The most obvious thing I have learned throughout this course is what an enormous challenge it is for a teacher to meet the needs of a classroom of diverse students (Bray, Brown, and Green, 2004). Upon reflecting on becoming the conscientious teacher necessary to meet this challenge, the first adjustment I need to make is to begin each year determining my students’ interest, learning styles, intelligence preferences, and learning profiles. The other immediate adjustments I can make include evaluating students’ strengths and weaknesses. Incorporating Universal Design for Learning and Differentiated Instruction will help me reach the needs of a classroom of diverse learners.
The first adjustment to determine my students’ interests, learning styles, intelligence preferences, and learning profiles (preferably at the beginning of each school year) will incorporate technology by using a variety of surveys on differentiated learning. Using http://www.learnerslink.com/curriculum.htm., I will incorporate a personal interest survey. Another survey I will use to give my students the opportunity to answer questions about their preferences at school and allow them to explain what they would choose to do if given the opportunity is http://www.mcas.k12.in.us/plp/STUDENTINTERESTINVENTORY.pdf (adapted from Holzschuher (1997). I will use http://www.pesdirect.com/lsitest2.html , which is a learning style questionnaire from Piedmont Educational Services that will allow my diverse learners to discover their own learning style and explain to them the learning strategies they favor, while offering suggestions to support their area of preference. For students to discover on their own their favorite choice of learning, I will utilize Piper’s Multiple Intelligence Quiz, which presents questions in the areas of verbal, mathematical, visual, kinesthetic, musical, intrapersonal and interpersonal modalities. Being aware of my students’ culture and ethics will enhance my instruction and their learning, so I will utilize Learning for Life Learning Profile Questionnaire developed by The Center for the Advancement of Ethics and Character, http://www.learningforlife.org/lfl/resources/ncr-forms/233419-1.pdf .
In order to meet the other immediate adjustments needed of evaluating my students’ strengths and weaknesses, I will customize my instruction by making the most of Turning Point, our system’s response clickers with Study Island. By using this response system, I can assess my students’ knowledge before beginning a unit, and they can demonstrate their knowledge gained after the unit. Turning Point will be a quick and simple tool for evaluating my students’ prior knowledge and areas of weakness that need to be addressed.
I will integrate technology to customize instruction through Differentiated Instruction and Universal Design for Learning by utilizing my teacher computer and LCD with learning websites, school pad, ELMO, Turning Point, software, classroom computers, our school’s portable laptops, and weekly computer lab as needed. I will also continue to add to my technology portfolio and keep my unit portfolio folders on my hard drive updated and organized for easy access and additions.
I will integrate technology to customize student performance by offering a variety of presentations choices for final productions of learning including technology such as digital storytelling, podcasts, and Voice Thread. I will also offer written or oral reports with media, Reader’s Theatre, brochure or diorama type productions. I will encourage my students to choose to complete their work according to their preference of grouping or by themselves, but they will be held accountable for the same learning goals, even though they will be utilizing different modalities and creating different productions.
Making these adjustments to my classroom practice and integrating these uses of technology to customize instruction will help create the optimal learning environment for all of my students.
Sunday, December 26, 2010
Sunday, October 31, 2010
Reflecting on my GAME Plan
Reflecting on my GAME plan for Integrating Technology Across the Content Areas has made me much more aware of the necessity of formulating, carrying out, reevaluating, and continuously ‘tweaking’ my teaching strategies and lesson plans.
My GAME plan included two goals: (1) promote and model digital citizenship and responsibility and (2) engage in professional growth and leadership.
Working toward the first goal, I have realized how important it is to teach my students how to search, identify, and cite reliable websites. I find that each year my students are more and more technology savvy, but question their sources and depend on too much guidance to find a valid site. Through modeling this practice and facilitating their research for Problem-Based Learning, students will adopt this practice and become more digitally responsible themselves. I will also promote student awareness for citing and owning their own technology productions.
Working toward my second goal of engaging in professional growth and leadership will be a continuous ongoing goal. My district has a very strict policy against any social networking, blocking all educational networking, blogs, and wikis. This course has equipped me with very valuable insights to present when pursuing more 21st Century Skills for my students. I have also become more aware of the need for organizing all of my technology lessons into a portfolio with folders and subfolders. We are changing over to Standards Based Classrooms, with extensive requirements in all content areas, and by organizing this myriad of information, I will have much more time in the future for planning and facilitating.
The biggest impact of using a GAME plan and utilizing what I have learned through this course is the importance of implementing more Problem-Based Learning in my classroom. This will benefit my students’ learning and prepare them to be digitally responsible. Incorporating NET-S will ensure my students are true 21st century learners.
My GAME plan included two goals: (1) promote and model digital citizenship and responsibility and (2) engage in professional growth and leadership.
Working toward the first goal, I have realized how important it is to teach my students how to search, identify, and cite reliable websites. I find that each year my students are more and more technology savvy, but question their sources and depend on too much guidance to find a valid site. Through modeling this practice and facilitating their research for Problem-Based Learning, students will adopt this practice and become more digitally responsible themselves. I will also promote student awareness for citing and owning their own technology productions.
Working toward my second goal of engaging in professional growth and leadership will be a continuous ongoing goal. My district has a very strict policy against any social networking, blocking all educational networking, blogs, and wikis. This course has equipped me with very valuable insights to present when pursuing more 21st Century Skills for my students. I have also become more aware of the need for organizing all of my technology lessons into a portfolio with folders and subfolders. We are changing over to Standards Based Classrooms, with extensive requirements in all content areas, and by organizing this myriad of information, I will have much more time in the future for planning and facilitating.
The biggest impact of using a GAME plan and utilizing what I have learned through this course is the importance of implementing more Problem-Based Learning in my classroom. This will benefit my students’ learning and prepare them to be digitally responsible. Incorporating NET-S will ensure my students are true 21st century learners.
Wednesday, October 20, 2010
Using my GAME Plan For Student Proficiency
In order to help my students develop proficiency in the technology standards and indicators outlined in the NET-S plan, I will continue to use the GAME plan design. This plan helps me look at my proficiency and my weaknesses while I improve on lessons for my students that will facilitate and engage their learning while staying motivated.
My GAME plan includes two goals: (1)promote and model digital citizenship and responsibility and (2)engage in professional growth and leadership.
By requiring my students to develop a GAME plan, they will
• Demonstrate creativity and innovation
• Communicate and collaborate
• Conduct research and use information
• Think critically, solve problems, and make decisions
• Use technology effectively and productively.
By implementing my GAME plan, I will facilitate lessons that allow my students to obtain these skills. They will be responsible and capable of digital citizenship. I will continue to promote communication and collaboration for my students by providing valid research and detailing NET-S and NET-T to my district for authorization of educational networking.
Retrieved from http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx
My GAME plan includes two goals: (1)promote and model digital citizenship and responsibility and (2)engage in professional growth and leadership.
By requiring my students to develop a GAME plan, they will
• Demonstrate creativity and innovation
• Communicate and collaborate
• Conduct research and use information
• Think critically, solve problems, and make decisions
• Use technology effectively and productively.
By implementing my GAME plan, I will facilitate lessons that allow my students to obtain these skills. They will be responsible and capable of digital citizenship. I will continue to promote communication and collaboration for my students by providing valid research and detailing NET-S and NET-T to my district for authorization of educational networking.
Retrieved from http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx
Wednesday, October 13, 2010
Revising My GAME Plan
• What have I learned so far that I can apply in my instructional practice?
I have learned how important it is to incorporate Problem Based Learning projects into all content areas. This is much easier said than done; time constraints, training, organizing, and planning are all very difficult to 'juggle.' However, my students will benefit by using higher order thinking skills as they learn their standards based content. I am using more PBL projects in every area except for math; this is something I need to continue to work on. By creating a portfolio with subfolders for each project that incorporates technology use, I am promoting and modeling digital citizenship and responsibility. Through colloborating with other teachers, and learning through Walden and in-school training, my professional growth continues to be an on-going goal.
• Based on the NETS-T, what new learning goals will I set for myself?
After learning about how important educational networking is for my students, I would like to set up a blog for my students to communicate with each other on their Problem Based Learning projects.
• How will I extend what I have learned so far?
I will continue to find, share, and organize more technology tools and websites for my students to use for resources and projects. I will also require my students to validate and cite their sources and tools. I am determined to investigate and collaborate more to gather ideas for using PBL in math.
• What learning approaches will I try next time to improve my learning?
I will use more social networking through wikis and blogs to collaborate with my peers when creating or implementing PBL projects in my classroom - especially with our math content.
Davis, V.(2007).Spotlight on Technology:Social Networking and Online Collaboration, Part 2, Laureate Education, Inc, DVD.
I have learned how important it is to incorporate Problem Based Learning projects into all content areas. This is much easier said than done; time constraints, training, organizing, and planning are all very difficult to 'juggle.' However, my students will benefit by using higher order thinking skills as they learn their standards based content. I am using more PBL projects in every area except for math; this is something I need to continue to work on. By creating a portfolio with subfolders for each project that incorporates technology use, I am promoting and modeling digital citizenship and responsibility. Through colloborating with other teachers, and learning through Walden and in-school training, my professional growth continues to be an on-going goal.
• Based on the NETS-T, what new learning goals will I set for myself?
After learning about how important educational networking is for my students, I would like to set up a blog for my students to communicate with each other on their Problem Based Learning projects.
• How will I extend what I have learned so far?
I will continue to find, share, and organize more technology tools and websites for my students to use for resources and projects. I will also require my students to validate and cite their sources and tools. I am determined to investigate and collaborate more to gather ideas for using PBL in math.
• What learning approaches will I try next time to improve my learning?
I will use more social networking through wikis and blogs to collaborate with my peers when creating or implementing PBL projects in my classroom - especially with our math content.
Davis, V.(2007).Spotlight on Technology:Social Networking and Online Collaboration, Part 2, Laureate Education, Inc, DVD.
Wednesday, October 6, 2010
Evaluating My GAME Plan Progress
My actions to reach my goal of promoting and modeling digital citizenship and responsibility include demonstrating how to recognize reliable websites and information. I have incorporated several steps into this process: modeling how to break down URL's, identifying the components that qualify a valid website, and requiring my students to claim ownership of thier own productions which will help them recognize the importance of sites they have utilized.
I have learned that my students and I still have a long way to go; this is an on-going process. By continuously citing my sources, modeling, and requiring my students to cite their resources and claim their fame, they should become more proficient with learning through valid websites.
My actions to reach my goal of engaging in professional growth and leadership are also ongoing. I have learned a tremendous amount through my Walden courses, technology training, PLC's, and independent research. My Walden colleagues have helped me with ideas for organizing all of the myriad of technology tools into a portfolio with folders for standards, units, data, and accompanying technology resources. I am still working on time adjustments; it is very overwhelming transitioning everything!I have discovered many technology tools and websites for enhancing learning in my classroom like scavenger hunts and virtual field trips. Putting it all into action in an organized, accessible way is one of my biggest adjustments.
However, my biggest adjustment is to find the time to incorporate more Problem Based Learning into my everyday schedule for my students. After learning from this week's resources, I realize that this type of activity teaches the standards while promoting motivation and engagement. PBL allows students to demonstrate and learn content throughout the process, while gaining ownership of thier knowledge.
Ertmer, P. (2009). Spotlight on technology: Problem-based learning. Laureate Education, Inc. Baltimore.
I have learned that my students and I still have a long way to go; this is an on-going process. By continuously citing my sources, modeling, and requiring my students to cite their resources and claim their fame, they should become more proficient with learning through valid websites.
My actions to reach my goal of engaging in professional growth and leadership are also ongoing. I have learned a tremendous amount through my Walden courses, technology training, PLC's, and independent research. My Walden colleagues have helped me with ideas for organizing all of the myriad of technology tools into a portfolio with folders for standards, units, data, and accompanying technology resources. I am still working on time adjustments; it is very overwhelming transitioning everything!I have discovered many technology tools and websites for enhancing learning in my classroom like scavenger hunts and virtual field trips. Putting it all into action in an organized, accessible way is one of my biggest adjustments.
However, my biggest adjustment is to find the time to incorporate more Problem Based Learning into my everyday schedule for my students. After learning from this week's resources, I realize that this type of activity teaches the standards while promoting motivation and engagement. PBL allows students to demonstrate and learn content throughout the process, while gaining ownership of thier knowledge.
Ertmer, P. (2009). Spotlight on technology: Problem-based learning. Laureate Education, Inc. Baltimore.
Wednesday, September 29, 2010
Monitoring My GAME Plan Progress
I am finding the information and resources I need for implementing my goal of promoting and modeling digital citizenship and responsibility. I use my teacher computer and LCD frequently throughout the day to teach new skills, show examples, or research answers. I make it a point to cite whatever website or software I use as soon as the information comes on the screen. My class began Power Point presentations to demonstrate their knowledge of endangered animals they have studied through different websites this week. They are required to post a reference for each slide that reflects any information they recorded from one of these sites. They will also be required to make a copyright slide so they will gain ownership of their own work before publishing it to our shares drive.
I do need to practice and model verifying URL's and valid websites more often througout the day when I use my computer and LCD for instruction. I need to post a sticky note on my computer to remind me of this! This is an important step in helping my students learn how to evaluate websites for reliability, and frequent modeling and reminders will facilitate this learning.
I continue to engage in professional growth and leadership through taking my courses with Walden, particularly this course of Integrating Technology Across the Content Areas. I collaborate with my fellow teachers frequently. We share lesson plans, ideas, websites, software, and new hardware and use them them throughout all content areas.
My biggest problem area for this goal continues to be finding the time to train and implement all of the new technology I am learning. I have learned that creating a portfolio on my computer has helped me organize my lessons, handouts, assessments, websites, etc. Now I am working on finding the time to make folders for each unit and transfer files. I am looking forward to trashing all of my stacks of multi-copies of papers on my bookshelves once I complete this - I am the classic 'hoarder' of a teacher. I look forward to taking advantage of technology to clean up my classroom!
A modification of engaging in more of a leadership goal would be for me to provide our district with qualified explanations of why our students should be able to network and give guidelines we could use to monitor this. If our students could collaborate more with each other and me through wikis, blogs, and emails, they would be even more motivated and engaged in their learning.
I do need to practice and model verifying URL's and valid websites more often througout the day when I use my computer and LCD for instruction. I need to post a sticky note on my computer to remind me of this! This is an important step in helping my students learn how to evaluate websites for reliability, and frequent modeling and reminders will facilitate this learning.
I continue to engage in professional growth and leadership through taking my courses with Walden, particularly this course of Integrating Technology Across the Content Areas. I collaborate with my fellow teachers frequently. We share lesson plans, ideas, websites, software, and new hardware and use them them throughout all content areas.
My biggest problem area for this goal continues to be finding the time to train and implement all of the new technology I am learning. I have learned that creating a portfolio on my computer has helped me organize my lessons, handouts, assessments, websites, etc. Now I am working on finding the time to make folders for each unit and transfer files. I am looking forward to trashing all of my stacks of multi-copies of papers on my bookshelves once I complete this - I am the classic 'hoarder' of a teacher. I look forward to taking advantage of technology to clean up my classroom!
A modification of engaging in more of a leadership goal would be for me to provide our district with qualified explanations of why our students should be able to network and give guidelines we could use to monitor this. If our students could collaborate more with each other and me through wikis, blogs, and emails, they would be even more motivated and engaged in their learning.
Wednesday, September 22, 2010
Carrying Out My GAME Plan
My actions to reach my goal of promoting and modeling digital citizenship and responsibility will include teaching my students the importance of ownership for their work as well as recognizing others’ work. I will use what I have learned in my previous course through Walden to demonstrate how to recognize reliable websites (the importance of breaking down URL’s, qualifiers for authenticity, and how to validate information). The majority of my students are frequent users of the internet for entertainment, skills practice, and research at home and school. However, they do not know how to decide if a website is valid, and they are dependent on a given list of websites to choose from for their learning. Utilizing rubrics, charts, and mock websites, I will guide my students to become better qualified with choosing search engines, reliable websites, and valid information. I will also guide them on how to cite their sources. I try to remember to model this every time I show them something through my teacher computer, and I point out the URL and explain why the site I chose is valid and reliable. When my students create a project based learning production, they will be required to copyright their production, claiming their ownership. This should help them to recognize the importance of producing reliable work and recognizing the work of others from which they choose to learn.
My actions to reach my goal of engaging in professional growth and leadership will include using what I learn through my Walden courses, utilizing my peers, accessing the webinars offered through my state’s DOE, and spending more time to training “to go out and find the technology” and “know how to use the technology” (Ross, J., Presenter, 2009). I am required to attend training on new software and hardware through my school, but I have discovered that finding the time to implement all of it in the classroom is very difficult. My peers are a valuable resource to help me with the hands-on experience I prefer when using technology, and with sharing how they find the time to implement the myriad of different uses of technology daily throughout the curriculum. I have used much more technology to facilitate my students’ learning since starting my courses at Walden, and I can see a dramatic increase in motivation and effort when my students are involved with 21st Century Tools. I have also become very dependent on our DOE site for planning, teaching, and assessing. My biggest obstacle to overcome for my action plan is spending more time finding and using the technology that would best meet my students’ differentiated needs. This is an area which will require more collaboration with my peers and organizing all of my findings into an easily accessed portfolio that will grow as my technology skills for teaching grow.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
Ross, J. (Presenter). (2009). Meeting Students’ Needs with Technology, Part 2. [DVD]. Laureate Education, Inc.
My actions to reach my goal of engaging in professional growth and leadership will include using what I learn through my Walden courses, utilizing my peers, accessing the webinars offered through my state’s DOE, and spending more time to training “to go out and find the technology” and “know how to use the technology” (Ross, J., Presenter, 2009). I am required to attend training on new software and hardware through my school, but I have discovered that finding the time to implement all of it in the classroom is very difficult. My peers are a valuable resource to help me with the hands-on experience I prefer when using technology, and with sharing how they find the time to implement the myriad of different uses of technology daily throughout the curriculum. I have used much more technology to facilitate my students’ learning since starting my courses at Walden, and I can see a dramatic increase in motivation and effort when my students are involved with 21st Century Tools. I have also become very dependent on our DOE site for planning, teaching, and assessing. My biggest obstacle to overcome for my action plan is spending more time finding and using the technology that would best meet my students’ differentiated needs. This is an area which will require more collaboration with my peers and organizing all of my findings into an easily accessed portfolio that will grow as my technology skills for teaching grow.
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.
Ross, J. (Presenter). (2009). Meeting Students’ Needs with Technology, Part 2. [DVD]. Laureate Education, Inc.
Sunday, September 19, 2010
GAME Plan
My GAME Plan
I feel I really need to strengthen my confidence and proficiency with integrating technology into all content areas. I have set goals from the following two indicators from the National Education Standards for Teachers:
1. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
2. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit
leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
According to Cennamo (2009), “self-directed learners plan, monitor, and evaluate their actions.” As I do this through the GAME plan, I realize I need to facilitate this process with my fourth graders. They need to be taught how to evaluate websites for their reliability and useful content, instead of depending on me to list websites that they can choose from on our local shares drive. They also need to be responsible with citing their sources. To be true 21st Century learners, they must develop these skills to use in all areas for their future.
Since technology is continuously changing and improving, I also need to continue to stay updated with new technology and evaluate it to support student learning. I feel staying modernized and becoming proficient with using the newest technology resources is my biggest struggle.
My actions to reach the goal for my first indicator are to demonstrate to my students how to evaluate websites. Utilizing the computer lab and portable lab, I will also require them to follow charts and rubrics to determine the reliability and content of a variety of websites and to cite any that they use in their final productions.
My actions to reach the goal for my second indicator is to utilize my peers, which Cennamo (2009) suggests and find people that will help funnel information. Through collaborative networking (Davis, 2009) and professional development courses, I will become more aware of new technology suggestions to enrich my students’ learning.
I will monitor and evaluate my students’ progress with becoming responsible digital citizenship by providing rubrics for them to follow, and I will observe and evaluate their chosen websites and citations.
I will monitor and evaluate my progress with improving my professional practice through using digital tools and resources by creating a portfolio that I can store and continually reflect upon my well-known and used technology resources, while adding new emerging tools and resources. By continuously networking and collaborating with other teachers, I will also stay updated with this goal.
Resources:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use. (M. Staudt, & M. Stranz, Eds.) Mason, OH, USA: Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009).Integrating technology across the content areas.
National Education Standards for Teachers (NETS-T) retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_ T_Standards
I feel I really need to strengthen my confidence and proficiency with integrating technology into all content areas. I have set goals from the following two indicators from the National Education Standards for Teachers:
1. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers:
a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
2. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit
leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers:
a. participate in local and global learning communities to explore creative applications of technology to improve student learning
c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning
According to Cennamo (2009), “self-directed learners plan, monitor, and evaluate their actions.” As I do this through the GAME plan, I realize I need to facilitate this process with my fourth graders. They need to be taught how to evaluate websites for their reliability and useful content, instead of depending on me to list websites that they can choose from on our local shares drive. They also need to be responsible with citing their sources. To be true 21st Century learners, they must develop these skills to use in all areas for their future.
Since technology is continuously changing and improving, I also need to continue to stay updated with new technology and evaluate it to support student learning. I feel staying modernized and becoming proficient with using the newest technology resources is my biggest struggle.
My actions to reach the goal for my first indicator are to demonstrate to my students how to evaluate websites. Utilizing the computer lab and portable lab, I will also require them to follow charts and rubrics to determine the reliability and content of a variety of websites and to cite any that they use in their final productions.
My actions to reach the goal for my second indicator is to utilize my peers, which Cennamo (2009) suggests and find people that will help funnel information. Through collaborative networking (Davis, 2009) and professional development courses, I will become more aware of new technology suggestions to enrich my students’ learning.
I will monitor and evaluate my students’ progress with becoming responsible digital citizenship by providing rubrics for them to follow, and I will observe and evaluate their chosen websites and citations.
I will monitor and evaluate my progress with improving my professional practice through using digital tools and resources by creating a portfolio that I can store and continually reflect upon my well-known and used technology resources, while adding new emerging tools and resources. By continuously networking and collaborating with other teachers, I will also stay updated with this goal.
Resources:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use. (M. Staudt, & M. Stranz, Eds.) Mason, OH, USA: Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009).Integrating technology across the content areas.
National Education Standards for Teachers (NETS-T) retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_ T_Standards
Sunday, August 22, 2010
Reflection: Supporting Information Literacy and Online Inquiry in the Classroom
Taking the Walden course, Supporting Information Literacy and Online Inquiry in the Classroom, has made me realize how important it is to teach and guide my students to use inquiry based projects. According to Armstrong, S. (Laureate, 2009), project based learning challenges students to think more broadly and deeply, and collaborate globally.
This course introduced to me many new ways to produce student project based learning, which I plan to implement in my classroom. When working on these type of inquiry based projects, it is especially important to teach online literacy skills so students can validate reliable websites. Strategies like Phillip’s ABC’s of evaluating websites (Laureate, 2009) teach students how to navigate around websites and use their critical judgment to assess their accuracy.
The biggest revelation of this course has been the need for my fourth grade students to cite their sources and to copyright their own publication. According to Warlick, D. (Laureate, 2009), students become more responsible when they claim what they own, and teachers should model this by citing their technology resources during instruction.
I would hope that my district would provide more professional development for integrating technology through student and teacher collaboration. The ethical use and monitoring of wikis, blogs, and other tools could be taught and monitored, and would be advantageous for our students’ learning, while keeping them up to date with Century 21 skills they will already use at home and will use in their future.
References
Eagleton, M. & Dobler, E. (2007). Reading the web: strategies for internet inquiry. New York: The Guilford Press.
Laureate Education, Inc. (Producer). (2009). Armstrong, S. (Presenter). Inquiry Based Projects
Laureate Education, Inc. (Producer). (2009). Hartman, D. (Presenter). Developing Students’ Digital Literacy
Laureate Education, Inc. (Producer). (2009). Warlick, D. (Presenter). Skills for the future [DVD]. Supporting information literacy and online inquiry in the classroom.
This course introduced to me many new ways to produce student project based learning, which I plan to implement in my classroom. When working on these type of inquiry based projects, it is especially important to teach online literacy skills so students can validate reliable websites. Strategies like Phillip’s ABC’s of evaluating websites (Laureate, 2009) teach students how to navigate around websites and use their critical judgment to assess their accuracy.
The biggest revelation of this course has been the need for my fourth grade students to cite their sources and to copyright their own publication. According to Warlick, D. (Laureate, 2009), students become more responsible when they claim what they own, and teachers should model this by citing their technology resources during instruction.
I would hope that my district would provide more professional development for integrating technology through student and teacher collaboration. The ethical use and monitoring of wikis, blogs, and other tools could be taught and monitored, and would be advantageous for our students’ learning, while keeping them up to date with Century 21 skills they will already use at home and will use in their future.
References
Eagleton, M. & Dobler, E. (2007). Reading the web: strategies for internet inquiry. New York: The Guilford Press.
Laureate Education, Inc. (Producer). (2009). Armstrong, S. (Presenter). Inquiry Based Projects
Laureate Education, Inc. (Producer). (2009). Hartman, D. (Presenter). Developing Students’ Digital Literacy
Laureate Education, Inc. (Producer). (2009). Warlick, D. (Presenter). Skills for the future [DVD]. Supporting information literacy and online inquiry in the classroom.
Sunday, April 25, 2010
Reflection: Effective Bridging of Technology and Instruction
This course has made me realize that it is very important for teachers to understand student learning to effectively plan for instruction. It has also shown how important it is to use technology as a learning tool instead of just an instructional tool.
At the beginning of this course, my personal theory of how students learn was the constructivist theory. Lever-Duffy and McDonald explain that Piaget “theorized that children construct mental maps as they encounter information,” and “new knowledge is either assimilated or accommodated.” I still believe my students learn predominately through constructivism, but now I realize that they also use the social constructionist theory as they work together in cooperative learning groups or with partners; most of my students prefer this style of learning.
This course has also made me very aware of how important it is to consider Gardner’s multiple-intelligence theory since students have distinctive cognitive and learning styles. These learning styles are accompanied by different intelligence considerations. Using differentiated instruction in a diverse classroom allows students to learn best according to their preferred learning style. This course has made me realize that providing a variety of leaning modalities to meet students’ learning styles will enhance their learning.
I plan on using more learning tool technology such as Voice Thread and concept mapping. Voice Thread would promote active engagement in the classroom. “Student-created multimedia is a natural environment for cooperative learning.” (Pitler, H, [et al], 2007). Visual field trips create episodes with rich experiences and incorporate all of the cognitive theories (Orey, 2007).
Using concept mapping tools supports dual coding with visual representation and helps visualize ideas and make connections; something my students need more practice with.
I also plan on using more virtual field trips as an interactive learning tool. Virtual field trips will allow what Orey calls the elaboration and rich opportunity to witness history and engage in critical thinking.
My long-term goal for integrating technology into the classroom is to incorporate it into every lesson as a learning tool. I also plan to provide my students with a wide variety of technology as learning tools while not depending on it so much as an instructional tool. I can do this by accessing the mobile laptops or the computer lab daily. I can also allow the students to use the Smart Pad through ELMO and the LCD screen more often. My students are much more motivated, focused, and engaged when working with technology, and these strategies will provide them with this opportunity and will enhance their learning.
At the beginning of this course, my personal theory of how students learn was the constructivist theory. Lever-Duffy and McDonald explain that Piaget “theorized that children construct mental maps as they encounter information,” and “new knowledge is either assimilated or accommodated.” I still believe my students learn predominately through constructivism, but now I realize that they also use the social constructionist theory as they work together in cooperative learning groups or with partners; most of my students prefer this style of learning.
This course has also made me very aware of how important it is to consider Gardner’s multiple-intelligence theory since students have distinctive cognitive and learning styles. These learning styles are accompanied by different intelligence considerations. Using differentiated instruction in a diverse classroom allows students to learn best according to their preferred learning style. This course has made me realize that providing a variety of leaning modalities to meet students’ learning styles will enhance their learning.
I plan on using more learning tool technology such as Voice Thread and concept mapping. Voice Thread would promote active engagement in the classroom. “Student-created multimedia is a natural environment for cooperative learning.” (Pitler, H, [et al], 2007). Visual field trips create episodes with rich experiences and incorporate all of the cognitive theories (Orey, 2007).
Using concept mapping tools supports dual coding with visual representation and helps visualize ideas and make connections; something my students need more practice with.
I also plan on using more virtual field trips as an interactive learning tool. Virtual field trips will allow what Orey calls the elaboration and rich opportunity to witness history and engage in critical thinking.
My long-term goal for integrating technology into the classroom is to incorporate it into every lesson as a learning tool. I also plan to provide my students with a wide variety of technology as learning tools while not depending on it so much as an instructional tool. I can do this by accessing the mobile laptops or the computer lab daily. I can also allow the students to use the Smart Pad through ELMO and the LCD screen more often. My students are much more motivated, focused, and engaged when working with technology, and these strategies will provide them with this opportunity and will enhance their learning.
Monday, April 5, 2010
Cooperative Learning and Technology
My students are much more motivated and focused during group work. Using technology such as constructing a Voicethread or Power Point further enhances their learning and they enjoy it so much more!
Sunday, April 4, 2010
Wednesday, March 24, 2010
Constructionist Theory
Requiring students to construct an artifact keeps them engaged, motivated, and active in the learning process. Constructivism allows students to gain more knowledge while they build their artifact rather than being given direct knowledge by the the teacher. Project based learning is a very effective tool in facilitating students' learning. Incorporating technology into their projects enhances their learning while keeping them actively engaged.
My students love project based learning. They use technology throughout their research, and then they use technology frequently if their final production is a microsoft document, Power Point, or other software driven base project. Whether constructing a technology based project or a model replica, my students are incorporating new experiences that build on their learning and they put much more effort into their project because they know they will be sharing it with others. I have found that providing a rubric greatly improves their final production.
My school is currently changing over to standards based classrooms which require much more of a teacher facilitator mode. Incorporating constructivism based learning is the preferred way of meeting this requirement, but finding the time to implement project based learning has become a conflict. I believe a project based lesson would best be better managed as a culminating activity after completing a unit which incorporates several elements. I would still like to find more ways to incorporate shorter projects into my forty-five minute segments.
My students love project based learning. They use technology throughout their research, and then they use technology frequently if their final production is a microsoft document, Power Point, or other software driven base project. Whether constructing a technology based project or a model replica, my students are incorporating new experiences that build on their learning and they put much more effort into their project because they know they will be sharing it with others. I have found that providing a rubric greatly improves their final production.
My school is currently changing over to standards based classrooms which require much more of a teacher facilitator mode. Incorporating constructivism based learning is the preferred way of meeting this requirement, but finding the time to implement project based learning has become a conflict. I believe a project based lesson would best be better managed as a culminating activity after completing a unit which incorporates several elements. I would still like to find more ways to incorporate shorter projects into my forty-five minute segments.
Wednesday, March 17, 2010
Instructional Strategies and Cognitive Learning Theories
Using virtual field trips incorporates all of the cognitive learning theories, promoting many different ways of 'connecting.' A virtual field trip provides for rich episodic experience, integrates multiple senses, combines images with text, elaborates for more connections, and can replicate the network model of memory.
Sunday, March 14, 2010
Behaviorist Theories and Instructional Practices
As Pitler,H. Hubbell, E., Kuhn, M., and Malenoski, K., (2007) state, "technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback." I believe this would be an excellent strategy to incorporate into my math classes.
I can definitely see that the bhaviorist theory is in practice with these students. They began the year with a defeatist attitude, and it has taken a lot of positive reinforcement and encouragement for them to become more responsible for their learning and to feel successful. I love the idea of using a spreadsheet for them to monitor their effort (with a rubric) and correlate it to their grade. I have come to realize that these students work much harder with positive feedback. They have come to be very proud of their effort and success.
I can definitely see that the bhaviorist theory is in practice with these students. They began the year with a defeatist attitude, and it has taken a lot of positive reinforcement and encouragement for them to become more responsible for their learning and to feel successful. I love the idea of using a spreadsheet for them to monitor their effort (with a rubric) and correlate it to their grade. I have come to realize that these students work much harder with positive feedback. They have come to be very proud of their effort and success.
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