Think Out Loud Evaluation

Here is a link to the Week 4 Application: Think Out Loud Evaluation. The site I evaluated was: Help Save the Pacific Northwest Tree Octopus.

http://www.screencast.com/t/MjE0Yjdl

Feel free to share any comments!

Final Reflection

When reflecting back on all I have learned throughout this course, I have come to realize the importance for student-centered learning in the classroom. This also provides more opportunities for student discussions and interactions. By allowing students to work collaboratively, they are able to frequently use technology to better meet their needs. Lever-Duffy & McDonald (2008), state that educational technology is a support for teaching and learning that both teacher and learner can call on to help ensure the opportunity for optimum performance. I still believe that the constructivist perspective of learning is an ideal approach for students because each student develops their own sense of understanding and construct an artifact based on what they have learned. Orey (2001), also said that in this learning environment, the instructor acts as a facilitator and guides the learners along their paths of learning. This will lead to more self-discovery of concepts in a way that is more meaningful to each student.

There are adjustments that I would like to make in my instructional practice regarding technology integration. This course has provided me with many resources that can be implemented in the classroom immediately. One adjustment is to spend less time lecturing students on material but providing them with the resources necessary to learn on their own (websites and/or webquests). If a student is actively engaged in what they are learning, they are more likely to stay on task and ultimately learn more. Technology has changed the classroom and offered students new ways of learning and receiving information. Pitler, Hubbell, Kuhn, & Malenoski (2007), share that applied effectively, technology implementation not only increases student learning, understanding, and achievement but also augments motivation to learn, encourages collaborative learning, and supports the development of critical thinking and problem-solving skills (Schacter & Fagnano, 1999). One technology tool that I would like to use with my students is VoiceThreads. This tool will enhance student learning because students are able to use technology to share images related to what we are discussing in class and obtain immediate feedback from others. This will promote real world occasions so that students are interacting with people throughout the world. Another technology tool that I would like to use with my students is concept mapping. This tool will support and enhance student learning because it helps learners organize their information and that information can be used as a study guide. This technology tool helps learners visualize their ideas and make connections between nodes. Novak & Cañas (2008), say that concept mapping has been shown to help learners learn, researchers create new knowledge, administrators to better structure and manage organizations, writers to write, and evaluators assess learning.

One long-term goal that I would like to make to my instructional practice regarding technology integration would be to set better objectives for learning. I want to better prepare units of study based on the needs of my students. I also want students to be able to set their own learning goals on material we will be covering. Pitler, Hubbell, Kuhn, & Malenoski (2007), explains that research shows that when students are allowed to set some of their own learning goals, their motivation is higher than when they pursue only teacher-set goals (Hom & Murphy, 1983). When I work together with my students to set goals, it will create a better learning environment. The strategy for achieving this goal would be to inform parents at the beginning of the school year about goal setting and encourage parents to help their children set goals for themselves. This also helps me better evaluate what needs further explanation in class and what concepts students already understand. I would then model how students will complete their learning goals and provide a great deal of practice. Students will need opportunities for filling in information through Word documents as well as software for organizing information. This strategy will help both the learners and me to be more successful. A second long-term goal that I would like to make to my instructional practice regarding technology integration would be to provide students with more feedback to their work to help improve their learning process. Pitler, Hubbell, Kuhn, & Malenoski (2007), state that games and simulations, for example, allow teachers and students to get near-instantaneous feedback during the learning process, allowing for immediate redirection or correction of misconceptions. A strategy for achieving this goal would be to research various games and simulations that align with our state’s standards and provide students with feedback. I also need to examine these activities to make sure they are appropriate for second graders. I feel that once students have been exposed to feedback on how they are doing, there will be a greater success rate in the classroom because students are provided with comments on ways to improve before the assessment and allows them time to improve.

References:

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

Novak, J. D. & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

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

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

VoiceThread on Name Calling

Below you will find my VoiceThread about the concern shared by my students. Their main concern was name calling. Hopefully you can help share ideas that can eliminate name calling in schools.

I had difficulty recording so my input is shared through text.

http://voicethread.com/share/782274/

Cooperative Learning & Its Relation to the Social Learning Theory

Cooperative learning directly relates with the Social Learning Theory because it allows students to work together by collaborating and building on prior knowledge. Social Learning/Constructivism by definition emphasizes the importance of culture and context in understanding what occurs in society and constructing knowledge based on this understanding (Derry, 1999; McMahon, 1997, as cited in Orey, 2001). When students are able to interact with their peers, it will actively engage them and enhance what they are learning.

By allowing students to work together, it eliminates competition and encourages teamwork. Students already network socially with their peers so why not incorporate technology and instruction to encourage students to use their “network” sources to help them connect to what they are learning and make it more meaningful. As educators, we need to use technology that students are already familiar with and use it to our advantage when “teaching.” The chart, on the right, displays activities that teenagers take part in.

Reynard (2008) shares that given our current societal needs for making more with less, it's worth noting that learning theorists have long supported the notion that the sharing of ideas increases the outcomes of new knowledge.

When students are allowed to work collaboratively and share their creativity they are retaining more information and storing it in long-term memory. Each student can incorporate ideas that are of interest to them share with their peers for further discussion. Students are constructing artifacts that are relevant to subject matter but in a way that is meaningful to them. Cooperative learning allows for student exploration and differentiation based on student needs. Once students realize and experience the importance of social networking, they will want to be a part of it constantly because of the connections they are making in the community outside the classroom.

Reference:

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

Reynard, R. (2008). Social networking: learning theory in action. The Journal. Retrieved December 2, 2009, from http://thejournal.com/Articles/2008/05/21/Social-Networking-Learning-Theory-in-Action.aspx?Page=1

Constructivism in Practice

Instructional strategies described in the resources this week correlate with the principles of constructivist/constructionist learning theories because the strategies allow the students to deepen their understanding of content material and produce artifacts that represent what they have learned. Students need to be engaged in what they are learning and when they are completing tasks that have “real world” significance to them, they are more likely to take an interest in what they are learning and develop a clear understanding of the information.

The first strategy that correlates with the constructivist/constructionist learning theories is “Generating and Testing Hypotheses.” Technology can play a vital role in generating and testing hypotheses because new developments in probeware and interactive applets allow students to spend more time interpreting the data rather than gathering the data—a process that can be tedious and error prone (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Students are creating artifacts that promote further understanding. The data they are receiving can be used as a study guide and can help students visually organize information.

Another strategy that correlates with the constructivist/constructionist learning theories would be the use of inquiry-based activities. One activity that I would like to focus on is WebQuests. A WebQuest is a web-based, inquiry-oriented activity through which students examine evidence about a particular topic and then respond to an issue or make a decision from a particular point of view (Orey, 2001). This form of learning engages students and promotes and student-centered environment without lectures and memorization of facts. Students work independently and/or collaboratively to explore resources related to a problem and create a final product that represents what they have learned.

An important component of constructivist theory is to focus a child's education on authentic tasks (Matusevich, 1995). If a student does not feel that the information is relevant, they will recall it long enough for the assessment but will not develop a clear understanding and will not retain the information in long-term memory. Technology is playing an important role in the change of how we educate students. “The key to success lies in finding the appropriate points for integrating technology into a new pedagogical practice, so that it supports the deeper, more reflective self-directed activity children must use if they are to be competent adults in the future" (Strommen and Lincoln, 1992, p. 473 as cited in Matusevich, 1995).

References:

Matusevich, M. (1995). School reform: what role can technology play in a constructivist setting? Retrieved on November 25, 2009 from http://pixel.cs.vt.edu/edu/fis/techcons.html

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

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

Instructional Strategies and their Correlation to the Cognitive Learning Theory

Cognitive tools allow students to interact with information in order to acquire, synthesize, create, and share new knowledge (Orey, 2001). Cognitive tools have four roles: information seeking, information presentation, knowledge organization, and knowledge integration. These roles can play a large responsibility in helping students understand information they are learning and apply it in a manner that makes sense to them. Two strategies, discussed this week, that relate to the cognitive learning theory are “cues, questions, and advance organizers” and “summarizing and note taking.”

The instructional strategy cues, questions, and advance organizers focuses on enhancing students’ ability to retrieve, use, and organize information about a topic (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This strategy correlates to the cognitive learning theory because it helps students with the role of information seeking. Students are able to identify information that they feel is important by seeking out the key topics in what they are reading or discussing. When students are ready to present the information, they are able to use concept maps, and advance organizer. This is a way for students to connect new information to prior knowledge and present the information in a meaningful way. Concept maps are a great way for students to organize their information, build on prior knowledge, and prepare for a test. This strategy will deepen a student’s understanding of material.

The instructional strategy summarizing and note taking focuses on enhancing students’ ability to synthesize information and distill it into a concise new form (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This is a strategy that students will need modeling and practice with for the younger grades. I like the idea of combination notes, inverted T chart, for younger students. This is something that I can fill out ahead of time for students to use as a guide and then fill out during the discussion. By having the students write a sentence on the bottom, they are summarizing what they have learned. This can also be used as a study guide when preparing for a test. This also allows the student to focus on the key terms the teacher listed, information seeking, and pay attention to the left side of the inverted T chart. The teacher has taken out the step of organizing the information for younger students. Students can also use this chart when going on a virtual field trip to record the important information they have learned.

I am very interesting in using the four roles described in Dr. Orey’s article when preparing lessons so that students have the opportunity to explore various forms of technology to take their learning to a higher level of thinking. Students will be able to develop a vast amount of knowledge and retain it for future use.

Here is a link to an interesting article: http://www.twinpinefarm.com/pdfs/games.pdf, titled Considering Games as Cognitive Tools: In Search of Effective “Edutainment.” If you have time to read it, you may find it very interesting.

References:

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

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

Behaviorist Learning Theory and Its Relationship With Technology

The first strategy discussed this week was “Reinforcing Effort.” This strategy correlates with the behaviorist theory because students exhibit operant conditioning. The research indicates, however, that students can change their beliefs and make a connection between effort and achievement (Pitler, Hubbell, Kuhn, & Malenoski, 2007). That is a prime example of operant conditioning because the satisfying responses are conditioned.

This strategy uses technology to help students keep track of their effort along with academic achievement. When a student is receiving praise for increased effort/achievement, they are more likely to make an effort and do well in class because of the intrinsic or extrinsic rewards they may receive. By allowing students to be responsible for efforts through spreadsheets, they are held accountable for what they are doing and can easily visualize the improvements they are making. Using a rubric when creating spreadsheets also provides students with clear expectations of how to meet the set goals.

Another strategy discussed was “Homework and Practice.” This strategy aligns with the behaviorist theory because it provides students with positive reinforcement. When students complete their homework, they are reviewing what they already know and refining their skills. Technology facilitates homework and practice by providing a wealth of resources for learning outside of the classroom, making it easy for students to work on collaborative homework assignments and providing “drill and practice” resources that help students refine their skills (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The teacher is also able to model appropriate procedures on how to complete homework to ensure understanding.

This strategy uses technology by modifying the homework or practice work to best meet the needs of all students. All students can complete the same skill but at varying levels depending on the instructional level of that student. Technology also allows the teacher to quickly assess how a student is doing and modify that child’s work if necessary. Students can also use technology to create their own projects to show understanding of the material and present it to their classmates.

I believe that technology does correlate to the instructional strategies and behaviorism. We are focusing on desirable behaviors and reinforcing what is appropriate. Behaviorist techniques have long been employed in education to promote behavior that is desirable and discourage that which is not (Orey, 2001). By using technology, we are able to reach all students, focus on their individual strengths, and build on what they already know. Our school uses various online programs that provide students with practice on skills they need to know.

I look forward to learning about more strategies and how technology can play a role in helping students become successful. I already use many of the strategies discussed in this week’s resources but have learned new ways to implement them in my classroom.

References:

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

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