that other teachers have the opportunity to integrate them into their curriculum.

References
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc.,custom ed.). Boston, MA: Pearson Education, Inc. Chapter 1: Theoretical Foundations

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

Character Education

Social Learning Theories and Instruction

Constructivism as a learning theory defines learning as the act of constructing knowledge, making meaning and making sense of the world ( Siemens, 2009). “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” ( Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 140).Web enabled multiplayer simulation games is one way individuals can interact with other individuals. This forum allows for human to human interaction through a simulated interface, where cooperative learning takes place. A simulation game called Revolution is a collaborative educational experience where the network of participants can act in and react to various events in the coming of the American Revolution (Pitler, Hubbell, Kuhn & Malenoski, 2007).

Keypals addresses the Connectivism of social learning because it offers the ability to communicate with students in other cities, states and countries. This global telecommunication network can enlighten the participants about events that are occurring in the world today as they are unfolding. Students can broaden their perspectives and be challenged to learn about other cultures, languages and issues throughout the world (Pitler, Hubbell, Kuhn & Malenoski, 2007). Today’s technology offers many avenues that correlate with the principles of social learning. Students have many opportunities to be globally connected and educators can facilitate learning with technology tools to strengthen 21st century skills in communication and collaboration.

References:
Laureate, Education, Inc. (Producer). (2009). Social Learning Theories[DVD]. Baltimore, MD: Author

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver: Mid=continent Research for Education and Learning.

"Generating and Testing Hypotheses"

Dr. Orey (Laureate Education 2009) reiterated how learning is more effective when students build meaning through their own artifacts. Students also attain knowledge through connections and real world experiences. “Generating and Testing Hypotheses” is one way in which learners can construct meaning and develop knowledge. According to Pitler, Hubbell, Kuhn & Malenoski (2007) “when students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (p. 202). When utilizing technology, students have the opportunity to generate and test hypotheses in probeware and interactive applets, spending their time interpreting the data rather than gathering the data (Pitler, Hubbell, Kuhn & Malenoski 2007). This practice can be accomplished with spreadsheet software, data collection tools and Web resources. Pitler, Hubbell, Kuhn & Malenoski (2007) also mentioned how interactive applets and simulations “allow students to use background knowledge, make decisions, and see the outcome of their hypotheses, often in virtual situations that would be impossible or financially unfeasible in real life. This type of higher order thinking through the use of these Web resources, are artifacts that can also prepare the student for “real life” situations that involves the use of analyzing and problem solving skills that are vital in the “real world.”

References:
Laureate Education, I. P. (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver: Mid=continent Research for Education and Learning.

Instructional Strategies and Cognitive Tools

To facilitate learning, we as educators have to provide episodic experiences in order for students to learn and be connected to the material. The effective usage of Power Point as suggested in the reference materials this week provides the visual representation that correlates with principles of the cognitive learning theory. This type of multimedia can establish prior knowledge that can allow students to process the information. I could create a Power Point presentation that would be an instructional cognitive tool about Power Point and the various tools and features. My students would then have a frame of reference to connect to that will aid them in the creation of their own Power Point presentation.

Another tool mentioned in the references this week was “brainstorming software.” This is another instructional strategy that correlates with the cognitive learning theory because not only can it be used as a tool for activating prior knowledge but can also be utilized as a way to organize information that has been learned. Graphic organizers will enhance Internet research and webquest projects that I assign. Students will be more connected to the material in addition to being able to identify key ideas and concepts of their research.

Behaviorism in Practice

Learning is making connections through prior knowledge or real life situations. The behaviorist learning theory asserts that observable desired behavior and the motivation to repeat the behavior is driven by positive reinforcement. Feedback in the form of rewards and successes encourages the desired behavior. Digital natives are accustomed to instant gratification and benefit when positive feedback is predetermined or comes instantly. The BattleGraph graphing skills game referenced in this week’s resources is an example of positive reinforcement because it measures success that is rewarded with the sinking or your opponent’s battleship .Behavior is repeated in an effort to sink all of the opponent’s battleships. BattleGraph also correlates with the behaviorist theory that learning only takes place when the skill is frequently practiced. The repeated action of plotting the x and y coordinates allows the student to practice and learn the skill in an adventurous way. Although this instructional strategy mirrors the behaviorist theory, it still allows the student to experience creativity and take an active role in the learning process of graphing.

Reflection on Understanding the Impact of Technology on Education, Work, and Society

When I started this course I have to admit that my knowledge of RSS feeds, wikis, blogs, and podcasts were limited. Even though I have attended various workshops where these web 2.0 tools were featured, I never took the initiative to create my own podcast, wiki or blog. This in part was due to the fact that I would not be able to utilize these tools in my technology classroom. My school like many others across the nation do not have access to various websites, e-mail and other tools necessary to implement these skills into the curriculum. This is not to say that access is out of reach or impossible, it is a work in progress. So I am elated about the fact that this course so to speak forced my hand and opened my eyes. Though I have to admit many times I was stressed out because the period for learning and then creating a wiki, blog and podcast were small windows of time. This is where my colleagues were instrumental in my learning process through skyping, cyber discussions, and even via phone conversations. We utilized the very 21st century skills discussed in the course such as critical thinking, communication and collaboration.

I will continue to take Master’s courses in Integrating Technology in the Classroom in order to expand my knowledge of technology. It would also be advantageous for me to continue to attend professional development seminars for technology, which my district continues to support. Following the blogs of my colleagues and utilizing their informative wikis will be instrumental in developing new ways to increase student achievements. I also intend to continue to post to my blog and create additional podcasts and wikis, in order to master these skills and teach them confidently to my students. These strategies will allow me to both model and facilitate web 2.0 and century 21 skills so that my classroom is geared for student centered lessons that will keep students engaged and increase achievements.

One of my long-term goals for my technology classroom is to create a blog that integrates the various grade levels content areas with a question of the week. For instance it could be as simplistic as asking what did you learn in social studies or science this week that made an impact? Another idea would be to define one of the weeks spelling words. This process would produce student achievements in both technology and content areas. My second goal is to gain access to a future program that my district is considering that would allow for a network based wiki. My fourth grade students currently research one of the fifty states in social studies. It would be great if this research could be posted on a wiki where students could expand on the project by including short videos and useful websites with a link. It would not only be a great way to display their project but students in any grade level could use it as a point of reference for states they maybe planning to visit on vacation. These two goals would transform my classroom into a student centered environment and equip the students with the necessary 21st skills used in a global and digital society.

Tech Demographic Survey

PodcastMachine






Check out this podcast survey I did on the digital abilities of three of my third grade students. It was a fun way to find out about how often they use technology and what technology they use outside of the classroom. All of us were exposed for the first time to audio recordings (podcasts).

21st Century Skills

“The Partnership for 21st Century Skills” is a very impressive website where the mission of the organization for the integration of 21st century skills in education is clearly defined. It is encouraging to see an organization that is so dedicated to preparing students who are our future leaders to be innovative and productive members of society.

The information that surprised me on this site was the vast membership the organization has partnered with to accomplish the goal of students acquiring the necessary skills and knowledge to be successful in life.

I am not in disagreement with anything on a site that supports both students and teachers in acquiring 21st century skills. The many resources for teachers that include curriculum instruction and professional development strategies are essential components for the facilitation of student skills.

The implications of the advocacy for my students are the opportunity to master the necessary 21st century skills in an educational environment. Students should feel confident enough in their skills to secure employment in an occupation of choice. The traditional education as we now know it has many short comings. An educator chooses the field to prepare students for success in both work and life. Now with the support of The Partnership for 21st Century Skills educators can be true to their students and field.

Classroom Blogging

I have an idea for a way to incorporate blogging into my technology lessons that could be a great way to promote research skills for my students. This activity could be implemented in a lesson for my third and fourth grade students. The way I would generate blogging would be through a fact scavenger hunt. I would post a fact on my blog and have students either support or refute the fact through research. The students would be required to find supporting details and provide the link where the information was located. It could enhance a history lesson on Martin Luther King Jr. or an American President by integrating technology. The blog could be a useful tool for students to interact about facts and reliable web sites for factual information. Please feel free to post comments regarding any challenges you anticipate for this lesson.

Integrating Technology

Hi Everyone! I teach computer literacy in grades k-4. I am fortunate enough to have a smart board but still many of the classrooms in my school do not have access to this useful tool.
My question for those who do not have access to a smart board is what tools do you use to integrate technology into the classroom? I am especially interested in knowing what technology is used in grades k-2.