Final Reflection

Through my Master’s class, Bridging Learning Theory, Instruction, and Technology, I feel as if I am even closer to becoming the effective educator I am constantly striving to be. Through this course, I have reviewed the research regarding various learning theories as well as broaden my knowledge of technology that is available to support each one. I have also experienced a variety of technology tools that support various instructional strategies for the classroom. This knowledge has already, and will continue to influence my classroom environment and will help to provide my students with the knowledge and skills they will need for the future.

During Week 1 of this course, I reflected on various learning theories in order to create my own learning theory. My original personal learning theory was influenced by Howard Gardner’s theory of multiple intelligences and Cognitivism. While Cognitivism still plays a very influential role in my personal learning theory, Gardner’s theory of multiple intelligences is not as influential as it once was. While it will always play an important role in my classroom environment, my personal learning theory is now very influenced by Social and Constructionist Learning Theories. Through research, reflection, and participation with technology tools that support Social and Constructionist Learning Theories, I now feel that these play more influential role in my classroom environment and the way I teach. Glazer (2001) states: “Constructionism suggests that new ideas are most likely to be created when learners are actively engaged in building some type of external artifact that they can reflect upon and share with others.” This theory has changed how I think about many assignments and projects in my classroom. Allowing students to take responsibility for their own learning by creating a product or sharing it with others, encourages them to actively construct their own knowledge within the activity. This makes learning more meaningful and relevant to students, in turn affecting the way their brain stores this information into their long term memory. Some technology tools that I will use in my classroom that support this theory are Webquests and VoiceThreads. Social Learning Theories are also a huge component of my classroom environment. While I have always implemented cooperative learning strategies into my classroom as much as possible, I now have a greater understanding of the effects these strategies have for student learning and engagement. I also have a greater understanding of a variety of technological tools that can be used to support Social Learning Theories in my classroom. For example, Wikis can be used to promote collaboration between students for a variety of projects. Keypals allow students to interact with others all over the world and even collaborate with others through the internet in order to complete a project. My personal learning theory has changed greatly from the start of this course. The influence of Constructionism, Cognitivism, and Social Learning Theories will greatly influence my classroom environment in a positive way in the future.

My knowledge of technology tools that can be used with students have greatly expanded because of this course. I have a greater knowledge of technology tools that support specific learning theories and instructional strategies; many that have already been incorporated into my classroom environment. As this year progresses, I would like to continue to expand my knowledge of the technology tools from this course by using them with my students in new ways. Two technology tools that I would like to use this year are VoiceThreads and Concept Maps. While my students have used these tools briefly because of my own assignments through this course, I will continue to use them with my students throughout the year and also expand my understanding of how to use them effectively throughout a variety of subject areas. Currently, my students have used VoiceThreads in Social Studies, but I would like to expand the use of them through Language Arts and even Math. I have used Concept Maps in Social Studies and Language Arts, but would like to expand their use in writing. Both of these tools support Constructionist and Social Learning Theories because they can be used by students for creating a product to display and share their learning with others, but can also be used as a cooperative learning tool. My knowledge of technological tools has expanded dramatically and the use of them will be evident in my classroom environment throughout this year. This course has influenced a desire to expand my knowledge of technology tools that can be used with students effectively to support their learning of grade level content standards.  

In order to become an effective educator and increase my knowledge of technology that can be integrated into the classroom environment, it is important for me to set personal goals that are achievable. One goal I would like to achieve is allowing students to become independent thinkers and learners by creating more project-based activities throughout a variety of subject areas. In order to do this, I will need to first research project-based activities that are available through the internet that support grade level standards. Creating an ongoing list of project-based activities will allow me to keep record and notes of the ones I have used in order to use them in the future. It also allows me to share project-based activities with others. After implementing these activities with students, I will need to reflect on their effectiveness and record my ideas for better implementation of them in the future. It will also be important for me to collaborate with my grade level team so that we can share resources and observations of project-based activities used with our students. Another goal that I would like to achieve this year is reinforcing effort in my students through the use of a spreadsheet. This is one technology tool I have not used with my students or for this purpose. Because this year I am teaching sixth grade and helping students understand how effort influences grades is so important this year, this is one tool I would like to implement with my students. In order to do this, I will first create a spreadsheet for myself that shows students my own effort in my Masters program and how this influences my own grades. Creating my own spreadsheet first will also help me understand problems students may have when creating their own. I will then have students create a spreadsheet using Excel for a specific subject area in the computer lab. We will include their results every day for two weeks and then graph their results. Graphs and data will be sent home so that students and parents can discuss their effort. I will also collaborate with parents in order to see if they have noticed a change in their child’s effort due to the data observed. My goal is to constantly use this tool throughout the year in a variety of subject areas in order to help students understand how their effort both in school and at home influences their success in school.

The knowledge of instructional strategies, learning theories, and technology tools has helped to make me a more effective educator. This class has given me a variety of technology tools that I can use with my students in order to support effective learning theories and instructional strategies. I also have a strong desire to continue to incorporate the technology tools from this course with my students as well as research many more than can be successfully implemented in order to engage and make learning relevant for my students.

References:

Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved on July 20, 2011 from http://projects.coe.uga.edu/epltt/

Voice Thread

 Hi Everyone!

Please take a look at my Voice Thread by clicking on the link below. My Voice Thread allows students to become archeologists and make predictions and inferences about ancient Sumerian life using artifacts that they have found on their "dig." I would love any comments or feedback to my voice thread in order to make it better so that I can use it with my students soon. Thanks for your help! Enjoy!

voicethread.com/share/2164163/

Social Learning Theory and Technological Tools

Social learning theories greatly influence current trends in education. The increase in cooperative learning strategies in the classroom is greatly influenced by social learning theories. Dr. Michael Orey (2009) states that to create meaningful learning, students need to be actively engaged in creating products and collaborating with others. Social learning theories have greatly influenced the creation of activities and lessons designed to promote cooperative learning in the classroom. In order to successfully promote cooperative learning, both teamwork and individual accountability needs to be enforced within the activity (Glazer, 2001). A variety of technology also provides opportunities for students to work collaboratively within the classroom environment, as well as globally through internet tools and resources.

One technological tool that not only helps develop students’ abilities to collaborate with others, but also develops their ability to interact with others around the world is keypals. Keypals allows students to communicate with others all over the world through a safe, monitored website and encourages students to learn about others’ languages and cultures (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Keypals not only allow students to communicate with others, but many also include project-based learning that is conducted with students all over the world and require cooperative learning in order to be successful within the activity. In order to prepare students for the future, educators need to teach students how to cooperate with others through a global world (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I first heard about the website epals.com earlier this year and am so excited to start integrating this with my own class. Since Ancient Civilizations is such a huge focus in the sixth grade, I thought it would be great for my students to write to other students in some of the countries that we study. By collaborating with these students, my students can have a personal connection to the curriculum that would not be available if not for internet resources. Keypals support social learning theories because this technology tool encourages students to learn with and from others.

I have already thought a great deal about integrating the use of blogs and wikis into my classroom environment in order to promote collaboration and the growth of 21^st Century skills within my students. Currently, I have a class blog that students will be in charge of maintaining as a small group so that they learn how to create and maintain a blog. By requiring that students work in a small group, they will soon learn that success and failure will be determined by how well their team collaborates. Pitler, Hubbell, Kuhn, and Malenoski (2007) state that blogs and wikis allow students the ability to communicate and share ideas as they work cooperatively.

Voice threads are another technological tool that can be used to teach students how to collaborate using internet media. While I am still learning the possibilities of using this tool with my students, I am excited for the possibilities of incorporating content in an engaging way while encouraging students to collaborate with others while responding to teacher created, or student created voice threads.

Incorporating a variety of technological tools into the classroom environment not only supports social learning theories, but also help to ensure that students are not just creating what Dr. Michael Orey (2009) calls “inert knowledge.” Using graphic, web-based tools to learn with others and show acquired knowledge will help students understand concepts in a more memorable way. Social learning theories have influenced many of the technological tools that are available for student use. Because our world is becoming more and more devoted to collaboration with a variety of people, as many opportunities for cooperative learning within the classroom environment will help prepare our students for the future.

References:

Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved on July 20, 2011 from http://projects.coe.uga.edu/epltt/

Laureate Education, Inc. (Producer). (2009). Program number 9: Social learning theories [DVD]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author. (2005). Thousand Oaks, CA: Corwin Press.

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

Constructivism & Constructionism in the Classroom

Constructivist and constructionist learning theories are very important to include in one’s classroom environment. The beliefs of these theories support hands-on, inquiry, and project-based learning with students. Dr. Michael Orey (Laureate Education, Inc., 2010) states that these theories of knowledge and learning say that people learn best when they can create, build, and share their own meaning and understanding. Constructivist learning theories support the implementation of strategies that require students to generate and test hypotheses within the classroom environment because they allow students to create their own hypotheses and test them in order to construct their own learning.

Allowing students to create and draw their own conclusions regarding a topic will make the learning more relevant and meaningful. In order to help students collect their own data on a topic, online data collection tools can be used in the classroom environment. These tools enable students to see the large picture as well as recognize patterns within a variety of information (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Students can also share information they collect through online collaborative project websites. One way I might integrate this into my own classroom is through Social Studies. In sixth grade, the history is so interesting and students are already so engaged in learning about civilizations of the past. To spark their curiosity of various aspects of each culture that we study, I will begin by asking them to generate hypotheses about various geographical components of the culture; political, economic, religious, and social structures. Using their hypotheses and collection data, students will use internet resources in order to explore and find information on their topic. Students will then use online collaboration tools to share their information and findings with others. Using wikis, students can organize their information and include various pictures and links in order to prove whether their prediction was valid or invalid. The ability for students to create and test their own hypotheses allows them to engage in constructivist and constructionist learning theories. Students are actively constructing their own knowledge within the activity as well as creating a product to show their learning to others. This activity also incorporates “mechanisms” for learning within the constructivist/constructionist model (Laureate Education, Inc., 2010). Within the activity, students are leaving what Dr. Orey calls “a state of equilibration” because they may discover that their research does not support their initial hypothesis (Laureate Education, Inc., 2010). Students may also have to accommodate any previous understandings or ideas in order to make sense of new information they may encounter.

Because generating hypotheses allow students to learn and adapt their understanding in many different ways, students develop a better understanding of grade level standards. When students are able to take a hands-on approach to their learning, their engagement within the classroom increases. Constructivist and constructionist learning theories support the implementation of student generated hypotheses because it allows students to build their own knowledge and understanding within the classroom environment.

References:

Laureate Education, Inc. (Producer). (2009). Program number 5: Cognitive learning theories [DVD]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author. (2005). Thousand Oaks, CA: Corwin Press.

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

Cognitivism in Practice

Theories of how the brain learns have always been incredibly interesting to me because understanding how students learn greatly influences their success in the classroom environment. Summarizing and note-taking are two skills that are present at almost every grade level and two areas that seem to be incredibly hard for students to fully grasp. One way to use technology based on cognitive learning theories in order to help students develop these skills would be with the use of brainstorming and concept mapping software. Software such as Spider Scribe and Inspiration are amazing tools in order to help students organize information. Dr. Orey stated that it is important to use these tools in the classroom because they organize and link information together, similarly to how the brain links information; this helps to store ideas into one’s long-term memory (Laureate Education, Inc., 2009). Recently I used a concept map in the classroom as a whole group and loved how easy it was for students to organize their thoughts and also how visual it made information for the English language learners I was teaching at the time. Spider scribe is a concept mapping software that allows students to imbed word documents, pictures, maps, and even videos in order to organize information or research. This is also a dynamic way for students to present information to others in the classroom or through the internet.

Another instructional strategy that correlates with the principles of cognitive learning theory is advanced organizers. One technological tool that can be used to create advanced organizers is a word processing application. Pitler, Hubbell, Kuhn, and Malenoski (2007) state that these programs are very versatile and can be easily used to create organizers for a variety of topics. The use of organizers help students to focus on essential concepts. Word processing software can also be used to help students create products from their learning in the classroom, such as making a travel brochure before taking a field trip (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This tool allows students to display their learning using what Dr. Orey (Laureate Education, Inc., 2009) calls “dual coding of information.” Applying text with images help students understand content more easily and also helps to store information in their long-term memory. Finally, taking part in an experience helps to store information in long-term memory because these hands-on experiences in the classroom become an episodic event (Laureate Education, Inc., 2009). This technological tool greatly influences retention in the classroom environment within a variety of subject areas.

References:

Laureate Education, Inc. (Producer). (2009). Program number 5: Cognitive learning theories [DVD]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author. (2005). Thousand Oaks, CA: Corwin Press.

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

Behavorism in Practice

The instructional strategies Reinforcing Effort and Homework and Practice correlate with the principals of the behaviorist learning theory in a variety of ways. One technological tool that can be used to reinforce effort in the classroom is the use of a spreadsheet. Teachers can educate students on how to create a spreadsheet and how to use one to measure effort throughout specific subject areas in class. It is important for students to understand the importance of effort in school, but this is an area many students don’t quite understand because it has never been personally observed. Smith (1999) states that in the behaviorist theory, positive reinforcers are the strongest motivators for students. Some positive motivators are rewards, recognition, and personal successes. Helping students visualize and understand the role effort plays in their individual success will reinforce their effort in school.  Many students have not internalized their capabilities as students. Teachers need to help students understand how they can succeed and be successful in school, and students need to see the effects of their effort to their success in school. Pitler, Hubbell, Kuhn, and Malenoski (2007) state the following regarding student motivation: “Research shows that the level of belief in self-efficacy plays a strong role in motivation for learning and achievement” (p. 155). The use of a spreadsheet helps students build their belief in themselves, and gives reinforcement for their effort in school.

The instructional strategy Homework and Practice also correlates with the ideas of the behaviorist learning theory. In the behaviorist learning theory, Smith (1999) states that repetition as well as activities that allow the student to become an active learner are important for reinforcing student learning. Pitler, Hubbell, Kuhn, and Malenoski (2007) rephrase the work of Marzano, stating that “Students need about 24 practice sessions with a skill in order to achieve 80% accuracy” (p. 188). For this reason, repetition is incredibly important in reinforcing learning. Homework assignments and practice, during and outside of class, need to provide a variety of opportunities for students to show their learning in a multitude of ways. One technological tool that allows students to reinforce their learning is through the use of online educational games. Online games generate immediate feedback, allow students to monitor their own progress, and provide incentives (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). Immediate feedback is important for students to assess their learning and reinforce their understanding. An online educational game is just one way to provide practice and repetition for students both at home, and in the classroom.

References:

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

Smith, K. (1999). The behaviorist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm

Reflection of Master's Class 6710

From this Master’s class, I have not only learned a variety of new technological tools for myself to use, but also how to integrate the use of these tools into my classroom with students. Before this class, I had never created a blog, wiki, or podcast. Now that I’ve learned how to use some of these tools, I am excited to teach my students how to use the same tools as well as integrate these tools into my classroom environment.

I have deepened my knowledge of the teaching and learning process through this course in many ways. Through readings of research articles, I now understand the importance of teaching students 21^st-century skills and understand what 21^st-century skills are. Before this class, I thought having a technologically advanced classroom meant using different forms of technology in the classroom, such as an interactive whiteboard, responders, and computers. Now I understand that teaching students 21^st-century skills is much more than that. Students need to develop their knowledge and skills of internet based media, build their ability to problem-solve and think critically about the world around them, and learn to collaborate with others through a variety of tools. 21^st-century skills are not just technology based skills. They are knowledge based skills that will help students be successful in the future.

I have always tried to make my classroom more learner-centered rather than teacher-centered, but as a teacher sometimes it is hard to give up control. Next year, I will work on developing a very learner-centered classroom environment. In order to do this, I will create activities and projects that allow students to build their knowledge through independent and group activities and also allow opportunities for students to be independent thinkers and learners.

In order to increase student achievement, I will continue to research ways to develop 21^st-century skills with my students. Developing skills such as higher-level thinking, analysis, problem-solving, and critical thinking will help my students be successful academically. I will continue to frequently visit technologically based blogs and resources through the internet that help me apply 21st-century skills with my students.

There are two long term goals that I would like to see myself implement into my classroom in the coming years. One goal for transforming my classroom environment that I would like to see happen in the next year is changing the way I think about lessons and activities so that they become more student-centered than teacher-centered. I would like to try and encourage my students to become independent learners and also develop their abilities to collaborate with others within the classroom environment and with others around the world through the use of internet tools. Another goal that I would like to implement in the next few years is incorporating the use of internet tools such as blogs, wikis, and podcasts for student learning. With the use of internet tools, I can teach my students how to professionally collaborate with others and critically view information found on the internet.

While reviewing the checklist from Week 1 after completing this course, there are a few answers that have drastically changed since I completed the checklist at the beginning of this class. One area that I feel I was not incorporating into my classroom successfully before this course, but now feel I have the tools to successfully implement in the future is using a variety of digital tools to collaborate and communicate with students, parents, and colleagues. Because of my deeper understanding of a variety of digital tools and how to use them, this is an area that will become a major component of my classroom in the following year because I see the importance of using these to prepare students for the technological world in the future. I have also developed my own understanding of internet tools in able to collaborate with other teachers and to share ideas. One area that I feel my understanding has changed is with “providing students with multiple and varied opportunities for using technology tools and resources to support learning.” While I thought I was doing this successfully in my classroom, I now realize how much more I can be doing to use technology and resources to help my students be successful. Finally, I have learned new ways for my students to share and present information in the classroom using a variety of technological tools. Having this knowledge will not only change how I teach my students, but will also drastically change how my students learn.

Technological Survey Podcast

Check out my podcast!
http://missmyers.podbean.com/#

Partnership for 21st Century

While looking through the website "Partnership for 21st Century Skills" it was interesting to see the resources that were available on this website. One link that I clicked on took me to another website called Edutopia which was created by The George Lucas Educational Foundation. On this website were tons of resources to help teachers integrate technology. It also has videos of teachers using different technology, or a variety of good teaching practices, in the classroom.

http://www.edutopia.org/

http://www.edutopia.org/video

On the website "Partnership for 21st Century Skills," I found a list of the states that have adopted this program and was surprised to not see California as one of these states. It was interesting to read that its focus is on implementing skills in the following areas, critical thinking and problem solving, communication, collaboration, and creativity and innovation, within standard assessments and professional development programs. It is so important for educators to incorporate activities that develop these skills into the classroom environment in order to prepare students for the professional world. However, I am not fully aware of how to successfully do this within my own classroom environment. Some of the resources from these websites give me an opportunity to understand them and see how they are used with students.

It was interesting to read how information about the skills students will need in the professional world was developed based on the assistance from many businesses. After watching the videos from our resources this week, it was also interesting to see how aligned the intitiatives on this website are to the skills Dr. Thornburg discussed.

There are a ton of resources through this website that I would like to look into further. The Edutopia website is also a great one for resources. Spending time to look through these resources will help me to understand how to better implement critical thinking skills into the classroom environment.

Using a Blog in the Classroom

Since creating my own blog, there are many ways I have been thinking about how to use a blog with my students in the classroom. Teaching third grade, I would love to start incorporating more novels rather than just the curriculum into my classroom. I thought about using a blog to record students’ responses, thoughts, or answers to a predetermined question regarding the novel we are currently reading in class. A blog would be a beneficial technology tool to be incorporated into Language Arts. It would be helpful to record students responses to literature as we read a variety of texts throughout the year.

I also thought about incorporating the blog into a homework activity. Every week students need to respond to a posting on a blog, similar to how we do in class, in order to teach them how to use a blog and the purpose of using one. 

Finally, I thought about using a blog similarly as a website. Posting information to a blog for both my students and parents because I can post videos, pictures, current events, and classroom happenings to a blog that students and parents are using on a daily basis, rather than just my website which right now just holds information.

Guest Blog: Whole Group to Differentiated Instruction

Guest Blog: Whole Group to Differentiated Instruction

mimio software website

The following website is a great one for anyone who has the mimio software. This is the interactive whiteboard software and device I have at my school site and the mimio device attaches directly to your whiteboard which is great if your technology is not working one day, it allows you to still use your whiteboard.

The following website lists tons of great resources and created lessons that teachers can use in their classroom. Every lesson is free to download. I don't believe these lessons can be used with Smartboards because they require the mimio studio software to be installed on your computer. However, it is free to download the software which allows you to preview and use the lessons. 

http://www.mimioconnect.com/

Enjoy!