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
Thursday, June 2, 2011
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
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