Game Plan Information and Resources

The International Society for Technology in Education (2008) helps teachers understand the importance of technology in education and how to efficiently implement it in the classroom. The website gives teachers a number of standards to address in their curriculum. The standards are excellent discussion points and goals for teachers to strive for in their instructional practices. The indicators that I mentioned last week that I feel I can improve on are Modeling collaborative knowledge by engaging with colleagues in particular via a virtual environment (1.d), collaborating with students using digital tools (3.b).

In order to achieve indicator 1.d. a Dropbox account would have to be created. Collaborative time with colleagues would also be needed to explain how to access the website, and how to navigate the site. A list of topics to be addressed would also be helpful. After everyone understands how to add materials and use the site, it would be helpful to have collaborative time to periodically discuss how the tool is being used and organized. The contents of the site can also be discussed.

Indicator 3.b. can be achieved by creating a Wiki account for students to access and post information regarding the Revolutionary War. First a Wiki account would need to be created with student access. The teachers can model how to navigate the site and post information. Then numerous child appropriate websites would need to be uploaded onto the website for students to access. Also, using rubistar4teachers.org a rubric would need to be created and posted so students understand the expectations.    

Gathering these resources and information can be done easily. Collaborative time would potentially be the most difficult item to achieve. If faculty meeting time or common prep time could be used, it would be ideal for staff. Otherwise, finding time for an entire grade level to meet and discuss the resources may be difficult to do.

  

ISTEA and The Personal Game Plan

It is important for teachers to constantly think about how they design, implement, assess and evaluate in the classroom. Thinking about teaching and learning throughout the process will ensure that students are getting the most out of instruction, and that time is being used efficiently. As we continue to move deeper into the age of technology, organizations such as the International Society for Technology in Education play a crucial role in helping teachers plan, deliver and evaluate lessons effectively.

After examining the International Society for Technology in Education website (2008), I feel that I am comfortable with the second and fourth standards. I feel that the district has helped me achieve the second standard by providing new technology in the forms of laptops, Promethean Boards, IPads and a media center in the library. These tools help me personalize learning activities and have a technology-rich environment for the students. The new technology also provides students and teachers with a number of ongoing assessment options to check the pulse of student growth. The second standard of designing and developing digital age learning experiences and assessments is now easily achieved. Also, as a teacher of any grade level, I feel that it is second nature to follow through on the fourth standard. This includes modeling digital citizenship and responsibility (International Society for Technology in Education, 2008).  Digital tools should always be used responsibly, and teachers should practice modeling safe, legal and ethical use.

One indicator from the International Society for Technology in Education website (2008), that I feel can be improved is 1.d. Modeling collaborative knowledge by engaging with colleagues in particular via a virtual environment is something that I strive to improve. Much time and effort can be saved by creating a Dropbox or similar account. These online accounts allow multiple people to access a shared account. Users can add and take information from the account easily and from anywhere. Teachers can share resources such as modified work, tests, plans and much more. After setting up the account and showing colleagues how to use the resource, it would be helpful to create folders to organize the work. Monitoring the use or Dropbox would be easily achieved by logging on often and checking to see what has been added. After a year of gathering resources, it would be helpful to take an inventory check and evaluate what parts of the curriculum still need to be addressed.

According to the International Society for Technology in Education (2008), it is important to model digital age work and learning. I would like to specifically focus on indicator 3.b. Collaborating with students using digital tools is an excellent way to keep them engaged in the lesson. I would like to create a wiki or blog for students to post group research on regarding the Revolutionary War. Both the Social Studies and Language Arts curriculums dedicate a unit to this topic which has a vast amount of information. I feel that it is sometimes hard for student to synthesize all the important information. By having a forum for groups to post important information from what they read to, I feel students would benefit greatly. A rubric could be created to monitor student progress and ensure they are doing all the requirements. Evaluating the learning can be done by having groups share what they have compiled and presented in a final project. Other groups as well as teachers can give feedback on group findings.

Implementing both indicators mentioned would be beneficial to both teachers and students. Sharing information would be done easily. Implementing technology will also continue to submerge all in the digital age of technology.         

 

Resources

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

 

Final Reflection

A number of teaching theories have been discussed during the life of this course. In the beginning, I felt that my personal learning theory was closely related to that of the social constructionist theory. I feel that it is important for learners to learn from each other as well as teach each other. After reviewing many theories, I still feel like the social constructionist theory is most closely related to my classroom. With many areas of education, it is sometimes best to blend a bit of everything in order to reach all learners. I believe this is also true when employing learning theories into the classroom. Exposing students to a variety of instructional methods would ensure that all learners have been met. If students are all unique and learn in different ways, they should be exposed to different ways of learning material. Although I have used educational technologies in the past, I feel that this course has exposed me to so much more. Using the Internet to look up information, complete Webquests, and play educational games is just the beginning of educational technology. The tools discussed in this course will allow me to expose students to learning during more hours of the day and at the learner’s convenience. Students can also collaborate with each other more frequently and efficiently through some of the educational technology discussed.

Throughout this course, I have learned about a number of different educational technology tools. Being that I teach fifth grade, I feel that it is important that I provide explicit instruction when using technology. Some of the students still don’t have the skills or availability to use the Internet daily. Moving forward I would like to definitely use the Spiderscribe tool in my instruction. Paired with the Promethean Board, I feel that the website can provide a clear graphic depiction of many concepts being taught. Students can use the website to fill in graphic organizers and take notes. As a teacher, I can use the website for KWL charts or summarizing and note taking. I also feel that it would be beneficial to introduce my students to Voice Thread. It can be a great resource for me to read direction and passages to students who have difficulty reading. Students can also listen to themselves read to help increase their fluency. Even if some of the students don’t have Internet access, I could use the computers in the library to record the final reading of their guided reading books each week.

Completing this course has made it easier for me to set goals within my classroom. I am more aware of the resources available and feel that I am comfortable using many of them. One goal I plan on setting and achieving is making the Social Studies curriculum more fun through the use of technology. Sometimes the cause and effect concepts relationships and abstract concepts are difficult for fifth grade students to understand. Incorporating graphic organizers, importing videos, and bringing up pictures and other visuals will increase student understanding. Another goal I would like to accomplish is setting up and using a classroom blog to complete certain assignments. I feel that this is a great way to make a home-school connection as well as foster student collaboration. Implementing a blog would allow students to socialize with each other and complete assignments. I feel that it would be worth while and increase student interest in many assignments. I look forward to implementing many of the tools discovered into the classroom.

                        Cooperative Learning Strategy and Social Learning Theory

The Cooperative Learning Strategy is based upon students interacting with each other in groups to enhance their learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Learners can be arranged in a variety of differentiated groups. Groups offer individuals the chance to learn from each other, and have each member communicate with each other. In today’s society, globalization has become more common and people of all ages are required to collaborate in the work environment.   

The Social Learning Theory is based upon the idea that students gain understanding by interacting with others and with their environment (Laureate Education Inc., 2010). The Social Learning Theory and Cooperative Learning Strategy are closely related. I feel that cooperative learning fits into the Social Learning Theory. Students can enhance their learning and their environment by collaborating with others in a multitude of ways. By definition, a learner should communicate or their knowledge of a topic to others in order to show an understanding. By doing so, the learner is being social. Technology allows people to communicate, collaborate and socialize very efficiently.

Many instructional tools can be used for student collaboration. One educational technology tool I have used in the past is a Webquest. A Webquest is an activity that allows students to learn about a particular subject or solve a problem (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I have used Webquests in the classroom to have students explore certain topics such as energy and the types of resources used in Science. The students enjoyed using the technology, discovering information, and communicating with each other throughout the process. Using Webquests is a Cooperative Learning Strategy that fits into the Social Learning Theory. By using Webquests, students can focus on using the information provided rather than looking for it, and also provide support so the students achieve the higher levels of Bloom’s Taxonomy (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  

Voicethread URL: http://walden.voicethread.com/share/4098666/

                                                                        References

Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Social Learning Theory. Baltimore: Author.

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

 

                                                     Constructionist Learning Theory
The constructionist learning theory is built upon the premise that learners stay motivated to learn, and show an understanding of material by creating something. By structuring a learning environment this way, students have a chance to explore what meaning and gain information on their own or with assistance. The approach is much different than a traditional teacher-centered model. By allowing the students to experience the learning, they are more prone to understanding the material rather than memorizing it. An instructional strategy that embeds technology and uses a constructionist approach is generating and testing hypothesis. According to Pitler, Hubbell, Kuhn & Malenoski (2007), when generating and testing hypotheses, learners are engaging in complex mental processes, applying knowledge and increasing their general understanding of the content.

Generating and testing hypotheses is closely aligned to the constructionist approach to education. According to Pitler, Hubbell, Kuhn & Malenoski (2007), the six ways to help generate and test hypotheses is through system analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making. Each of the methods discussed promotes student exploration and creation. Learners are responsible for discovering information and building meaning for themselves and for collaboration.

To apply this strategy in the classroom, I could see students creating a concept map to gather information about specific questions regarding the Revolutionary War. Students could participate in a historical investigation and explore why certain figures such as Benedict Arnold acted the way they did. I could also use an online KWL chart to gather student knowledge and make connections for students. The chart could be completed as the unit progresses. Overall, generating and testing hypothesis is useful across curriculum and could be used in almost any content area (Pitler, Hubbell, Kuhn & Malenoski, 2007).

References

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

Cognitivism in Practice

The cognitive learning theory revolves around how information is processed through different sections of the brain (Laureate Education Inc., 2010). As a special education teacher, I feel it is especially important to understand how information is processed and how to best reach each individual student. Many students have difficulty retaining information, and others commit the information to short-term memory and forget it after the test. Our job as teachers is to deliver instruction so students can internalize the information presented, giving them a collection of information to draw from in the future. A proven way to allow information to reach long-term memory is to provide a multisensory approach (Laureate Education Inc., 2010).

There are a number of instructional strategies that aid in the retention of information in long-term memory. One such strategy is cues, questions, and advance organizers. Each part of the instructional strategy can be clearly defined. Cues refer to any reminders or hints that students receive regarding what they are about to experience. Questions are similar to cues and help students trigger their memories and access prior knowledge. Advance organizers are what teachers present to students before a learning activity to help them categorize and make sense of the information (Pitler, Hubbell, Kuhn, & Malenoski, 2007). When thinking about incorporating technology into these instructional strategies, a useful tool seems to be the concept map. Students are able to look at essential questions or larger topics and organize information in an easy manner. Students can even create their own visuals to show how pieces of information are connected to an overarching theme or belief. Putting all the information together on a concept map shows connections, cause and effect, and other important concepts.

Another useful instructional strategy is summarizing and note taking. This strategy focuses on the ability to take larger chunks of information and synthesize, or boil it down into a concise package (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Summarizing is something that people are required to do in almost every facet of life. Reading books, watching movies, attending trainings, or recalling what has happened in the past requires summarizing. Being able to analyze information and determine what is not just interesting, but most important is crucial.  Many elementary students struggle with the ability to take notes, and tend to copy too much information. For elementary students who are just learning how to summarize and take notes, I feel that the Word AutoSummarize tool is beneficial. This tool takes a selection of text and provides a summary in different formats (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Using this tool can give students the ability to check and see if what they think is the main point of a passage is correct. Giving students the opportunity to highlight or summarize on their own and check with the AutoSummarize tool provides scaffolding and instant feedback.

I feel that both instructional strategies discussed are helpful. Summarizing and note taking and cues, questions and advanced organizers both provide students with support and skills necessary to become successful in education and life in general. Although I use both strategies in my class, I have not incorporated either of the technology components discussed to date. I look forward to using the tools discussed and bringing a more meaningful multisensory approach to the classroom.

 

    References

 

Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Cognitive Learning Theories. Baltimore: Author.

 

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

Behaviorism in Practice

Teachers often need to perform duties that are outside of the written job description. Every child is unique, and in turn requires individualized attention and instruction. Teachers need to determine how to most efficiently get the information across to the students so they can process, internalize, and eventually pass on the information. Behaviorism is defined as a way to learn through the reinforcement of positive behaviors and the ignoring or punishment of unwanted behaviors (Smith, 1999). Teachers must be prepared to employ both strategies in the best interest of all students. Although I personally feel that it is best to reinforce positive behaviors most of the time, there are occasions where punishment or ignoring is necessary.

I personally find myself using positive reinforcement more frequently. My school has been self-sustaining a school-wide behavioral program for the past 6 years. The program was created at The University of Medicine and Dentistry of New Jersey, and is called Positive Behavioral Support In Schools or P.B.S.I.S. The program required extensive research on the school community, environment, building, and current behavior management systems. The program offers students a chance to get “caught” doing good deeds throughout the school day for a chance to earn a ticket. The tickets are then put into a raffle or drawing where the students can then win a bigger weekly prize. Again tickets are combined into a larger pool where monthly and yearly prizes are drawn. Students are very receptive to the program and always looking to earn tickets. The program also uses other behavioral plans to address the children who seem to have the most trouble following rules. Sometimes it can result in punishment. Whether it is to internalize information that is academic or social, methods such as drill and practice, remediation and small group direct instruction definitely have a place in education. Being that I am a teacher of students with disabilities, these strategies are used in my classroom daily. Although the goal is to eventually remove the scaffolding, some students will require these strategies for the rest of their lives. The district also requires that objectives are posted for each lesson, therefore making it clear to the students what the expectations are.

Although some students have difficulty with academics, they can achieve points and positive reinforcement through effort. Reinforcing Effort is a way of helping children understand the relationship between effort and achievement (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Students who are not always accurate with academics can still feel successful. My school has installed Promethean Boards in each classroom, which allows me to post student effort and classroom behavioral charts on the board. I usually have a teacher vs. students tally on the board and printed up individual plans on student desks if necessary.

Instructional technology definitely has a place in today’s classroom. Almost every career path today involves the use of technology in some capacity. Our job as educators is to expose children to real life situations and prepare them for the real world. This can be done through homework and practice, which gives students a chance to review and apply what they have learned (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The Internet gives teachers and students endless possibilities on how to apply and enhance what they learned. It also offers repetition, and serves as a reward because the children love to use technology. 

As an educator, it is very important to understand the needs of our students. The Behaviorist Learning Theory allows teachers the opportunity to establish routines that have rewards and consequences for students. In addition, the strategies that are implemented in the classroom are equally important. Recognizing how strategies and learning theories are interconnected will enhance the learning within the classroom environment.

References

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

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