As we explore the strategies to integrate technology into our classroom we continually develop, implement, monitor, and evaluate the GAME plan developed during our first weeks of this class. The two indicators of the NETS-T I chose to reflect on include the; “design, develop, and evaluation of authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes” (National Education Standards for Teachers, 2008). The other is to; “engage in Professional Growth and Leadership” (NETS, 2008). While learning about technology and technology resources in an effort to advance my personal growth towards meeting these goals questions arise.
First, Am I finding the resources and information needed to advance my own GAME plan?
While I continue to use the technology available on a daily basis, I believe I am advancing my GAME plan progress. The sites and software introduced during the conference will be integrated into future lessons. I have asked that the facts4me site whose subscription was expiring, to be continued. I will seek opportunities to incorporate GoAnimate, a free website with digital storytelling applications. While the internet offers unlimited opportunities and a plethora of resources, peers offer the best advice for additional use and added resources.
I have not seen a need to modify the action plan I have laid out yet. Having only been contemplated over the last couple of weeks and with the advantage of attending a major technology conference just last week; I feel that I am on track to achieving my goals.
What have I learned so far? So far, I realize that the most important part of creating a GAME plan is the research behind it. I need to remain active in my own educational process and continue to develop, research, and support new innovations and ideas. An educator must be as open to growth as the students to be an effective teacher. Becoming complacent is probably the biggest threat to education today. As Dr. Ross stated; “Technology offers opportunities to draw students in” (Laureate, 2010), however, the understanding, engagement, and support of new technology is infectious to me as well. I want to have, use, and understand the new applications as well as desiring to incorporate them into lessons.
The only new questions I have pertain to the new and free resources available. Attending the conference was as much a chance to share free sites with peers as it was an introduction to new technology. The financial situation of school districts impressed upon me the need to seek, not just new sites, but free sites. Cautiously though. I still must protect the students from advertising that often accompanies many good sites.
Resources:
Laureate Education, Inc. (Producer). (2010) Assessing Student Learning with Technology [Webcast]. Supporting information literacy and online learning in the classroom. Baltimore, MD: Author.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx
Wednesday, March 23, 2011
Tuesday, March 15, 2011
Week 3 Resources
This week we are asked to share the resources we will acquire in our quest to develop our GAME plan. While I hope to maximize content learning by incorporating technology regularly and to engage in professional growth experiences, I would synthesis my response as: What resources won’t I use. Every day as a technology user, I am increasing my understanding of technology. It then becomes paramount to share those experiences with my students in creative, educational, real world, ways. Meeting the needs of diverse learners then means using the technology that I best understand to customize the instruction presented to them. (Laureate, 2010). By continuing my education at Walden and working with the newest programs created, I will seek out creative ways to use them. I am not the first to try to use new software in creative ways. By researching other educators’ examples and experiences, I can see what worked, what didn’t, and what fits my current educational situation.
I also intend on continuing to attend workshops and conferences that increase my understanding of new technology as well as new ways to use what’s out there. For example, tomorrow I will be attending the MACUL conference as mentioned last week and one workshop I will attend is called “Googles tools for search, research, and collaboration”. Honing these skills with a free and often used search engine like Google will better prepare me for my own instructional strategies. We will be working with maps across the curriculum, collaborating using docs and sites, and learning time saving methods with advances search. Another topic of interest involves the use of Netbooks. I was made aware of the fact that our school will be attaining these for next years use in compliance with a state mandate to assess skills digitally. While assessing happens occasionally, there are several workshops offering suggestions of additional applications for Netbook use that can be initiated more regularly by a proficient classroom teacher.
Not only will I be increasing the opportunities to include technology in my instruction by formal education, I will continue to seek skilled professionals to advance understanding. This also offers opportunities for teachable moments as I model for my students. The intent is to follow a learner-centered strategy. This will enable me to best consider and then meet the needs of diverse learners. Through authentic instruction, I will be able to create a learner-centered classroom where the diverse interests, talents, knowledge, background, and skills are part of the daily lesson plan model (Cennamo, Ross, Ertmer, pg. 167, 2009).
Resources:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Producer). (2010). Meeting Students’ Needs with Technology, Part 2 [Webcast]. Integrating technology across the content area. Baltimore, MD: Author.
I also intend on continuing to attend workshops and conferences that increase my understanding of new technology as well as new ways to use what’s out there. For example, tomorrow I will be attending the MACUL conference as mentioned last week and one workshop I will attend is called “Googles tools for search, research, and collaboration”. Honing these skills with a free and often used search engine like Google will better prepare me for my own instructional strategies. We will be working with maps across the curriculum, collaborating using docs and sites, and learning time saving methods with advances search. Another topic of interest involves the use of Netbooks. I was made aware of the fact that our school will be attaining these for next years use in compliance with a state mandate to assess skills digitally. While assessing happens occasionally, there are several workshops offering suggestions of additional applications for Netbook use that can be initiated more regularly by a proficient classroom teacher.
Not only will I be increasing the opportunities to include technology in my instruction by formal education, I will continue to seek skilled professionals to advance understanding. This also offers opportunities for teachable moments as I model for my students. The intent is to follow a learner-centered strategy. This will enable me to best consider and then meet the needs of diverse learners. Through authentic instruction, I will be able to create a learner-centered classroom where the diverse interests, talents, knowledge, background, and skills are part of the daily lesson plan model (Cennamo, Ross, Ertmer, pg. 167, 2009).
Resources:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Producer). (2010). Meeting Students’ Needs with Technology, Part 2 [Webcast]. Integrating technology across the content area. Baltimore, MD: Author.
Wednesday, March 9, 2011
EDUC 6713 - MY GAME PLAN
My GAME plan – Dr. Senemo introduced us to the GAME plan in the learning resources video last week. The plan is an example of being a self-directed learner, a skill that most teachers I know already adhere to. Teachers Plan, Monitor, and Evaluate their students regularly (Laureate, 2010) however, the GAME plan and the NETS-T reflect on the educator himself in this example. When reading the NETS-T indicators I was drawn to the design and development of digital-age learning experiences and assessments.
It is here where “Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes” (National Education Standards for Teachers, 2008). My intention is to “customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources” (NETS, 2008). During the past year I have acquired a CPS system to assess its value to elementary education in our school district. In our building only I and one second grade teacher were issued these new systems. The introduction of technology has enhanced my students learning greatly although it did mean spending several hours over the summer “rewriting” assessments into the system. With this system I am able to provide instant feedback and address students’ diverse learning styles and differentiate instruction as well as monitoring progress with the data acquired. To continue to strive to design and develop new, technology rich experiences will be my goal hereon. My goal will be to strengthen my understanding of the software and technology through further education and trial and error. I will be able to monitor my progress by monitoring the progress of my students. To evaluate my progress, I will use my knowledge and experience to further the efforts of attaining more systems for our building and in the training of my peers to come.
The other NETS-T indicator I wish to address is my efforts to “Engage in Professional Growth and Leadership” (NETS, 2008). It follows where “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” (NETS, 2008). I will make it my goal to “participate in local and global learning communities to explore creative applications of technology to improve student learning” (NETS, 2008). My actions will be to attend conferences and share my learning with my peers in regards to technology use in the classroom to advance student achievement. For instance, next week I will be attending the MACUL conference in Detroit, Michigan. Not only will I attend workshops on technology use but I was asked by Edutek to “work” at their booth to share my classroom experiences with the CPS systems our school has attained. How will I monitor my progress? In the first four years of my teaching assignment I have attended this conference twice as well as others. I have created a classroom blog and encourage my students technology use daily. My evaluation of my progress will be measured through the success of my students.
Resources:
Laureate Education, Inc. (Producer). (2010) Promoting Self-Directed Learning with Technology [Webcast]. Supporting information literacy and online learning in the classroom. Baltimore, MD: Author.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx
It is here where “Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes” (National Education Standards for Teachers, 2008). My intention is to “customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources” (NETS, 2008). During the past year I have acquired a CPS system to assess its value to elementary education in our school district. In our building only I and one second grade teacher were issued these new systems. The introduction of technology has enhanced my students learning greatly although it did mean spending several hours over the summer “rewriting” assessments into the system. With this system I am able to provide instant feedback and address students’ diverse learning styles and differentiate instruction as well as monitoring progress with the data acquired. To continue to strive to design and develop new, technology rich experiences will be my goal hereon. My goal will be to strengthen my understanding of the software and technology through further education and trial and error. I will be able to monitor my progress by monitoring the progress of my students. To evaluate my progress, I will use my knowledge and experience to further the efforts of attaining more systems for our building and in the training of my peers to come.
The other NETS-T indicator I wish to address is my efforts to “Engage in Professional Growth and Leadership” (NETS, 2008). It follows where “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” (NETS, 2008). I will make it my goal to “participate in local and global learning communities to explore creative applications of technology to improve student learning” (NETS, 2008). My actions will be to attend conferences and share my learning with my peers in regards to technology use in the classroom to advance student achievement. For instance, next week I will be attending the MACUL conference in Detroit, Michigan. Not only will I attend workshops on technology use but I was asked by Edutek to “work” at their booth to share my classroom experiences with the CPS systems our school has attained. How will I monitor my progress? In the first four years of my teaching assignment I have attended this conference twice as well as others. I have created a classroom blog and encourage my students technology use daily. My evaluation of my progress will be measured through the success of my students.
Resources:
Laureate Education, Inc. (Producer). (2010) Promoting Self-Directed Learning with Technology [Webcast]. Supporting information literacy and online learning in the classroom. Baltimore, MD: Author.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx
Monday, February 21, 2011
Reflection for EDUC 6712
As a result of this course, I have had several revelations as to the teaching of new literacies. The most compelling comes from David Warlick, as he stated that; “we are at a time of rapid change” (Laureate, 2010). The change is in the way we teach students, learning to be learners. Through the methods of new literacies, students will be able to self educate, ask and answer probing questions and present their findings with peers in new and insightful ways. I researched the definition of new literacies and found that the best definition states; “New literacies include the skills, strategies, and disposition that allow us to use the Internet and other ICTs effectively to identify important questions, locate information, critically evaluate the usefulness of that information, synthesize information to answer those questions, and then communicate the answers to others. We encounter new literacies nearly every time we try to read, write, and communicate with the Internet and other ICTs” (Leu, 2004). A quote that struck me was by Douglas Harman when he said, “new literacy means preparing students for their future not our past” (Laureate, 2010). This, I whole heartedly believe, our students futures are at stake, thus I chose to continue my education with technology in mind, believing that students need to be prepared for a future unlike any we can imagine.
The skills this course offer encourage me to continue my own education into the incorporation of new technology in the classroom on a daily basis. I plan to teach these skills by being proactive in my acquisition of technological classroom devices. I have this year received a CPS system, data projector, laptop and a mobi device that I work daily to incorporate into lessons across all the curriculums of third grade. My goal is to make technology hands on and attainable in class and out of class during computer lab time activities where I can create webquests, teach publishing, and use educational games to increase rote skills. One other new creation that I will continue to support and promote is the use of our classroom blog (developed this year). Finally, what else can I do, as stated in our text; “at a minimum, students need to be able to identify an informational need, figure out which resources to use to address that need, evaluate the information they find, read and synthesize information from multiple sources, and perhaps even transform all those stray pieces of information into something original” (Eagleton, 2007).
My goals for professional development include the continuation of my own education into technological integration across the content areas. While teaching elementary school offers opportunities in every subject area, I will continue to seek ways to adapt lessons to include the latest technology, even when funds are low and materials lacking. For instance, next month in March, I will be attending the MACUL conference in Detroit. I intend on learning but also intend on bringing back new knowledge to share with my peers. I will remain perseverant, striving for, not only my successful teaching practices, but those of my coworkers. I am reminded of my favorite quote:
“If people experience only easy successes they come to expect quick results and are easily discouraged by failure. Resilience requires experience in overcoming obstacles through perseverant effort. Some setbacks and difficulties in human pursuits serve a useful purpose in teaching that success usually requires sustained effort. After people become convinced they have what it takes to succeed, they persevere in the face of adversity and quickly rebound from setbacks. By sticking it out through tough times, they emerge stronger from adversity.” (Bandura, 1994).
This course was another reminder of perseverance. I will continue to be successful because my success will encourage my students success. Being a positive educator and surrounding myself with positive support personnel is infectious. As a staff we then have the power to promote positive attitudes as we continue to celebrate success. That’s the most any of us can hope.
References:
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human
behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.],
Encyclopedia of mental health. San Diego: Academic Press, 1998).
Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New
York: The Guilford Press.
Laureate Education, Inc. (Producer). (2010). New literacies [Webcast]. Supporting information
literacy and online learning in the classroom. Baltimore, MD: Author.
Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a theory of new
literacies emerging from the internet and other information and communication
technologies. In Ruddell, R.B. & Unrau, N.J., (Eds.), Theoretical models and processes of
reading (5th ed.). (pp. 1570–1613). Newark, DE: International Reading Association.
The skills this course offer encourage me to continue my own education into the incorporation of new technology in the classroom on a daily basis. I plan to teach these skills by being proactive in my acquisition of technological classroom devices. I have this year received a CPS system, data projector, laptop and a mobi device that I work daily to incorporate into lessons across all the curriculums of third grade. My goal is to make technology hands on and attainable in class and out of class during computer lab time activities where I can create webquests, teach publishing, and use educational games to increase rote skills. One other new creation that I will continue to support and promote is the use of our classroom blog (developed this year). Finally, what else can I do, as stated in our text; “at a minimum, students need to be able to identify an informational need, figure out which resources to use to address that need, evaluate the information they find, read and synthesize information from multiple sources, and perhaps even transform all those stray pieces of information into something original” (Eagleton, 2007).
My goals for professional development include the continuation of my own education into technological integration across the content areas. While teaching elementary school offers opportunities in every subject area, I will continue to seek ways to adapt lessons to include the latest technology, even when funds are low and materials lacking. For instance, next month in March, I will be attending the MACUL conference in Detroit. I intend on learning but also intend on bringing back new knowledge to share with my peers. I will remain perseverant, striving for, not only my successful teaching practices, but those of my coworkers. I am reminded of my favorite quote:
“If people experience only easy successes they come to expect quick results and are easily discouraged by failure. Resilience requires experience in overcoming obstacles through perseverant effort. Some setbacks and difficulties in human pursuits serve a useful purpose in teaching that success usually requires sustained effort. After people become convinced they have what it takes to succeed, they persevere in the face of adversity and quickly rebound from setbacks. By sticking it out through tough times, they emerge stronger from adversity.” (Bandura, 1994).
This course was another reminder of perseverance. I will continue to be successful because my success will encourage my students success. Being a positive educator and surrounding myself with positive support personnel is infectious. As a staff we then have the power to promote positive attitudes as we continue to celebrate success. That’s the most any of us can hope.
References:
Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human
behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.],
Encyclopedia of mental health. San Diego: Academic Press, 1998).
Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New
York: The Guilford Press.
Laureate Education, Inc. (Producer). (2010). New literacies [Webcast]. Supporting information
literacy and online learning in the classroom. Baltimore, MD: Author.
Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a theory of new
literacies emerging from the internet and other information and communication
technologies. In Ruddell, R.B. & Unrau, N.J., (Eds.), Theoretical models and processes of
reading (5th ed.). (pp. 1570–1613). Newark, DE: International Reading Association.
Wednesday, October 27, 2010
Reflection of ED6711
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
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
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.
Subscribe to:
Posts (Atom)