Social learning theories assert that human knowledge is constructed mainly through interaction with others and the environment. Dr. Michael Orey (Laureate Education, Program 8, 2009) tells us that social learning theory originated with Lev Vygotsky, who coined the term “Zone of Proximal Development,” or ZPD, to describe the current stage of a person’s ability to learn based on previously attained knowledge. Vygotsky declared that in order to expand one’s ZPD, there must be interaction between the learner and a “More Knowledgeable Other” or MKO. This MKO may be a parent, teacher, peer, or even a computer. Under the social learning theory, interaction with any person or object in the learner’s environment constitutes social interaction.
There are a variety of educational technology tools that allow teachers to implement social learning practices in their instruction. Pitler, Hubbell, Kuhn, and Malenoski (2007) draw attention to some of these tools that can be applied to cooperative learning. Cooperative learning is an educational approach that allows students to work collectively in groups on tasks or projects to improve their learning. Of particular interest to me were the suggestions for using multimedia tools to create videos. This is a project I use in my eighth grade algebra classes. Working in groups of three or four, students choose an algebra topic and then write a skit, song, or advertisement which is filmed and edited for the purpose of teaching others that topic. The rubric and breakdown of group roles/tasks provided by Pitler et al. (2007) are very well done, and I look forward to adding some of their ideas to the materials I have already created.
Cooperative learning can also be achieved with people outside the students’ classroom through interactive websites like Teen Second Life and the JASON Project which create virtual communities for exploration and collaboration. Other tools allow for online collaborative organizing using shared calendars, bookmarks, documents, chat, and more. These tools allow learning groups to organize and complete projects from anywhere they have Internet access. Hargis and Wilcox (2008) collaborated from their respective offices in California and Florida to complete on their online journal article entitled Ubiquitous, Free, and Efficient Online Collaboration Tools for Teaching and Learning. I would recommend this article as an excellent resource for understanding how Google organizing tools work as well as how Skype, the online communcations software, and Second Life, the virtual community named earlier, work and can be put to use in the classroom. Students using these types of resources are exposed to an unlimited number of opportunities for collaboration.
These instructional strategies correlate directly with the principles of social learning theories by allowing learners to use technology to interact with others to expand their knowledge. As cited by Pitler et al. (2007), Wong and Wong made an excellent observation when they said, “Cooperative learning is not so much learning to cooperate as it is cooperating to learn” (p. 143.)
References
Hargis, J., & Wilcox, S. (2008, October). Ubiquitous, free, and efficient online collaboration tools for teaching and learning. Turkish Online Journal of Distance Education (TOJDE), 9(4), 9–17. Retrieved March 24, 2010, from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdf?vid=3&hid=105&sid=143437fa-ffed-4d37-80df-665c1877c06d%40sessionmgr113
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning, theory, instruction, and technology. [DVD]. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, March 31, 2010
Wednesday, March 24, 2010
Constructivism in Practice
We are taught by Dr. Michael Orey (Laureate Education, Program 7, 2009) that constructivism is “a theory of knowledge stating that each individual actively constructs his or her own meaning.” Building on this, he suggests that for educators, this theory is not as important as that of constructionism which states that “people learn best when they build an external artifact or something they can share with others.” Constructionism is, therefore, an extension of constructivism.
One way that a student can actively construct his or her own meaning is by developing and testing a hypothesis about a chosen topic. This is a foundation for learning in the field of science, but Pitler, Hubbell, Kuhn, and Malenoski (2007) suggest that this tactic can be used in all subjects and have presented methods for doing so using educational technology. Their examples highlight spreadsheet software, data collection tools, and web resources.
One of the key features of spreadsheet software is its ability to perform “what if?” calculations which present the user with varying scenarios based on the manipulation of data. Calculating and comparing savings and investments options is a great application of this tool, although I think this lesson would be more age-appropriate for high school students than fifth graders as was suggested by Pitler et al. (2007). I have used similar applications with students in business classes. For example, freshmen in my Introduction to Business classes used spreadsheets to compile and analyze survey data they gathered from the community about whether there was a need for a teen center in our community, and if so, what its hours should be, where its location should be, and what activities should be offered there. To prepare, analyze, and share a spreadsheet is an example of building an external artifact to be shared with others, a perfect correlation of the principles of constructivist/constructionist learning theories.
Pitler et al. (2007), describe the Internet as a huge data collection tool, which is absolutely true, and is another reason that computers should be more accessible to students on a one-to-one basis. Today I came across a March, 2010, opinion article written by Carl Rose, executive director of the Association of Alaska School Boards. He reports that in the past three years, the State of Alaska, through its Consortium for Digital Learning, has placed 12,000 laptops in the hands of students who are now able to use them in school throughout the day. Participating school districts are reporting that students “are more engaged, exhibit fewer behavior problems, and show improved work habits.” Imagine the data collection these students have access to; imagine the project-and problem-based learning fundamental to constructivism/constructionism that these students are capable of performing; imagine the flexibility and the power afforded to teachers in developing lessons for their students. All students should be so fortunate.
References
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning, theory, instruction, and technology. [DVD]. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Rose, C. (2010, March 19). My turn: prepare our kids for the future: invest in digital learning. Juneau Empire. Retrieved March 24, 2010, from http://www.juneauempire.com/stories/031910/opi_592882455.shtml
One way that a student can actively construct his or her own meaning is by developing and testing a hypothesis about a chosen topic. This is a foundation for learning in the field of science, but Pitler, Hubbell, Kuhn, and Malenoski (2007) suggest that this tactic can be used in all subjects and have presented methods for doing so using educational technology. Their examples highlight spreadsheet software, data collection tools, and web resources.
One of the key features of spreadsheet software is its ability to perform “what if?” calculations which present the user with varying scenarios based on the manipulation of data. Calculating and comparing savings and investments options is a great application of this tool, although I think this lesson would be more age-appropriate for high school students than fifth graders as was suggested by Pitler et al. (2007). I have used similar applications with students in business classes. For example, freshmen in my Introduction to Business classes used spreadsheets to compile and analyze survey data they gathered from the community about whether there was a need for a teen center in our community, and if so, what its hours should be, where its location should be, and what activities should be offered there. To prepare, analyze, and share a spreadsheet is an example of building an external artifact to be shared with others, a perfect correlation of the principles of constructivist/constructionist learning theories.
Pitler et al. (2007), describe the Internet as a huge data collection tool, which is absolutely true, and is another reason that computers should be more accessible to students on a one-to-one basis. Today I came across a March, 2010, opinion article written by Carl Rose, executive director of the Association of Alaska School Boards. He reports that in the past three years, the State of Alaska, through its Consortium for Digital Learning, has placed 12,000 laptops in the hands of students who are now able to use them in school throughout the day. Participating school districts are reporting that students “are more engaged, exhibit fewer behavior problems, and show improved work habits.” Imagine the data collection these students have access to; imagine the project-and problem-based learning fundamental to constructivism/constructionism that these students are capable of performing; imagine the flexibility and the power afforded to teachers in developing lessons for their students. All students should be so fortunate.
References
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning, theory, instruction, and technology. [DVD]. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Rose, C. (2010, March 19). My turn: prepare our kids for the future: invest in digital learning. Juneau Empire. Retrieved March 24, 2010, from http://www.juneauempire.com/stories/031910/opi_592882455.shtml
Wednesday, March 17, 2010
Cognitivism in Practice
To the cognitivist, learning is the result of unseen mental operations that occur as information is accepted, processed, stored, and used by the brain (Lever-Duffy & McDonald, 2008). Dr. Michael Orey (Laureate Education, Program 5, 2009) tells us that as educators, we should understand several things about this information processing theory as it relates to our effectiveness as teachers. First, because information enters the brain through multiple senses, we should engage our students in multi-sensory presentations, using sights, sounds, and even smells for greater impact. Second, short-term memory is capable of processing 7 plus-or-minus 2 pieces of information at one time. Therefore, it is important to deliver only a manageable amount of information at one time. Third, Paivio’s dual-coding hypothesis tells us that presenting text and images simultaneously will cause the brain to store and recall information more effectively. Next, elaboration, or the ability to create a mental connection between new and previously learned material, is a key means of storing information in long-term memory. Finally, we should take advantage of episodic learning, or learning which creates episodes or experiences which will be stored in long-term memory.
With these things in mind, I have considered the teaching strategies presented in this week’s resources in Walden University's EDUC 6711, Bridging Learning Theory, Instruction, and Technology. Each strategy highlights the use of technology as a tool for enhancing learning. The question is, “how do these technology strategies correlate with the principles of cognitive learning theories?” As Robertson, Elliot, and Robinson (2007) suggest, cognitivists look for ways in which the application of technology allows students to learn “with” computers in a cognitive fashion, rather than “from” computers in a behaviorist fashion (p. 2).
There are several excellent suggested uses of technology that engage students in multi-sensory presentations or that honor Paivio’s dual-coding hypothesis. I would like to try some of the ideas of Pitler, Hubbell, Kuhn, and Malenoski (2007). They recommend the use of specialized software such as Inspiration for visually organizing and brainstorming information and ideas. The software, rich in graphics and text, allows students to build webs, maps, and diagrams for assimilating and expanding their knowledge. The authors also illustrate ways to combine text and graphics in note taking using applications like Microsoft Word and PowerPoint. In the past, I have had students outline chapters in their textbooks using Word, but it had never occurred to me to have them add graphics to those outlines for a more powerful effect on their learning.
For suggestions on keeping information manageable, there are great examples presented by Robertson, Elliot, and Robinson (2007) which use spreadsheet and database applications as information organizers. In my class discussion post this week, I referred to the use of spreadsheets as a way to improve a lesson in which my students calculate the cost per unit of the ingredients required to bake chocolate chip cookies. In addition to the benefits I discussed in my post, the spreadsheet accomplishes the goal of organizing and storing information so that short-term memory will not be overloaded with more than it can handle at one time.
In cognitivist learning theories, the idea of making mental connections between new and previously learned material is an important one. Computer-generated concept maps are an ideal tool for allowing students to make those connections. Novak and Canas (2008) provide us with great detail about the theory behind concept maps, and how to make and use them. After viewing three or four online concept mapping sites, it will be interesting to choose one and put it to use in this week’s application assignment, as this is a tool with which I am not familiar.
Finally, in this week’s video (Laureate Education, Program 6, 2009), there is a presentation spotlighting the use of a virtual field trip to create an episodic learning experience related to the assassination of President Lincoln. Through the use of digital photography and video clips, virtual field trips are an effective way to use technology to “take” students to places they might otherwise never visit. Although the visits are experienced online, they can be far more effective as long-term memory builders than books containing text and limited graphics.
References
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning, theory, instruction, and technology. [DVD]. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Novak, J. D. & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved March 11, 2010, from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved March 11, 2010, from http://projects.coe.uga.edu/epltt/index.php?title=Cognitive_Tools.
With these things in mind, I have considered the teaching strategies presented in this week’s resources in Walden University's EDUC 6711, Bridging Learning Theory, Instruction, and Technology. Each strategy highlights the use of technology as a tool for enhancing learning. The question is, “how do these technology strategies correlate with the principles of cognitive learning theories?” As Robertson, Elliot, and Robinson (2007) suggest, cognitivists look for ways in which the application of technology allows students to learn “with” computers in a cognitive fashion, rather than “from” computers in a behaviorist fashion (p. 2).
There are several excellent suggested uses of technology that engage students in multi-sensory presentations or that honor Paivio’s dual-coding hypothesis. I would like to try some of the ideas of Pitler, Hubbell, Kuhn, and Malenoski (2007). They recommend the use of specialized software such as Inspiration for visually organizing and brainstorming information and ideas. The software, rich in graphics and text, allows students to build webs, maps, and diagrams for assimilating and expanding their knowledge. The authors also illustrate ways to combine text and graphics in note taking using applications like Microsoft Word and PowerPoint. In the past, I have had students outline chapters in their textbooks using Word, but it had never occurred to me to have them add graphics to those outlines for a more powerful effect on their learning.
For suggestions on keeping information manageable, there are great examples presented by Robertson, Elliot, and Robinson (2007) which use spreadsheet and database applications as information organizers. In my class discussion post this week, I referred to the use of spreadsheets as a way to improve a lesson in which my students calculate the cost per unit of the ingredients required to bake chocolate chip cookies. In addition to the benefits I discussed in my post, the spreadsheet accomplishes the goal of organizing and storing information so that short-term memory will not be overloaded with more than it can handle at one time.
In cognitivist learning theories, the idea of making mental connections between new and previously learned material is an important one. Computer-generated concept maps are an ideal tool for allowing students to make those connections. Novak and Canas (2008) provide us with great detail about the theory behind concept maps, and how to make and use them. After viewing three or four online concept mapping sites, it will be interesting to choose one and put it to use in this week’s application assignment, as this is a tool with which I am not familiar.
Finally, in this week’s video (Laureate Education, Program 6, 2009), there is a presentation spotlighting the use of a virtual field trip to create an episodic learning experience related to the assassination of President Lincoln. Through the use of digital photography and video clips, virtual field trips are an effective way to use technology to “take” students to places they might otherwise never visit. Although the visits are experienced online, they can be far more effective as long-term memory builders than books containing text and limited graphics.
References
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning, theory, instruction, and technology. [DVD]. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Novak, J. D. & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved March 11, 2010, from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved March 11, 2010, from http://projects.coe.uga.edu/epltt/index.php?title=Cognitive_Tools.
Wednesday, March 10, 2010
Behaviorism in Practice
During the next several weeks of my graduate work at Walden University, I will be studying learning theories and how they apply to the field of educational technology. This week’s focus is on behaviorism, the theory that states that all learning is the result of responses to external stimuli (Smith, 1999). Behaviorists assert that “the learner acquires behaviors, skills, and knowledge in response to the rewards, punishments, or withheld responses associated with them” (Lever-Duffy & McDonald, 2008, p. 15). Understanding and managing child behavior is critical to effective teaching.
As Standridge (2002) points out, educators have long applied strategies (stimuli) such as positive reinforcement, negative reinforcement, and punishment for the purpose of increasing the likelihood of some desired behavior (response). Pitler, Hubbell, Kuhn, and Malenoski (2007) share ideas for using technology to manage student behavior. One example uses a student spreadsheet to chart data showing the correlation between personal effort and grades. Another uses an online survey built by the teacher to collect student data related to effort and achievements. The advantage of these tools is that they allow students to see visual representations of the results of their own effort (or lack thereof.) The teacher may use this data to then put the spotlight on reinforcing effort, a type of behaviorist strategy.
The visual representation provided by technology can be very powerful, but its real effectiveness, in my opinion, is dependent upon an underlying question: what motivates the child? V. Jones and L. Jones (2007) cite Eccles and Wigfield’s idea that there are three types of motivators. There is intrinsic value, which in this case, means that for some children, there is natural enjoyment gained from studying and learning. Second, there is attainment value, which means that the child looks for some type of achievement or notoriety for his or her efforts, and third, there is utility value, which means that the child expects his or her effort to yield some benefit for future personal goals. Eccles and Wigfield assert that “teachers need to ensure that at least one type of value is present if students are to be motivated by the task” (V. Jones & L. Jones, 2007, p. 248). From a behaviorist perspective then, the challenge lies in determining which type of strategy, or external stimulus, will bring about the desired behavior, or improved effort, resulting in improved achievement.
Other educational technology is more naturally suited to the underlying principles of the behaviorist learning theory. In an online drill and practice environment, for example, students answer questions and are supplied with instant feedback (stimuli) to reinforce a desired response. Educational software companies have created effective drill and practice programs for a wide range of concepts. Learning to keyboard with singing, dancing chickens (see Dance Mat Typing) is generally more fun for children than listening to a teacher call out, “a…s…d…f...j…k…l…” Playing a math game that simulates a video game is certainly more appealing to most children than sitting at a desk solving the same problems with paper and pencil.
Another point worthy of mention is that textbook companies have taken advantage of educational technology in the form of online tutorials and games to supplement their print materials. In the past, my students have played online games for learning vocabulary in their Introduction to Business courses, and they have taken practice quizzes to prepare for upcoming tests. Currently, I teach 7th – 9th grade math. Our math department will be selecting a new Algebra I textbook this spring and online resources for students will be a consideration in our selection.
References
Jones, V., & Jones, L. (2007). Comprehensive classroom management: creating communities of support and solving problems (Laureate Education, Inc., custom ed.). Upper Saddle River, NJ: Pearson.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Smith, M. K. (1999). The behaviourist orientation to learning. the encyclopedia of informal education. Retrieved March 9, 2010 from www.infed.org/biblio/learning-behavourist.htm.
Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved March 7, 2010, from http://projects.coe.uga.edu/epltt/
As Standridge (2002) points out, educators have long applied strategies (stimuli) such as positive reinforcement, negative reinforcement, and punishment for the purpose of increasing the likelihood of some desired behavior (response). Pitler, Hubbell, Kuhn, and Malenoski (2007) share ideas for using technology to manage student behavior. One example uses a student spreadsheet to chart data showing the correlation between personal effort and grades. Another uses an online survey built by the teacher to collect student data related to effort and achievements. The advantage of these tools is that they allow students to see visual representations of the results of their own effort (or lack thereof.) The teacher may use this data to then put the spotlight on reinforcing effort, a type of behaviorist strategy.
The visual representation provided by technology can be very powerful, but its real effectiveness, in my opinion, is dependent upon an underlying question: what motivates the child? V. Jones and L. Jones (2007) cite Eccles and Wigfield’s idea that there are three types of motivators. There is intrinsic value, which in this case, means that for some children, there is natural enjoyment gained from studying and learning. Second, there is attainment value, which means that the child looks for some type of achievement or notoriety for his or her efforts, and third, there is utility value, which means that the child expects his or her effort to yield some benefit for future personal goals. Eccles and Wigfield assert that “teachers need to ensure that at least one type of value is present if students are to be motivated by the task” (V. Jones & L. Jones, 2007, p. 248). From a behaviorist perspective then, the challenge lies in determining which type of strategy, or external stimulus, will bring about the desired behavior, or improved effort, resulting in improved achievement.
Other educational technology is more naturally suited to the underlying principles of the behaviorist learning theory. In an online drill and practice environment, for example, students answer questions and are supplied with instant feedback (stimuli) to reinforce a desired response. Educational software companies have created effective drill and practice programs for a wide range of concepts. Learning to keyboard with singing, dancing chickens (see Dance Mat Typing) is generally more fun for children than listening to a teacher call out, “a…s…d…f...j…k…l…” Playing a math game that simulates a video game is certainly more appealing to most children than sitting at a desk solving the same problems with paper and pencil.
Another point worthy of mention is that textbook companies have taken advantage of educational technology in the form of online tutorials and games to supplement their print materials. In the past, my students have played online games for learning vocabulary in their Introduction to Business courses, and they have taken practice quizzes to prepare for upcoming tests. Currently, I teach 7th – 9th grade math. Our math department will be selecting a new Algebra I textbook this spring and online resources for students will be a consideration in our selection.
References
Jones, V., & Jones, L. (2007). Comprehensive classroom management: creating communities of support and solving problems (Laureate Education, Inc., custom ed.). Upper Saddle River, NJ: Pearson.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Smith, M. K. (1999). The behaviourist orientation to learning. the encyclopedia of informal education. Retrieved March 9, 2010 from www.infed.org/biblio/learning-behavourist.htm.
Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved March 7, 2010, from http://projects.coe.uga.edu/epltt/
Saturday, August 22, 2009
Reflecting on the Impact of Technology
The Walden University course I have been taking for the past eight weeks, Understanding the Impact of Technology on Education, Work, and Society, is coming to a close. This blog entry represents a reflection of what I have learned, my ideas for how to continue to integrate technology into my classroom, and how I can encourage growth in technology integration in our school.
For years, I taught business education and used technology in every aspect of my curriculum. One year ago, I made the switch from business to math and now have very little access to technology in my classroom. This is frustrating, especially now that I know the power of Web 2.0 applications! Prior to this class, I was familiar with blogs, wikis, and podcasts, but had not imagined the possibilities for their use as collaborative, project-based learning tools for my students, especially in the subject of mathematics.
Will Richardson, author, speaker, former teacher, and self-proclaimed technology “evangelist,” proved to be one of my favorite authors and resources during this course. His philosophy and passion for student-driven learning has helped me to rethink the ways in which I teach. His book, Blogs, Wikis, and Podcasts, and Other Powerful Tools for Classrooms (2009), will be among the tools I reach for when I plan my lessons this year. I have subscribed to his blog, http://www.weblogg-ed.com/, which feeds my Google Reader, another fantastic application which I have put to use after learning its power in this class. The idea of not having to seek out useful information every day, but letting it come to me instead is a welcome concept!
Because of my passion for career and technical education, I have long been a believer in teaching 21st century skills (http://www.21stcenturyskills.org/). As a result of this course, I have useful ideas for incorporating more 21st century skills into my math classroom, where I have been challenged because of the tremendous emphasis on teaching to the test in a core subject. Teacher Jeff Houston (Laureate Education, 2008), gave me inspiration when he talked about how he is able to incorporate Web 2.0 tools into his curriculum and watch his students not only meet but exceed state standards in their learning while strengthening their communication and collaboration skills—two critical skills for success in the 21st century.
I now feel connected to a new world of possibilities that will be exciting to introduce to my students. The best way to expand my knowledge of learning, teaching, and leading with technology to increase their achievement is to put what I have learned to use! This will be challenging because of our limited computer equipment, but I have spoken with my building principal who is on board as an advocator for finding funds for a mobile laptop lab for use in our building.
One of my long-term goals is to advocate for funds for the purchase of a mobile laptop lab within the next year. In addition to working with my administrator, I have also made plans with a colleague to begin looking for private funds for this purchase. A second goal is to establish a classroom blog as a well-utilized information and collaborative learning resource for my students and their parents. The blog has been created and I will begin posting to it in the next few days, as school begins next week. My third goal is to encourage our administration to offer professional development to our entire staff that will teach them how to use Web 2.0 applications in their classrooms. I have offered to teach these sessions myself but plan to use the technology in my own classes before venturing into this arena.
References
Laureate Education, Inc. (Executive Producer). (2008). Understanding the impact of technology on education, work, and society, program 23. [DVD]. Baltimore: Author.
Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
For years, I taught business education and used technology in every aspect of my curriculum. One year ago, I made the switch from business to math and now have very little access to technology in my classroom. This is frustrating, especially now that I know the power of Web 2.0 applications! Prior to this class, I was familiar with blogs, wikis, and podcasts, but had not imagined the possibilities for their use as collaborative, project-based learning tools for my students, especially in the subject of mathematics.
Will Richardson, author, speaker, former teacher, and self-proclaimed technology “evangelist,” proved to be one of my favorite authors and resources during this course. His philosophy and passion for student-driven learning has helped me to rethink the ways in which I teach. His book, Blogs, Wikis, and Podcasts, and Other Powerful Tools for Classrooms (2009), will be among the tools I reach for when I plan my lessons this year. I have subscribed to his blog, http://www.weblogg-ed.com/, which feeds my Google Reader, another fantastic application which I have put to use after learning its power in this class. The idea of not having to seek out useful information every day, but letting it come to me instead is a welcome concept!
Because of my passion for career and technical education, I have long been a believer in teaching 21st century skills (http://www.21stcenturyskills.org/). As a result of this course, I have useful ideas for incorporating more 21st century skills into my math classroom, where I have been challenged because of the tremendous emphasis on teaching to the test in a core subject. Teacher Jeff Houston (Laureate Education, 2008), gave me inspiration when he talked about how he is able to incorporate Web 2.0 tools into his curriculum and watch his students not only meet but exceed state standards in their learning while strengthening their communication and collaboration skills—two critical skills for success in the 21st century.
I now feel connected to a new world of possibilities that will be exciting to introduce to my students. The best way to expand my knowledge of learning, teaching, and leading with technology to increase their achievement is to put what I have learned to use! This will be challenging because of our limited computer equipment, but I have spoken with my building principal who is on board as an advocator for finding funds for a mobile laptop lab for use in our building.
One of my long-term goals is to advocate for funds for the purchase of a mobile laptop lab within the next year. In addition to working with my administrator, I have also made plans with a colleague to begin looking for private funds for this purchase. A second goal is to establish a classroom blog as a well-utilized information and collaborative learning resource for my students and their parents. The blog has been created and I will begin posting to it in the next few days, as school begins next week. My third goal is to encourage our administration to offer professional development to our entire staff that will teach them how to use Web 2.0 applications in their classrooms. I have offered to teach these sessions myself but plan to use the technology in my own classes before venturing into this arena.
References
Laureate Education, Inc. (Executive Producer). (2008). Understanding the impact of technology on education, work, and society, program 23. [DVD]. Baltimore: Author.
Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
Friday, July 31, 2009
Podcast: Profiling Today's Students
This entry features a podcast (http://www.box.net/shared/a7m0kx6tht) in which I interviewed two junior high girls who fit the definition of Digital Native (Prensky, 2001). They are typical girls in our school. Both use cell phones, digital music players, computers, and watch TV on a regular basis. They use computers in school and for homework, but each stated that they use technology more for social purposes than academic endeavors. If they could, they would both like to use technology more often in school. They were somewhat familiar with Web 2.0 tools such as blogs, wikis, and podcasts, but have had very limited use with them.
It was fun for me to realize during this interview that I'll be introducing Web 2.0 tools to my classes in just a few weeks, knowing that the technology will make class a little bit more fun and that I will be providing my students with greater opportunities for developing 21st century skills for the workplace (http://www.21stcenturyskills.org/).
Reference
Prensky, M. (2001). Digital natives, digital immigrants, part II: Do they really think differently? On the Horizon, 9(6). Retrieved July 25, 2009, from http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?index=0&did=1074252411&SrchMode=2&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1248536605&clientId=70192
It was fun for me to realize during this interview that I'll be introducing Web 2.0 tools to my classes in just a few weeks, knowing that the technology will make class a little bit more fun and that I will be providing my students with greater opportunities for developing 21st century skills for the workplace (http://www.21stcenturyskills.org/).
Reference
Prensky, M. (2001). Digital natives, digital immigrants, part II: Do they really think differently? On the Horizon, 9(6). Retrieved July 25, 2009, from http://proquest.umi.com.ezp.waldenulibrary.org/pqdweb?index=0&did=1074252411&SrchMode=2&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1248536605&clientId=70192
Monday, July 27, 2009
Article on Digital Textbooks and 21st Century Learning
Walden classmates, check out this article that came through my Google Reader this morning. It's titled The rise of digital textbooks and is written by Meris Stansbury, Associate Editor of eSchool News.
Erin, I think it was you who mentioned your disappointment that none of the West Coast states were in partnership with P21 (http://www.21stcenturyskills.org/). In this article, it's nice to see that Governor Schwarzenegger is connecting 21st century skills with education in California even if his state is not an official partner.
There is interesting information about a California school that has started redirecting funding by investing textbook money in laptops that contain digital texts. English students use the laptops every day in class and can take them home in the evenings to work on assignments and group projects.
You do have to register as a subscriber of eSchool News to read the full article, but the site has great information related directly to our course work.
Erin, I think it was you who mentioned your disappointment that none of the West Coast states were in partnership with P21 (http://www.21stcenturyskills.org/). In this article, it's nice to see that Governor Schwarzenegger is connecting 21st century skills with education in California even if his state is not an official partner.
There is interesting information about a California school that has started redirecting funding by investing textbook money in laptops that contain digital texts. English students use the laptops every day in class and can take them home in the evenings to work on assignments and group projects.
You do have to register as a subscriber of eSchool News to read the full article, but the site has great information related directly to our course work.
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