My goal has always been to become an exemplary teacher. One who was reflective and able to share ideas, beliefs and values about teaching and learning (Frank, 1999). It is my job and my passion to encourage student growth academically, socially, and psychologically. I view each child as an individual with needs. Needs for respect, needs for safety, as well as needs for knowledge. My students feel welcomed and loved and I know that only when their basic needs are met will true lifelong learning be possible. While no two educators have the same teaching style and, though I may create a caring classroom environment, a student may not have known such care nor had such support in the past. I know that learning is best accomplished when the student feels safe and comfortable and when I work towards those ends academic skills will follow. My personal theory of learning, while strongly supportive of Howard Gardner’s Theory of Multiple Intelligences, has become more holistic throughout this class ,as I better understand the research behind each theory as well as through my own classroom experiences. I have experienced, as the Behaviorist might suggest, the value of rewards and consequences to reinforce or punish. I believe, in some degree, with the Constructivist view where new knowledge is either assimilated or our existing schemas are adjusted to accommodate new information (Duffy-McDonald, 2008). As I learn more about the workings of the brain and the biological processes, I better understand the view of strengthening synaptic connections through procedural and declarative practices. As Dr. Orey suggests; these two types of memory are strengthened supporting learning theory through immersive experiences by active learners (Laureate, 2009).
The use of technology can and does enhance the learning experience. As a teacher of elementary students, third grade, I have witnessed the joy a student exhibits when introduced to new technology. When offered an opportunity to create a PowerPoint presentation and then share their experience, students are engaging in conversation together, sharing their views, experiences, and understanding. I also have recently obtained a Mobi device, an electronic writing device that replaces my chalkboard, where I allow the students to write with and devise answers to the questions posed. Though a simple hands on device, I suspect the students are as thrilled to use it as an 18th century student may have felt about writing with chalk on a blackboard. With the Mobi device, I have also begun using a CPS system of assessment. This system includes individual “clickers” that the students use to respond to test questions and generates reports immediately that can support further teaching of the skill, the need for differentiated instruction, or whole class understanding of a concept promoting advancement to a new skill. Whenever we are able to offer new technology and new experiences in a positive environment where success is not measured relative to perfection but through individual effort and growth, teachers are effectively supporting active learning and engaging active learners.
My classroom environment is supportive of a student’s self-efficacy. This concept lies at the center of psychologist Albert Bandura’s social cognitive theory. Bandura’s theory emphasizes the role of observational learning, social experience, and reciprocal determinism in the development of personality. Thus a person’s attitudes, abilities, and cognitive skills comprise what is known as the self-system. Self-efficacy is the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations. In other words, self-efficacy is a person’s belief in his or her ability to succeed in a particular situation. These beliefs then determine how people think, behave, and feel (Wagner, 2010). I believe that a person with a strong sense of self-efficacy will develop deeper interests as they participate in new activities. The use of instructional strategies lead to active engagement. By allowing the students to work with partners, the students who are more apt at the task can guide the understanding of the student who may struggle. By including graphic organizers the students have resources to aid in understanding, building relationships though modeled steps in the answer determination process. Both instructional technology tools and learner technology tools are available and will be used in my classroom. My goal is to use the instructional tool (mobi) minimally, allowing the students to use it in responding to the questions posed. With the leaner tools (clickers) the student is motivated to respond without fear of being singled out as inferior. The results of the responses aid in the decision to proceed with more difficult examples, to reteach, or to re-evaluate work groups. My strategy is, and will remain, my increased knowledge of new technology, my continued study of the latest research, and creating challenging experiences for my students.
Resources:
Frank, Peter. (Fall, 1999). “Becoming a Reflective Teacher.” ASCD Catalyst.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.).
Boston, MA: Pearson Education, Inc.
Laureate Education, Inc. (Executive Producer). (2009). [Webcast]. Baltimore: Author.
Wagner, Kendra Van (2010). About.com/Psychology. Retrieved January 19, 2010, from http://
psychology.about.com/od/theoriesofpersonality/a/self_efficacy.htm
Wednesday, October 27, 2010
Sunday, October 10, 2010
Cooperative Learning
This week there were several good suggestions for using technology in the classroom in our text. For me, a third grade teacher, creating videos and webpages may be a bit out of our league. For students in the upper grades, the use of these techniques would prove to be supportive of social learning strategies. Teachers observe several learning styles, we also understand that there are many ways to learn, social learning is just one. One situation were I envision social learning with technology is through webquests. In our computer lab, each student can log on and follow the links, guiding discussion and supporting learning of new material.
While each student has his or her own skills, talents, learning styles, outside influences, social status, and on and on, we the educators look for what works and what doesn’t. This can change drastically year to year, class to class, student to student. While social learning may have its place in one grade level it may be unrealistic with another. Some may not be capable of working in collaborative groups. Some may not be willing to support their peers. While social learning may be a valuable tool, it is only one of many possible considerations. Dr. Orey suggests that the learner has a zone of proximal development where anything above this needs a facilitator, a knowledgeable other to support the learner, unable to learn (Laureate, 2009). One way to offer this support is with collaborative learning.
Laureate Education, Inc. (Executive Producer). (2009). Social Learning Theories [DVD}. Bridging learning theory, instruction, and technology. Baltimore: Author.
While each student has his or her own skills, talents, learning styles, outside influences, social status, and on and on, we the educators look for what works and what doesn’t. This can change drastically year to year, class to class, student to student. While social learning may have its place in one grade level it may be unrealistic with another. Some may not be capable of working in collaborative groups. Some may not be willing to support their peers. While social learning may be a valuable tool, it is only one of many possible considerations. Dr. Orey suggests that the learner has a zone of proximal development where anything above this needs a facilitator, a knowledgeable other to support the learner, unable to learn (Laureate, 2009). One way to offer this support is with collaborative learning.
Laureate Education, Inc. (Executive Producer). (2009). Social Learning Theories [DVD}. Bridging learning theory, instruction, and technology. Baltimore: Author.
Wednesday, September 29, 2010
Constructivism in Practice
One of the chapters we were to examine this week was on generating and testing hypotheses. In this chapter one recommendation is to use a variety of structured tasks to guide students (Pitler, 2007). The chapter then shares ideas and methods to use technology to create artifacts with software. The chapter concludes with several excellent suggestions of web based programs. I believe that Dr. Orey would consider the use of technology suggested here as opportunities for students to assimilate new knowledge by using modern tools to expand basic understanding. The idea of constructionism is active engagement in the construction of artifacts.
I find that when students are able to create and as importantly, share - their retention of understanding is increased. While learning the history of Michigan, we can read from a textbook, look at the pictures, fill in a worksheet and then take a test. However, if we find ways to creatively engage the students, fill in graphic organizers, create and label maps, view a video, share our understanding in an open and inviting environment free of hostility and antagonism then take a test, the results are evident. The question then is retention. I also find that by creating and sharing in the learning process, when revisited the information, the new knowledge is better engrained.
Resources:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
I find that when students are able to create and as importantly, share - their retention of understanding is increased. While learning the history of Michigan, we can read from a textbook, look at the pictures, fill in a worksheet and then take a test. However, if we find ways to creatively engage the students, fill in graphic organizers, create and label maps, view a video, share our understanding in an open and inviting environment free of hostility and antagonism then take a test, the results are evident. The question then is retention. I also find that by creating and sharing in the learning process, when revisited the information, the new knowledge is better engrained.
Resources:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, September 15, 2010
Behaviorism in Practice:
Several resources were available this week for our review. One was in the book; Using Technology with Classroom Instruction that Works, by Pitler, Hubbell. The chapter on reinforcing effort was designed to support an understanding of the relationship between effort and achievement. This can be taught explicitly and then tracked by the students themselves with technology. This appears to have a method of tracking behavior but as a third grade teacher, I see little correlation to Behaviorist Theory. With explicit teaching comes modeling, review, and repeated modeling with review. While the students can monitor their effort, to support Behaviorist Theory, a system of rewards and consequences needs to be well established.
The other chapter was on homework and practice. One aspect that concerned me, again I teach elementary, was the generalization that parental involvement be kept to a minimum. I want my parents involved, I do not want them doing the work, but I do want them available, supportive, and guiding. When using technology for homework, parents should know what the student is doing and should promote good time management skills. These efforts can be supported with Behavior Theory with rewards for completed work returned on time or consequences for not doing homework like no t.v. or loss of phone privileges, as examples.
Other resources available were via the links below:
Classroom.JC-Schools.net
Prentice Hall Social Studies Skills Tutor
Keyboarding Practice
WebMATH
English Grammar 101
DC Physics: Help for Physics Students
Internet4Classrooms Tutorials
Some offer support through drill and practice methods and others offer tutorials that guide understanding, better utilizing reinforcement of desired results. Each has its pros and cons in regards to Behaviorist Theory and offer valuable instructional practice in the courses intended. When programmed instruction offers information, follows up with a question, and either reteaches per an incorrect response of celebrates a correct response, that instruction is promoting reinforcement of the desired behavior. That’s as much as software, without an educator’s guidance, can do.
The other chapter was on homework and practice. One aspect that concerned me, again I teach elementary, was the generalization that parental involvement be kept to a minimum. I want my parents involved, I do not want them doing the work, but I do want them available, supportive, and guiding. When using technology for homework, parents should know what the student is doing and should promote good time management skills. These efforts can be supported with Behavior Theory with rewards for completed work returned on time or consequences for not doing homework like no t.v. or loss of phone privileges, as examples.
Other resources available were via the links below:
Classroom.JC-Schools.net
Prentice Hall Social Studies Skills Tutor
Keyboarding Practice
WebMATH
English Grammar 101
DC Physics: Help for Physics Students
Internet4Classrooms Tutorials
Some offer support through drill and practice methods and others offer tutorials that guide understanding, better utilizing reinforcement of desired results. Each has its pros and cons in regards to Behaviorist Theory and offer valuable instructional practice in the courses intended. When programmed instruction offers information, follows up with a question, and either reteaches per an incorrect response of celebrates a correct response, that instruction is promoting reinforcement of the desired behavior. That’s as much as software, without an educator’s guidance, can do.
Friday, June 25, 2010
Reflection - Final Blog Posting
I have always enjoyed learning and using technology myself, however, until this course I have not had experience with blogs, wikis, or podcasts. I have used the internet to do research and to find innovative ways to extent core curriculum standards. Now I feel better prepared to integrate these forms of learning and have a new appreciation for collaborative learning projects.
My knowledge of the teaching and learning processes has increased throughout this course through the readings and insights of Dr. Thornberg and Dr. Dede, both experts in 21st century technology. Their presentations, facts, and research enhanced their views and helped encourage my understanding of their beliefs, encouraging me to introduce more technology and expand collaborative activities planned in my instruction.
I feel I have always been a learner centered teacher. This is the way my college education led me, and being new to teaching, I have tried to remain these past three years. This last year I did find it difficult to lead a learner centered approach and, because of behavior issues, found it easier to be more teacher centered. My perspective remains the same though – learner centered is the way to go (when you can.)
The challenges in teaching technology skills in the classroom often involve budgets. The difficulty is in keeping up with the ever changing technological landscape. Even when we are able to keep up, we are often lagging in experience ourselves. Students are usually better aware of techniques and usage than the adults that are supposed to be teaching them. I know I’ve seen examples even here, where our own children have had to trouble shoot and teach us how to set up wikis, blogs, and such.
But to meet these challenges is to remain diligent. We are to seek out individuals with experience to guide us in using technology, then we need to “play” with the technology to learn its capabilities. We are to seek out models in usage and with the ever expanding internet, there is no end to the resources available.
My two long term goals are the integration of the new (to me) cps system that I have already spent countless hours setting up. The recreation of paper tests and activities to digital media has at times been exhausting. However, the importance of preparing students for 21st century skills drives me to integrate technology as best as I can. My next goal would be to find new ways to integrate existing technology (computer lab, internet) for my diverse learners. Like with the lesson I created with persuasive letter writing, some students were able to use a web site specifically designed for letter creation circumventing the “layout” difficulties.
Finally, in referring to the checklist from week one, I am more encourage to seek out other professionals, both at my school site and in the larger global community, with whom I share best practices and build a personal learning community to further my own professional growth. These classes have introduced me to several individuals who have similar beliefs and are at similar levels of technology understanding extending my peer collaborative group.
My knowledge of the teaching and learning processes has increased throughout this course through the readings and insights of Dr. Thornberg and Dr. Dede, both experts in 21st century technology. Their presentations, facts, and research enhanced their views and helped encourage my understanding of their beliefs, encouraging me to introduce more technology and expand collaborative activities planned in my instruction.
I feel I have always been a learner centered teacher. This is the way my college education led me, and being new to teaching, I have tried to remain these past three years. This last year I did find it difficult to lead a learner centered approach and, because of behavior issues, found it easier to be more teacher centered. My perspective remains the same though – learner centered is the way to go (when you can.)
The challenges in teaching technology skills in the classroom often involve budgets. The difficulty is in keeping up with the ever changing technological landscape. Even when we are able to keep up, we are often lagging in experience ourselves. Students are usually better aware of techniques and usage than the adults that are supposed to be teaching them. I know I’ve seen examples even here, where our own children have had to trouble shoot and teach us how to set up wikis, blogs, and such.
But to meet these challenges is to remain diligent. We are to seek out individuals with experience to guide us in using technology, then we need to “play” with the technology to learn its capabilities. We are to seek out models in usage and with the ever expanding internet, there is no end to the resources available.
My two long term goals are the integration of the new (to me) cps system that I have already spent countless hours setting up. The recreation of paper tests and activities to digital media has at times been exhausting. However, the importance of preparing students for 21st century skills drives me to integrate technology as best as I can. My next goal would be to find new ways to integrate existing technology (computer lab, internet) for my diverse learners. Like with the lesson I created with persuasive letter writing, some students were able to use a web site specifically designed for letter creation circumventing the “layout” difficulties.
Finally, in referring to the checklist from week one, I am more encourage to seek out other professionals, both at my school site and in the larger global community, with whom I share best practices and build a personal learning community to further my own professional growth. These classes have introduced me to several individuals who have similar beliefs and are at similar levels of technology understanding extending my peer collaborative group.
Saturday, June 5, 2010
Wednesday, May 26, 2010
Partnership for 21st Century Skills
http://www.p21.org/
The link above will take you to the Partnership for 21st Century Skills website.
This website is easy to maneuver and simple in its design and you will find it easy to access their mission, views, resources, news, and initiatives. My biggest surprise was the fact that Michigan was not on the list of state initiatives. I probably should not have been surprised, however, knowing the state of Michigan’s educational system and the governments’ anti-education actions.
I found it hard to disagree with their mission, education does need to support student knowledge of technology to better serve the society and workplace of the future. I especially like the framework for 21st century learning. It is important to note that life skills and learning skills are a major portion of the classroom learning environment, not just the teaching of core instructional skills. Another important aspect is the continued professional development of the educators, even when this might only be with the guidance of peers in accessing an online gradebook or understanding email.
The implication is that a teacher must find a way to incorporate the new. A teacher should always seek ways to improve his/her lessons and to be innovative with their approach to instruction. Teachers who strive to be effective teachers will strive to promote students who are critical consumers of knowledge.
The link above will take you to the Partnership for 21st Century Skills website.
This website is easy to maneuver and simple in its design and you will find it easy to access their mission, views, resources, news, and initiatives. My biggest surprise was the fact that Michigan was not on the list of state initiatives. I probably should not have been surprised, however, knowing the state of Michigan’s educational system and the governments’ anti-education actions.
I found it hard to disagree with their mission, education does need to support student knowledge of technology to better serve the society and workplace of the future. I especially like the framework for 21st century learning. It is important to note that life skills and learning skills are a major portion of the classroom learning environment, not just the teaching of core instructional skills. Another important aspect is the continued professional development of the educators, even when this might only be with the guidance of peers in accessing an online gradebook or understanding email.
The implication is that a teacher must find a way to incorporate the new. A teacher should always seek ways to improve his/her lessons and to be innovative with their approach to instruction. Teachers who strive to be effective teachers will strive to promote students who are critical consumers of knowledge.
Tuesday, May 18, 2010
Technology disconnect
I feel that the classroom teacher who uses the technology available to them and strives to meet the unique needs of the individual is doing all they can to prepare their students for the future. Each classroom teacher works under different circumstances, some with greater resources available some with relatively none. The learner is often self taught, in my opinion, and those with an aptitude for technological devices will strive to use and learn as they feel comfortable. What we are able to do is to teach them how to see technology as a friend, and not fear it. We are able to teach them HOW to learn.
Sure we can teach them math, reading, science, etc., but as important is teaching them how to get along, how to work together, and how to assist those in need. We also strive to teach them how to access information and use the resources we didn’t necessarily have when we went to school. Where we used dictionaries, they use the internet. When we needed to check spelling they can click a button on a desktop. We take classes to learn to fly, drive, and defend ourselves, they use simulators.
The disconnect between education and business is often because of the cuts made in education. We are not an industry where there is a valuable product produced (or are we) that we can sell for a profit tomorrow. So the dollars invested in the business world are lacking in the educational world. The disconnect can be shrunk but never truly eliminated. We can learn to use it to more efficiently access information, network socially, and communicate ideas, but “technological advances will go beyond simply making us more efficient at what we already do. They're going to change where we work, how we work, and even the nature of work itself” (Hoff, 2007). While I was not taught using the technology available today, my students will be using technology in the work place that we can only imagine. I had to learn (as an adult) and so will they. We all adapt as needed to fulfill the needs of our work situation and our students will as well.
Reference: Hof, R. (2007, August 20). The end of work as you know it. Businessweek.com. Retrieved from http://www.businessweek.com/magazine/content/07_34/b4047426.htm?chan =search
Sure we can teach them math, reading, science, etc., but as important is teaching them how to get along, how to work together, and how to assist those in need. We also strive to teach them how to access information and use the resources we didn’t necessarily have when we went to school. Where we used dictionaries, they use the internet. When we needed to check spelling they can click a button on a desktop. We take classes to learn to fly, drive, and defend ourselves, they use simulators.
The disconnect between education and business is often because of the cuts made in education. We are not an industry where there is a valuable product produced (or are we) that we can sell for a profit tomorrow. So the dollars invested in the business world are lacking in the educational world. The disconnect can be shrunk but never truly eliminated. We can learn to use it to more efficiently access information, network socially, and communicate ideas, but “technological advances will go beyond simply making us more efficient at what we already do. They're going to change where we work, how we work, and even the nature of work itself” (Hoff, 2007). While I was not taught using the technology available today, my students will be using technology in the work place that we can only imagine. I had to learn (as an adult) and so will they. We all adapt as needed to fulfill the needs of our work situation and our students will as well.
Reference: Hof, R. (2007, August 20). The end of work as you know it. Businessweek.com. Retrieved from http://www.businessweek.com/magazine/content/07_34/b4047426.htm?chan =search
Wednesday, May 12, 2010
Blog in Classroom
Use of a blog in my classroom would first entail communication with parents. I would see using the blog as a virtual newsletter, informing parents of upcoming events, current classroom news, links to sites of interest, and a place to ask questions, elaborate on instruction, or share ideas. Through this communication with parents, I could share content instruction information, offer suggestions for home follow-up and even offer links to sites to assist a parent in their role as educator (in a sense educating the parent as well).
I am not ready to introduce my students to blogging and though there may be several appropriate, tested, and proven positive outcomes, the class that I have this year is not ready for such technology.
I am not ready to introduce my students to blogging and though there may be several appropriate, tested, and proven positive outcomes, the class that I have this year is not ready for such technology.
Creating a Blog
It would appear that I have successfully created another blog.
Blogger is blocked at our school and Wordpress is accessible. Don't quite understand why.
I am a 3rd grade teacher in Coloma, Michigan and am in my 3rd year of teaching. The use of technology in the classroom has intreagued me as this appears to be the future of education. The readings this week express the importance of understanding that. Where we go from here is up to us as we press those who resist change into making the decisions that will enhance student performance in the classroom. Technology does this, enhances student learning, offering access to technology that they will continue to use as they continue the journey of life long learning.
Blogger is blocked at our school and Wordpress is accessible. Don't quite understand why.
I am a 3rd grade teacher in Coloma, Michigan and am in my 3rd year of teaching. The use of technology in the classroom has intreagued me as this appears to be the future of education. The readings this week express the importance of understanding that. Where we go from here is up to us as we press those who resist change into making the decisions that will enhance student performance in the classroom. Technology does this, enhances student learning, offering access to technology that they will continue to use as they continue the journey of life long learning.
Monday, May 10, 2010
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