As I created my GAME plan at the beginning of this course, I was quite hesitant about using technology in the classroom as a way for students to reflect upon their learning. The reason for this is because my students do not have much experience nor opportunities to use technology in both their personal and academic lives. Throughout this course, as I have been implementing new technology tools, I have learned just how flexible, eager to learn, and adaptable my students truly are. I was surprised by how quickly every single student picked up on the technology tools and how they were able to use them effectively. In this process, I have learned and seen with my own eyes that technology can really "level the playing field" and reach out to every single student – no matter his/her academic level. There were still some challenges with my struggling readers because they could not read the websites so they required more guidance, but they were still able to be successful with the tools we used, such as the online graphic organizer, SpiderScribe. Along the way, I have revised the tools I used in my original GAME plan. I started with the idea of using VoiceThread, then changed to PowerPoint, and ended up using SpiderScribe. I think SpiderScribe has been a great starting point for my students. They are all progressing with the tool and are finding success in creating graphic organizers about what they have learned in Social Studies. I think from this point as we progress, we can start using other tools, such as PowerPoint and VoiceThread. I have learned that with a solid and straightforward introduction to these tools, students will naturally learn how to be successful with them.
I have made it my goal to incorporate some sort of technology tool into every unit and possibly most chapters, depending on the content and time we have. I have seen how much more engaged students are when technology plays a role in the learning. It is not just about me using technology to instruct them either, they want to be the creators as well. Using PowerPoint to teach them is definitely much more engaging than a plain lecture, but I think because I use it often, it too is becoming less engaging for them. We are moving in the direction where students need more hands-on opportunities, which is also where problem-based learning, social networking/online collaboration, and digital storytelling come into the picture. These sorts of strategies and tools require students to be in charge of their learning and I think I will find more success by integrating them into the classroom more often. I think if I stick with my goal of incorporating one of these tools/strategies into every unit and perhaps most chapters, I will see a difference in the classroom.
Saturday, December 17, 2011
Wednesday, November 23, 2011
Modifying my GAME Plan
Are you finding the information and resources you need?
I am finding the information and resources I need. I have a few computers in my classroom that students can use during our centers time to work on their PowerPoint presentations when the time comes. Our school computer lab also has a brand new Mac desktop computer for each student to use, which will be useful for my whole group instruction. The technology teacher is also in the lab at the same time we are so she will be able to help us out when needed.
Do you need to modify your action plan?
As I have mentioned in my previous post, I have decided to modify my GAME Plan by changing the idea of using VoiceThread to PowerPoint. The reason for this change is that I think PowerPoint will be of more use for them in the future than VoiceThread will be. Many of my students do not even have Internet at home so they would not be able to use VoiceThread outside of the classroom, which lessens its importance and accessibility even more.
What have you learned so far?
So far, I have learned that I will need to make modifications for some students by adjusting the amount of slides I require. For example, for my higher achieving students, I will definitely make the assignment more challenging by requiring more slides with more bullet points or details. For my lower achieving students, I will require them to have the same bits of information on each slide, but require fewer slides from them.
What new questions have arisen?
As of this moment, I do not have any new questions but I am sure once we return from our holiday and begin to use PowerPoint more questions will arise.
I am finding the information and resources I need. I have a few computers in my classroom that students can use during our centers time to work on their PowerPoint presentations when the time comes. Our school computer lab also has a brand new Mac desktop computer for each student to use, which will be useful for my whole group instruction. The technology teacher is also in the lab at the same time we are so she will be able to help us out when needed.
Do you need to modify your action plan?
As I have mentioned in my previous post, I have decided to modify my GAME Plan by changing the idea of using VoiceThread to PowerPoint. The reason for this change is that I think PowerPoint will be of more use for them in the future than VoiceThread will be. Many of my students do not even have Internet at home so they would not be able to use VoiceThread outside of the classroom, which lessens its importance and accessibility even more.
What have you learned so far?
So far, I have learned that I will need to make modifications for some students by adjusting the amount of slides I require. For example, for my higher achieving students, I will definitely make the assignment more challenging by requiring more slides with more bullet points or details. For my lower achieving students, I will require them to have the same bits of information on each slide, but require fewer slides from them.
What new questions have arisen?
As of this moment, I do not have any new questions but I am sure once we return from our holiday and begin to use PowerPoint more questions will arise.
Wednesday, November 16, 2011
Editing and Reviewing my GAME Plan
My GAME Plan is to make the content "come to life" for my students through the use of technology tools, such as VoiceThread. I will also use this tool as a way for students to reflect upon their learning by creating a VoiceThread of their knowledge. In doing so, students will create a VoiceThread at the end of each chapter of each content area.
What resources will you need to carry out your plan (video, reading, experts or colleagues, etc)?
To carry out my GAME Plan, I will need computers with Internet, content material, and the website, VoiceThread.
What additional information do you need?
At this point I need to introduce students to the concept of VoiceThread because we will then be able to move forward with my GAME Plan. I feel that once I see how quickly (or slowly) students are grasping the idea of using VoiceThread as a reflecting tool, I will be able to map out more concretely how often I would like to use this tool. I feel that if students are grasping how to create a VoiceThread fairly quickly, we will be able to use it more often. If students are having trouble with creating their own VoiceThread, I may have to make accommodations. For example, I may have to pair up students so that they can help one another throughout the process, while other students will not have any problems.
What steps have you been able to take so far?
I have started mapping out where I want students to create their own VoiceThreads. I have started creating my own VoiceThread, which I will present to my class in a way to introduce them to this new idea.
**As I have been putting my plan into motion this week, I have come to the decision that I will be using PowerPoint instead of VoiceThread in my GAME Plan. The reason for this change is because I think my students will benefit more from learning how to use PowerPoint than VoiceThread. Many of them do not have computers with Internet at home so it would not benefit them much outside of the classroom. Also, PowerPoint will be an essential tool in their academic careers so learning how to use the program sooner than later will be better off in the long run.
What resources will you need to carry out your plan (video, reading, experts or colleagues, etc)?
To carry out my GAME Plan, I will need computers with Internet, content material, and the website, VoiceThread.
What additional information do you need?
At this point I need to introduce students to the concept of VoiceThread because we will then be able to move forward with my GAME Plan. I feel that once I see how quickly (or slowly) students are grasping the idea of using VoiceThread as a reflecting tool, I will be able to map out more concretely how often I would like to use this tool. I feel that if students are grasping how to create a VoiceThread fairly quickly, we will be able to use it more often. If students are having trouble with creating their own VoiceThread, I may have to make accommodations. For example, I may have to pair up students so that they can help one another throughout the process, while other students will not have any problems.
What steps have you been able to take so far?
I have started mapping out where I want students to create their own VoiceThreads. I have started creating my own VoiceThread, which I will present to my class in a way to introduce them to this new idea.
**As I have been putting my plan into motion this week, I have come to the decision that I will be using PowerPoint instead of VoiceThread in my GAME Plan. The reason for this change is because I think my students will benefit more from learning how to use PowerPoint than VoiceThread. Many of them do not have computers with Internet at home so it would not benefit them much outside of the classroom. Also, PowerPoint will be an essential tool in their academic careers so learning how to use the program sooner than later will be better off in the long run.
Wednesday, November 9, 2011
Developing My GAME Plan
In the National Education Standards for Teacher (NETS-T), I am comfortable with the following standard:
3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
Teachers:
a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations
b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success (NETS-T 3a & 3b).
I use technology throughout the school day and share with students how to use the Internet to find quick results. I also collaborate with colleagues, administrators, and parents through email on a daily basis. My students are in third grade and most do not have their own email addresses just yet, so I cannot communicate with them via the Internet. I heavily rely on technology whether it is a PowerPoint presentation, some kind of picture or songs to help practice their multiplication facts, I always have my laptop in the classroom.
The standards I am not as confident in are the following:
1. Facilitate and Inspire Student Learning and Creativity
b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes. (NETS-T 1b & 1c).
I feel that I do not create enough opportunities for students to use their creative brains nor do we really use collaborative (technological) tools, such as Wikis or Google Docs. We do a lot of collaboration in the classroom, but it is mostly verbal or pair/group work.
My goal is to incorporate some sort of technological resource in my classroom, such as VoiceThread, a class wiki, or podcasts. This goal will ensure that students are engaged in "exploring real-world issues" through the use of pictures, music, text or their own voices. My GAME plan to strengthen my confidence in this area is to start off by experimenting with these different collaboration tools. I will start with VoiceThread and see how this progresses with my class. My students do not have much experience with computers aside from using programs, such as Accelerated Reader, Reading Eggs, and Starfall, so it will be quite an experience for all of us. I also like the idea of using online graphic organizers through Webspiration or SpiderScribe.net in collaborating settings where students work with others in our own classroom.
I think the best way to monitor my progress is to see how often we use these tools in the classroom. If I am using these tools at least once a week, I would say I am slowly progressing. As time progresses, I will increase the number of times we use VoiceThread to where it is a daily tool.
I will evaluate my learning based upon the progress of my students. If they are finding success with the new tool, I will see that as proof that I am also learning and succeeding with my GAME plan. Eventually, I would love for students to create their own VoiceThread slide independently. I know we will need to start slow where I am creating and showing my own to modeling how to create a VoiceThread to guiding students in how to create one on their own.
International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx
International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx
Wednesday, June 15, 2011
Reflection
As I reread my "Personal Theory of Learning" from week 1, I feel that my core ideas and beliefs are still the same but have been broadened and modified. In this course, I particularly liked learning about the constructionism and social learning theories because I think they are the most relevant to today's students. In the video, "Constructionist and Constructivist Learning Theories," Dr. Orey presented that in the constructionism theory, students are building an "artifact" or creating some kind of product, such as a PowerPoint presentation (Laureate Education, Inc., 2010a). Then in the following week, we learned about the social learning theory where Dr. Orey expanded on this other notion of learning in the video, "Social Learning Theories" (Laureate Education, Inc., 2010b). This theory was similar to constructionism in that students need to build or create something, but the difference is that they are encouraged to socialize or discuss their work and findings with other students. These learning theories have modified my "Personal Theory of Learning" in that they reiterate how important it is for learning to be interactive and that students need opportunities to be proactive in their learning. This makes a better, more positive and engaging environment for both the students and teacher. My newly modified theory of learning is that students still need lots of practice and repetition to master a skill, but they also need new experiences and opportunities to put those skills to the test. This can be done by assigning more hands-on and performance task type of activities.
This course has made me prosperous in resources and how to use various technology tools in different ways– all of which enhance student learning. Two technology tools I would like to use with students are graphic organizers, such as with SpiderScribe or Webspiration, and VoiceThread. One of the districts I sub in really emphasizes the importance of graphic organizers and teachers are required to use them in a variety of ways throughout the year. For our assignment in this course, I used SpiderScribe to create a graphic organizer and I found it to be very easy and effective. Whether I create one beforehand or during the lesson with the students, the organizer can be changed at anytime. Students are able to see how the various branches of the organizer relate or connect with one another. I can even create a graphic organizer with just the bubbles and no connecting lines so the students can add them themselves. This would be even more effective if we were in the computer lab and everyone had their own computer to work with. The second technology tool, VoiceThread, was really fun to work with, and I think students would really enjoy it as well. It is like a living organism in that it can "grow" with each comment added. There are so many ways I can use VoiceThread. For example, I can use it to present a math problem (as I did for this course) or use it as a read aloud or picture slideshow. I can even play the VoiceThread in the beginning of each class as the "announcement" for the day. The possibilities are endless and that students can comment on it makes it even better. My repertoire of instructional skills has definitely expanded because of this course. My "go to" instructional strategy has been cooperative learning, which is effective, but there are so many others that are just as great.
I will focus on integrating one technology tool, VoiceThread, and build upon that by incorporating other technology tools with time. I will start by presenting math problems and read alouds and grow from there. My second goal would be to use VoiceThread daily in some way whether it is in the classroom or as a part of homework assignments.
Resources
Laureate Education, Inc. (Executive Producer). (2010a). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010b). Program eight. Social learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
This course has made me prosperous in resources and how to use various technology tools in different ways– all of which enhance student learning. Two technology tools I would like to use with students are graphic organizers, such as with SpiderScribe or Webspiration, and VoiceThread. One of the districts I sub in really emphasizes the importance of graphic organizers and teachers are required to use them in a variety of ways throughout the year. For our assignment in this course, I used SpiderScribe to create a graphic organizer and I found it to be very easy and effective. Whether I create one beforehand or during the lesson with the students, the organizer can be changed at anytime. Students are able to see how the various branches of the organizer relate or connect with one another. I can even create a graphic organizer with just the bubbles and no connecting lines so the students can add them themselves. This would be even more effective if we were in the computer lab and everyone had their own computer to work with. The second technology tool, VoiceThread, was really fun to work with, and I think students would really enjoy it as well. It is like a living organism in that it can "grow" with each comment added. There are so many ways I can use VoiceThread. For example, I can use it to present a math problem (as I did for this course) or use it as a read aloud or picture slideshow. I can even play the VoiceThread in the beginning of each class as the "announcement" for the day. The possibilities are endless and that students can comment on it makes it even better. My repertoire of instructional skills has definitely expanded because of this course. My "go to" instructional strategy has been cooperative learning, which is effective, but there are so many others that are just as great.
I will focus on integrating one technology tool, VoiceThread, and build upon that by incorporating other technology tools with time. I will start by presenting math problems and read alouds and grow from there. My second goal would be to use VoiceThread daily in some way whether it is in the classroom or as a part of homework assignments.
Resources
Laureate Education, Inc. (Executive Producer). (2010a). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010b). Program eight. Social learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thursday, June 2, 2011
Social Learning Theories
In the last couple of weeks, we have focused on behaviorism, the cognitive theory, and constructionism and how these theories affect learning in the classroom. This week we are focusing on social learning theories, which in my opinion, are the most relevant to today's students. Students today are social butterflies that have been shaped heavily by technology. Many students have their own cell phones at young ages and are able to use computers quite well. Since students are affected heavily by technology, I think it makes most sense for teachers to use this to their advantage. Allowing students to use wiki pages is more appealing and engaging and it encourages them to collaborate and work with others– all important skills needed for the 21st century.
According to Dr. Orey, social learning theories is similar to constructionism but takes it one step further (Laureate Inc., 2010). In constructionism, students are required to build or create some kind of artifact, such as a rocket of water bottles or a PowerPoint presentation. Social learning theories are similar to this but students are highly encouraged to interact and discuss the process and their final product with others. The learning takes place in the interaction with others. It was also mentioned that the best way for people to learn is through teaching others (2010). I recently subbed in a fourth grade class so this particular example is fresh in my mind. When I was in high school, I could not remember the difference between scalene and isosceles triangles! As a substitute, I have [finally] learned which one is which because I had to teach it several times. Whew, now that that's off my chest...
Another reason why I like the idea of students teaching other students is because sometimes they are able to reiterate the material in a way that is more understandable and at their peer's level than the teacher can. Although we teachers are quite knowledgeable people, sometimes it is the simple responses from students that make the most sense.
In this week's reading, we learned about cooperative learning and how to use technology with this strategy. Cooperative learning can be correlated with the social learning theory because it requires students to work with others and have discussions. In a previous course at Walden, it was mentioned that teachers need to create more opportunities for students to talk in the classroom. Learning should be interactive and students will get bored if they are always being lectured and are not active participants.
There are all kinds of ways to use technology in cooperative learning. For example, students can use wiki pages or Google Docs in groups. The reading also had many websites, such as ePALS and Keypals Club International, where students are able to communicate with other schools from different cities, states, and even countries.
In Using Technology with Classroom Instruction that Works, it was mentioned that using technology in the classroom can help students grow as lifelong learners because it shows them that learning can take place anywhere, anytime both in and outside of school (Pitler, Hubble, Kuhn, & Malenoski, 2007).
Laureate Education, Inc. (Executive Producer). (2010). Program eight. Social learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Pitler, H., Hubble, E.R., Kuhn, M., & Malenoski, K., (2007). Using technology with classroom instruction that works. Alexandria, VA, ASCD
According to Dr. Orey, social learning theories is similar to constructionism but takes it one step further (Laureate Inc., 2010). In constructionism, students are required to build or create some kind of artifact, such as a rocket of water bottles or a PowerPoint presentation. Social learning theories are similar to this but students are highly encouraged to interact and discuss the process and their final product with others. The learning takes place in the interaction with others. It was also mentioned that the best way for people to learn is through teaching others (2010). I recently subbed in a fourth grade class so this particular example is fresh in my mind. When I was in high school, I could not remember the difference between scalene and isosceles triangles! As a substitute, I have [finally] learned which one is which because I had to teach it several times. Whew, now that that's off my chest...
Another reason why I like the idea of students teaching other students is because sometimes they are able to reiterate the material in a way that is more understandable and at their peer's level than the teacher can. Although we teachers are quite knowledgeable people, sometimes it is the simple responses from students that make the most sense.
In this week's reading, we learned about cooperative learning and how to use technology with this strategy. Cooperative learning can be correlated with the social learning theory because it requires students to work with others and have discussions. In a previous course at Walden, it was mentioned that teachers need to create more opportunities for students to talk in the classroom. Learning should be interactive and students will get bored if they are always being lectured and are not active participants.
There are all kinds of ways to use technology in cooperative learning. For example, students can use wiki pages or Google Docs in groups. The reading also had many websites, such as ePALS and Keypals Club International, where students are able to communicate with other schools from different cities, states, and even countries.
In Using Technology with Classroom Instruction that Works, it was mentioned that using technology in the classroom can help students grow as lifelong learners because it shows them that learning can take place anywhere, anytime both in and outside of school (Pitler, Hubble, Kuhn, & Malenoski, 2007).
Laureate Education, Inc. (Executive Producer). (2010). Program eight. Social learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Pitler, H., Hubble, E.R., Kuhn, M., & Malenoski, K., (2007). Using technology with classroom instruction that works. Alexandria, VA, ASCD
Wednesday, June 1, 2011
Wednesday, May 25, 2011
Constructionism in the Classroom
The constructivism learning theory states that there is no absolute answer because the knowledge is different from person to person depending on his or her personal meaning (Laureate Education, Inc., 2010). Because the knowledge varies, this theory plays a smaller role in the classroom than the constructionism learning theory.
The constructionism learning theory basically states that people learn most effectively when they are building or creating some kind of "artifact" (2010). In this week's video, Dr. Orey explains that this "artifact" also includes PowerPoint presentations, which is a very attainable task in most classrooms. I believe that it is quite difficult to make all or at least most lessons fit the constructionism theory in that students are creating something physical, but the use of technology makes this much more realistic. PowerPoints can be created within just a few class periods. These particular sources fit into the constructionism theory in that the spreadsheets are the creations or artifacts students are using to deepen their knowledge on the subject.
In Chapter 11 of our book, Using Technology with Classroom Instruction that Works, Howard Pitler, Elizabeth R. Hubbell, Matt Kuhn, and Kim Malenoski highlight the technological tools of spreadsheets, databases, and web resources when "Generating and Testing Hypothesis" (Pitler, Hubble, Kuhn, & Malenoski, 2007). These authors were stating that hypotheses are usually only used in science but can be used within any subject with the correct task at hand and modifications. With tools, such as spread sheets, Google Spreadsheets, and wikiCalc, students are able to focus less on the calculations process and more on the implications of their results, which means more analytical and deep thinking skills being used (2007).
Resources
Laureate Education, Inc. (Executive Producer). (2010). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Pitler, H., Hubble, E.R., Kuhn, M., & Malenoski, K., (2007). Using technology with classroom instruction that works. Alexandria, VA, ASCD
The constructionism learning theory basically states that people learn most effectively when they are building or creating some kind of "artifact" (2010). In this week's video, Dr. Orey explains that this "artifact" also includes PowerPoint presentations, which is a very attainable task in most classrooms. I believe that it is quite difficult to make all or at least most lessons fit the constructionism theory in that students are creating something physical, but the use of technology makes this much more realistic. PowerPoints can be created within just a few class periods. These particular sources fit into the constructionism theory in that the spreadsheets are the creations or artifacts students are using to deepen their knowledge on the subject.
In Chapter 11 of our book, Using Technology with Classroom Instruction that Works, Howard Pitler, Elizabeth R. Hubbell, Matt Kuhn, and Kim Malenoski highlight the technological tools of spreadsheets, databases, and web resources when "Generating and Testing Hypothesis" (Pitler, Hubble, Kuhn, & Malenoski, 2007). These authors were stating that hypotheses are usually only used in science but can be used within any subject with the correct task at hand and modifications. With tools, such as spread sheets, Google Spreadsheets, and wikiCalc, students are able to focus less on the calculations process and more on the implications of their results, which means more analytical and deep thinking skills being used (2007).
Resources
Laureate Education, Inc. (Executive Producer). (2010). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Pitler, H., Hubble, E.R., Kuhn, M., & Malenoski, K., (2007). Using technology with classroom instruction that works. Alexandria, VA, ASCD
Wednesday, May 18, 2011
Cognitive Theory and Technology
The Cognitive Theory is the study of the thought process. In this theory, it is important to learn and focus on how people think and how new information is processed in the brain. As an educator, it is important to be conscious of this theory because it explains how people learn and think, which is exactly what we expect of our students. In the video, "Cognitive Learning Theories," Dr. Michael Orey explained various components of the Cognitive Theory, which have a correlation with some of the instructional strategies described in the resources (Laureate Education, Inc., 2010). Chapter 4 "Cues, Questions, and Advanced Organizers" and Chapter 6 "Summarizing and Note Taking" of Using Technology with Classroom Instruction that Works presents various strategies that can be used with technology that parallel quite nicely with the Cognitive Theory (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Dr. Orey mentioned that people have a limited short term and working memory and are capable of only remembering about seven (give or take two) pieces of information at a time (2010). The use of Advanced Organizers in the classroom is effective and straight to the point, and learning this information from the Cognitive Theory about our short term and working memory gives me a different perspective of how to use them. Using these organizers is effective, but using them through "chunking" or by presenting about seven pieces of information at a time would be more successful and not as draining.
Another component Dr Orey presented was the idea of Dual Coding where people create an image of the word as well as the actual word and is stored in different parts of the brain (2010). For example, if we are learning the word "dog" we may see a picture of a dog as well as the word. When we recall this in our minds, we will see the picture of the dog alongside the actual word, hence the "dual" aspect of this concept. This principal of the theory correlates with the instructional strategy of using Advance Organizers as well because it presents a visual for the students. Dr. Orey said that we learn better when more stimuli are used. The learning process would be more effective if students can use more than one of the five senses (2010). With this in mind, Advance Organizers in technology, such as Webspiration or Inspiration, are graphic organizers that can be created in front of the students, which makes the process interactive and engaging. Students are more likely to learn something when they feel included and in control of the creating process.
Virtual Field Trip tools are also innovative tools for the classroom. Personally, I have used these "field trips" when researching various venues for events a couple of times, but the thought never occurred to me to use it in the classroom. It is one thing to show a still picture of a historic place, but it becomes a whole different, enriched experience to see it through the perspective of standing inside of it.
Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Dr. Orey mentioned that people have a limited short term and working memory and are capable of only remembering about seven (give or take two) pieces of information at a time (2010). The use of Advanced Organizers in the classroom is effective and straight to the point, and learning this information from the Cognitive Theory about our short term and working memory gives me a different perspective of how to use them. Using these organizers is effective, but using them through "chunking" or by presenting about seven pieces of information at a time would be more successful and not as draining.
Another component Dr Orey presented was the idea of Dual Coding where people create an image of the word as well as the actual word and is stored in different parts of the brain (2010). For example, if we are learning the word "dog" we may see a picture of a dog as well as the word. When we recall this in our minds, we will see the picture of the dog alongside the actual word, hence the "dual" aspect of this concept. This principal of the theory correlates with the instructional strategy of using Advance Organizers as well because it presents a visual for the students. Dr. Orey said that we learn better when more stimuli are used. The learning process would be more effective if students can use more than one of the five senses (2010). With this in mind, Advance Organizers in technology, such as Webspiration or Inspiration, are graphic organizers that can be created in front of the students, which makes the process interactive and engaging. Students are more likely to learn something when they feel included and in control of the creating process.
Virtual Field Trip tools are also innovative tools for the classroom. Personally, I have used these "field trips" when researching various venues for events a couple of times, but the thought never occurred to me to use it in the classroom. It is one thing to show a still picture of a historic place, but it becomes a whole different, enriched experience to see it through the perspective of standing inside of it.
Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, May 10, 2011
Behaviorism and Technology-ism
The theory of Behaviorism revolves around Operant Conditioning, which has two major components: reinforcement of desirable behavior and punishment of undesirable behavior (Laureate Education, Inc., 2010). Behaviorists believe that praising or rewarding a desirable behavior will reinforce it and ignoring or punishing an undesirable behavior will stop it. With that said...
This week we are focusing on various instructional strategies that use technology, which correlate with the principles of behaviorist learning theory. In Chapter 8 "Reinforcing Effort" of Using Technology in with Classroom Instruction that Works, there are four sources that contribute to one's success, which are "their own innate abilities, the assistance of others, luck, and effort" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). According to these authors, effort is the most rational one to choose or depend upon for success because it is the most controllable of the four (2007). It is important for teachers to teach students this idea because it is the "ground leveler" in the classroom; all students are able to put forth effort. In order to do this, teachers must be straightforward about effort and expectations, as well as create opportunities where the students are in control and can physically see their effort. The instructional strategy presented in this chapter is using a spreadsheet to track student effort. With the use of a rubric, students are assess themselves according to how much effort they believe they put in for the task. As students record their assessments in a spreadsheet, their data can be made into charts as a visual representation of their effort. Data charts are very "black and white" since they are direct representations of the information put in by students. This strategy correlates with the behaviorist learning theory in that students with positive results will continue their hard work to continue to achieve that success. Students with lower results (the undesirable behavior) will (theoretically) try harder so that they achieve higher, or the desirable, results/behavior. Students can see that the more effort they put in the better their homework or test/quiz results are, and will therefore continue to work hard. This also works the other way around where students that are not putting in much effort can see how it affects their homework and test/quiz scores, which will theoretically motivate them to try harder next time.
The other instructional strategy was Chapter 10 "Homework and Practice." This strategy also correlates with the behavior learning theory. The main reason teachers assign homework is because it supplies more practice for students beyond the classroom. The behavior learning theory fits into this in that if students thoroughly complete their homework everyday, their quiz/test scores will reflect this since they are practicing more than someone not doing their homework. It is important for students to understand the reasoning behind homework: more practice and not because the teacher is mean. Once they realize this, they can then understand the reasoning that the more practice they do the more successful they will be. Students that do their homework may receive a sticker or stamp, which would also reinforce them to do their homework everyday. Students that do not do their homework may lose their recess, which would encourage them to do their homework everyday.
Teachers may want to combine these two instructional strategies by creating a spreadsheet for homework and quiz/test results so students can see that the affect of doing one's homework will most likely mean a higher quiz/test score.
Some believe that the theory of behaviorism cannot be applied to today's 21st Century classrooms, and I am not one of those believers. It may not be as relevant as it once was but I believe that it is still worthy enough to be aware of within the classroom.
Resources
Laureate Education, Inc. (Executive Producer). (2010). Program four. Behaviorist learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
This YouTube video I found sort of relates to the topic in a "theory kind of way." It's more for entertaining purposes! You can watch below or click here
This YouTube video is about Operant Conditioning from a little girl's perspective! :) Watch below or click here
This week we are focusing on various instructional strategies that use technology, which correlate with the principles of behaviorist learning theory. In Chapter 8 "Reinforcing Effort" of Using Technology in with Classroom Instruction that Works, there are four sources that contribute to one's success, which are "their own innate abilities, the assistance of others, luck, and effort" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). According to these authors, effort is the most rational one to choose or depend upon for success because it is the most controllable of the four (2007). It is important for teachers to teach students this idea because it is the "ground leveler" in the classroom; all students are able to put forth effort. In order to do this, teachers must be straightforward about effort and expectations, as well as create opportunities where the students are in control and can physically see their effort. The instructional strategy presented in this chapter is using a spreadsheet to track student effort. With the use of a rubric, students are assess themselves according to how much effort they believe they put in for the task. As students record their assessments in a spreadsheet, their data can be made into charts as a visual representation of their effort. Data charts are very "black and white" since they are direct representations of the information put in by students. This strategy correlates with the behaviorist learning theory in that students with positive results will continue their hard work to continue to achieve that success. Students with lower results (the undesirable behavior) will (theoretically) try harder so that they achieve higher, or the desirable, results/behavior. Students can see that the more effort they put in the better their homework or test/quiz results are, and will therefore continue to work hard. This also works the other way around where students that are not putting in much effort can see how it affects their homework and test/quiz scores, which will theoretically motivate them to try harder next time.
The other instructional strategy was Chapter 10 "Homework and Practice." This strategy also correlates with the behavior learning theory. The main reason teachers assign homework is because it supplies more practice for students beyond the classroom. The behavior learning theory fits into this in that if students thoroughly complete their homework everyday, their quiz/test scores will reflect this since they are practicing more than someone not doing their homework. It is important for students to understand the reasoning behind homework: more practice and not because the teacher is mean. Once they realize this, they can then understand the reasoning that the more practice they do the more successful they will be. Students that do their homework may receive a sticker or stamp, which would also reinforce them to do their homework everyday. Students that do not do their homework may lose their recess, which would encourage them to do their homework everyday.
Teachers may want to combine these two instructional strategies by creating a spreadsheet for homework and quiz/test results so students can see that the affect of doing one's homework will most likely mean a higher quiz/test score.
Some believe that the theory of behaviorism cannot be applied to today's 21st Century classrooms, and I am not one of those believers. It may not be as relevant as it once was but I believe that it is still worthy enough to be aware of within the classroom.
Resources
Laureate Education, Inc. (Executive Producer). (2010). Program four. Behaviorist learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
This YouTube video I found sort of relates to the topic in a "theory kind of way." It's more for entertaining purposes! You can watch below or click here
This YouTube video is about Operant Conditioning from a little girl's perspective! :) Watch below or click here
Wednesday, April 13, 2011
The Reflection
Introduction
This course has been a real pleasure and I enjoyed and actually looked forward to the assignments. It has been exactly what I have hoped to find in this program and I hope the future courses are similar to it. Throughout this course I have learned many new ideas and have even changed some of my own perspectives. I have learned how to use tools, such as wikis, blogs, and podcasts, effectively in the classroom and how to create each of these as well. Thus far, I have found this to be the more beneficial course yet!
In what ways has this course helped you to develop your own technology skills as a professional teacher?
This course has helped me develop my own technology skills by requiring me to venture out and try new avenues of technology. I love using my computer on a daily basis and am quite familiar with the Internet and what it has to offer, but this course has presented different challenges for me. I have listened to podcasts but never created my own, and it was actual a very simple process. I can definitely imagine myself using podcasts in the future both in the classroom and maybe even personally. Blogging and creating my own wiki have also been great accomplishments that have proven to be quite simple as well. I have learned several effective ways of using both these tools in the classroom, which I will definitely consider when I am in my own classroom. I now have even more resources to turn to and I know that they are quite easy to use, which is sometimes the reason for not trying new strategies.
In what ways have you deepened your knowledge of the teaching and learning process?
Just in this last discussion, I have come to the realization that learning is no longer one-sided. Teachers learn so much from students as well, we just have to have open minds. Technology is changing classrooms to more interactive and engaging ways of learning. Students now have the opportunity to be active learners and have more control of their learning. One of the main reasons why I am even in this master’s program is because I want to expand my knowledge and learn more about the educational field. It is commonly known and said that it is important to be life-long learners, and I find that especially true in our field of education. There is constantly new studies and research to consider, plus more importantly, our students are ever-changing. Our students are not the same and do not learn as we did when we went to school. This course has really driven this idea home in that technology changes the role of the teacher and the environment of the classroom. My knowledge has deepened in that I am now more aware that the teaching and learning process is not the same as it once was and will only continue to change.
In what ways have you changed your perspective from being teacher-centered to learner-centered?
The presence of technology in the classroom has really changed the role of the teacher. It used to be that the teacher was the only one with the knowledge and his or her only job was to pass this information on to the students. The teacher’s words were absolute and there was no use in arguing with it because he or she was the teacher and that was that. This idea has completely changed and is now looked upon as old fashion even. Nowadays, students can teach teachers as well, especially when it comes to technology.
Students are not empty “containers” or “banks” that need to be filled. I think now they are individuals that still need to learn from the teacher, but also need to be guided through their own learning by the teacher. Many students have the Internet at their fingertips through phones, iPod, iPads, and laptops and they need to be guided and taught the skills to use these tools effectively. Each student has his or her own way of learning and I believe that differentiated teaching is more realistic with the help of technology.
In what ways can you continue to expand your knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement?
I think the best way to continue the expansion of my knowledge of learning, teaching, and leading with technology is through taking note of the different schools I get to substitute in. In this point of my life, I have the opportunity to work in or visit different schools, which is great to see what schools are doing. Unfortunately, many schools within a district often have the same ideas with minor changes, but I have still learned so much. Also, discussing with other teachers through blogs will also be a great way of expanding my knowledge. Though, what may work in one state or city may not be as effective in another, but the more ideas and knowledge I have, the better chance I have of creating an effective curriculum in technology that increases student achievement. I think just having the awareness of technology in the classroom is a really big step towards being more successful in the classroom. I am a fortunate one because I am taking courses specific to technology in the classroom, which makes me more aware than others. I am learning how technology can help student achievement, which I believe is the first step in expanding my knowledge in this area.
Goals
My first goal is to get a full time teaching job, but once I achieve this my first goal will be to incorporate technology into more assignments. Depending on where I get a job may determine how much technology I can actually use because it would not be fair if not all students have access to computers and such tools. If my students do not have much access to computers, than I would achieve this goal by allowing as many opportunities possible for students to use the computers throughout the day by opening up my classroom before, during, and after school. My second goal would be to use the computer time effectively. It seems that many elementary schools operate similarly in that each class gets about an hour of computer lab time a week so I would be sure to have meaningful activities during this time. Instead of allowing students have free time, I would create lessons, such as create document in the word processing program or some sort of typing game. These are smaller, hypothetical goals I currently have in mind. I suppose since I am not in my own classroom yet, I should have an easier time accomplishing these goals since there is not anything to change in the first place.
Conclusion
This class has been the best course thus far. It has been the first class where I have been challenged to actually use technology. I really enjoyed that we had some sort of “technological” task each week, and our application was a URL rather than the traditional essay. This class has really reminded me as to why I have decided to earn my master’s degree in this area. I really enjoy using technology myself and I want to share that passion with my future students by teaching them how to use these tools to be successful academically, personally, and eventually professionally.
This course has been a real pleasure and I enjoyed and actually looked forward to the assignments. It has been exactly what I have hoped to find in this program and I hope the future courses are similar to it. Throughout this course I have learned many new ideas and have even changed some of my own perspectives. I have learned how to use tools, such as wikis, blogs, and podcasts, effectively in the classroom and how to create each of these as well. Thus far, I have found this to be the more beneficial course yet!
In what ways has this course helped you to develop your own technology skills as a professional teacher?
This course has helped me develop my own technology skills by requiring me to venture out and try new avenues of technology. I love using my computer on a daily basis and am quite familiar with the Internet and what it has to offer, but this course has presented different challenges for me. I have listened to podcasts but never created my own, and it was actual a very simple process. I can definitely imagine myself using podcasts in the future both in the classroom and maybe even personally. Blogging and creating my own wiki have also been great accomplishments that have proven to be quite simple as well. I have learned several effective ways of using both these tools in the classroom, which I will definitely consider when I am in my own classroom. I now have even more resources to turn to and I know that they are quite easy to use, which is sometimes the reason for not trying new strategies.
In what ways have you deepened your knowledge of the teaching and learning process?
Just in this last discussion, I have come to the realization that learning is no longer one-sided. Teachers learn so much from students as well, we just have to have open minds. Technology is changing classrooms to more interactive and engaging ways of learning. Students now have the opportunity to be active learners and have more control of their learning. One of the main reasons why I am even in this master’s program is because I want to expand my knowledge and learn more about the educational field. It is commonly known and said that it is important to be life-long learners, and I find that especially true in our field of education. There is constantly new studies and research to consider, plus more importantly, our students are ever-changing. Our students are not the same and do not learn as we did when we went to school. This course has really driven this idea home in that technology changes the role of the teacher and the environment of the classroom. My knowledge has deepened in that I am now more aware that the teaching and learning process is not the same as it once was and will only continue to change.
In what ways have you changed your perspective from being teacher-centered to learner-centered?
The presence of technology in the classroom has really changed the role of the teacher. It used to be that the teacher was the only one with the knowledge and his or her only job was to pass this information on to the students. The teacher’s words were absolute and there was no use in arguing with it because he or she was the teacher and that was that. This idea has completely changed and is now looked upon as old fashion even. Nowadays, students can teach teachers as well, especially when it comes to technology.
Students are not empty “containers” or “banks” that need to be filled. I think now they are individuals that still need to learn from the teacher, but also need to be guided through their own learning by the teacher. Many students have the Internet at their fingertips through phones, iPod, iPads, and laptops and they need to be guided and taught the skills to use these tools effectively. Each student has his or her own way of learning and I believe that differentiated teaching is more realistic with the help of technology.
In what ways can you continue to expand your knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement?
I think the best way to continue the expansion of my knowledge of learning, teaching, and leading with technology is through taking note of the different schools I get to substitute in. In this point of my life, I have the opportunity to work in or visit different schools, which is great to see what schools are doing. Unfortunately, many schools within a district often have the same ideas with minor changes, but I have still learned so much. Also, discussing with other teachers through blogs will also be a great way of expanding my knowledge. Though, what may work in one state or city may not be as effective in another, but the more ideas and knowledge I have, the better chance I have of creating an effective curriculum in technology that increases student achievement. I think just having the awareness of technology in the classroom is a really big step towards being more successful in the classroom. I am a fortunate one because I am taking courses specific to technology in the classroom, which makes me more aware than others. I am learning how technology can help student achievement, which I believe is the first step in expanding my knowledge in this area.
Goals
My first goal is to get a full time teaching job, but once I achieve this my first goal will be to incorporate technology into more assignments. Depending on where I get a job may determine how much technology I can actually use because it would not be fair if not all students have access to computers and such tools. If my students do not have much access to computers, than I would achieve this goal by allowing as many opportunities possible for students to use the computers throughout the day by opening up my classroom before, during, and after school. My second goal would be to use the computer time effectively. It seems that many elementary schools operate similarly in that each class gets about an hour of computer lab time a week so I would be sure to have meaningful activities during this time. Instead of allowing students have free time, I would create lessons, such as create document in the word processing program or some sort of typing game. These are smaller, hypothetical goals I currently have in mind. I suppose since I am not in my own classroom yet, I should have an easier time accomplishing these goals since there is not anything to change in the first place.
Conclusion
This class has been the best course thus far. It has been the first class where I have been challenged to actually use technology. I really enjoyed that we had some sort of “technological” task each week, and our application was a URL rather than the traditional essay. This class has really reminded me as to why I have decided to earn my master’s degree in this area. I really enjoy using technology myself and I want to share that passion with my future students by teaching them how to use these tools to be successful academically, personally, and eventually professionally.
Saturday, April 2, 2011
My First Podcast
Hello! I have officially created my first podcast in the classroom! I asked a group of third grades questions about their experience with technology on a daily basis.
My podcast
My podcast
Wednesday, March 23, 2011
The Partnership for 21st Century Skills
Virtual classrooms, cell phones that are also used as computer processors, cars that steer themselves! It all sounds like a futuristic world, but do not be fooled for these are all parts of the world we live in. My first sentence actually reminds me of the Disney movie, "Zenon: Girl of the 21st Century." The movie came out in 1999 but was set in the year 2045 making it very futuristic with virtual teachers and such. Little did Disney know (or maybe they did know, it IS Disney) that some of their "futuristic twists" were not too far off from what we would see in the near future.
Technology is changing the world rapidly and due to this the workforce is not the same as it was 15 years ago. As society changes, employers' expectations of their employees change as well. As educators, it is our job to not only teach students the academic content, but to prepare them for the future as well. This is when 21st Century Skills come into play. The website, "The Partnership for 21st Century Skills" is completely dedicated to changing education through the passing of knowledge and the sharing of resources so that students are taught the 21st Century Skills.
I found this site to be very colorful and informative and almost overwhelming. It is quite wordy, which can sometimes make it less appealing, though, who am I to judge with my lengthy blog posts and all? I like how the site really defines the various aspects of their mission making it very black and white about what they wish to accomplish.
I have visited this website due to other courses at Walden, so I already had an idea of what to expect. However, I was surprised to see that such major companies contributed to the founding of this organization (just to name a few: AOL Time Warner Foundation, Apple Computer, Inc., Dell Computer Corporation, and Microsoft Corporation.) Many of the council members are also representatives from various prominent companies, such as Verizon, Lego Group, Walt Disney Company, and McGraw-Hill the textbook company. Seeing these big names really points out how well-connected and influential this organization must really be.
A "disagreement" or rather question I have for this site is why is it limited to only a few states? Being a Californian, I was a little disappointed that it was not on the list of states this organization works with. Is this a work in progress or is California closed off to this? I suppose that may be why I never heard of this website until my time at Walden.
When I think about this website and the implications it has for my students, I think, "Wow, we have a long ways to go." Luckily, as a contemporary teacher/substitute there are many resources, such as this website, that can help me teach the 21st Century Skills more effectively.
www.p21.org
Technology is changing the world rapidly and due to this the workforce is not the same as it was 15 years ago. As society changes, employers' expectations of their employees change as well. As educators, it is our job to not only teach students the academic content, but to prepare them for the future as well. This is when 21st Century Skills come into play. The website, "The Partnership for 21st Century Skills" is completely dedicated to changing education through the passing of knowledge and the sharing of resources so that students are taught the 21st Century Skills.
I found this site to be very colorful and informative and almost overwhelming. It is quite wordy, which can sometimes make it less appealing, though, who am I to judge with my lengthy blog posts and all? I like how the site really defines the various aspects of their mission making it very black and white about what they wish to accomplish.
I have visited this website due to other courses at Walden, so I already had an idea of what to expect. However, I was surprised to see that such major companies contributed to the founding of this organization (just to name a few: AOL Time Warner Foundation, Apple Computer, Inc., Dell Computer Corporation, and Microsoft Corporation.) Many of the council members are also representatives from various prominent companies, such as Verizon, Lego Group, Walt Disney Company, and McGraw-Hill the textbook company. Seeing these big names really points out how well-connected and influential this organization must really be.
A "disagreement" or rather question I have for this site is why is it limited to only a few states? Being a Californian, I was a little disappointed that it was not on the list of states this organization works with. Is this a work in progress or is California closed off to this? I suppose that may be why I never heard of this website until my time at Walden.
When I think about this website and the implications it has for my students, I think, "Wow, we have a long ways to go." Luckily, as a contemporary teacher/substitute there are many resources, such as this website, that can help me teach the 21st Century Skills more effectively.
www.p21.org
Tuesday, March 15, 2011
Common Sense in Technology
As an educator, I am always thinking, discussing, and researching new ways to use technology effectively in the classroom. In today's society where we are constantly using cell phones, computers, iPods, iPads, etc. it only makes sense to apply these tools to learning. In many communities, our students are able to hop onto the computer and find some sort of interactive game website within minutes, which is great, but with many great things comes great responsibility.
I saw a commercial presented by an organization called, Common Sense and it brought up the important point that we need to teach our children and students how to be safe and responsible with technology. There is no doubt that technology makes our lives easier and makes it quite easy and convenient to communicate with others instantly, but it can be dangerous and life-threatening if used inappropriately. This website, Common Sense, has many tips and resources for parents and teachers when addressing the concerns of various technology tools with their children and/or students. It's a nice little website; take it for what it is.
www.commonsensemedia.org
I saw a commercial presented by an organization called, Common Sense and it brought up the important point that we need to teach our children and students how to be safe and responsible with technology. There is no doubt that technology makes our lives easier and makes it quite easy and convenient to communicate with others instantly, but it can be dangerous and life-threatening if used inappropriately. This website, Common Sense, has many tips and resources for parents and teachers when addressing the concerns of various technology tools with their children and/or students. It's a nice little website; take it for what it is.
www.commonsensemedia.org
Wednesday, March 9, 2011
Blogs in the Classroom
I am currently only substituting so I do not work with any specific age group or content area. I do have a multiple subject credential so I usually sub in elementary schools. With that said, there are two ways I can use this blog. The first way would be as a substitute where I can use this blog as a tool for a brief introduction about myself and some rules I expect students to follow throughout the day. Also, I may add several "fun facts" and pictures for the appropriate age groups so the blog is not only used as a "rule maker." I would not want to imprint in students' minds that blogs are used to just tell rules or give it a negative tone because my blog may be a first experience for some students in some of the schools I sub in.
If I was in my own classroom, I would use the blog to showcase student work. I would also use it as a tool for students to access their homework (if they forgot to write it down that day or if they are absent). Since I would put up student work, students, parents, any blog reader would see what we are currently working on. With that said, I would also have a few posts of what we will be working on next with small samples of stories, math equations, or a single picture to build anticipation (I want to get students excited to learn!!)
A way I can use this blog to enhance lessons is to create posts about the specific topic. I can add lots of pictures and even videos because they are tremendously helpful in both teaching and learning. Then during the lesson, I can pull up my blog to give more support to students. I think during a lesson my blog would work in the same manner as a PowerPoint presentation does where it keeps me on task, organized, and ensures that I cover all of the important parts.
Today I was in a fourth grade class and we were learning about how igneous rocks are formed. The textbook had pictures, but wouldn't it have been way more effective to show the students a video of these rocks actually forming or at least in some other visually stimulating way? This particular video uses music to teach about the rock cycle, which can be just as effective!
I do have a question that hopefully someone can help me with. I know YouTube is usually blocked from use at schools so can we can still play videos that are embedded in blogs that are from YouTube? We should be able to right? Since we are not actually accessing the site....? Anyway, I'd love to hear your comments and feedback in ways to improve my ideas! :)
If I was in my own classroom, I would use the blog to showcase student work. I would also use it as a tool for students to access their homework (if they forgot to write it down that day or if they are absent). Since I would put up student work, students, parents, any blog reader would see what we are currently working on. With that said, I would also have a few posts of what we will be working on next with small samples of stories, math equations, or a single picture to build anticipation (I want to get students excited to learn!!)
A way I can use this blog to enhance lessons is to create posts about the specific topic. I can add lots of pictures and even videos because they are tremendously helpful in both teaching and learning. Then during the lesson, I can pull up my blog to give more support to students. I think during a lesson my blog would work in the same manner as a PowerPoint presentation does where it keeps me on task, organized, and ensures that I cover all of the important parts.
Today I was in a fourth grade class and we were learning about how igneous rocks are formed. The textbook had pictures, but wouldn't it have been way more effective to show the students a video of these rocks actually forming or at least in some other visually stimulating way? This particular video uses music to teach about the rock cycle, which can be just as effective!
I do have a question that hopefully someone can help me with. I know YouTube is usually blocked from use at schools so can we can still play videos that are embedded in blogs that are from YouTube? We should be able to right? Since we are not actually accessing the site....? Anyway, I'd love to hear your comments and feedback in ways to improve my ideas! :)
Saturday, March 5, 2011
My First Blog
Hello there! Welcome to my brand new blog. Creating a blog for the whole world (or more realistically our class, EDUC-6710I-4 Understanding the Impact of Technology on Education, Work, and Society) to see has been a new experience for me. I am a bit shy when it comes to putting my thoughts and opinions out in public, but hopefully you will find my blog helpful as it grows in knowledge about integrating technology into the classroom.
Have a great weekend! :)
Heather
Have a great weekend! :)
Heather
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