After reviewing the website for the International Society for Technology in Education, I have created a GAME plan for two of the indicators under the National Education Standards for Teachers. The two indicators are to Design and Develop Digital-Age Learning Experiences and Assessments and to Engage in Professional Growth and Leadership. I believe that these two go hand in hand. In order for me to be able to design and develop digital-age learning experiences, I need to first understand this new digital age. I can acquire this understanding through professional growth.
Here is my GAME plan:
G- Goals: 1. I would like to create more diverse learning experiences for my students. An indicator under Design and Develop Digital-Age Learning Experiences and Assessments is to customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources (2008). 2. I am learning so much about technology through my courses here at Walden, but I would like to seek more professional growth experiences to gain more insight into this new digital age.
A-Action: In order to achieve these goals, I will look for various professional development classes in my area pertaining to technology. I will also ask our school technology coordinator if there are any on-site staff developments that we can participate in. I also can seek advice from other teachers and teacher resources, such as websites and blogs to gather information on teaching lessons that cater to the diversity of student achievement in my classroom.
M- Monitor: I will monitor my progress by keeping track of the professional development classes that I participate in. I will also keep a classroom record of the lessons that I am teaching where I integrate technology. I also can monitor my progress by collecting date from students assessments based on lessons that used technology and those that did not.
E- Evaluate: I will evaluate my learning by taking the data that I have collected from my student assessments and compare results to see if I am effectively carrying out these lessons with technology integration. From there, I can have a better understanding of lessons that I need to change or tweak and lessons that worked successfully.
References: National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Wednesday, November 10, 2010
Sunday, October 31, 2010
Reflection
I have learned a lot from this class, Supporting Information Literacy and Online Inquiry in the Classroom, just as I have with all of my classes of learning to integrate technology into my classroom. It seems that with each class, and with each week’s assignment, I am learning and become more aware of how important new literacy skills are into today’s classroom. During this particular course, I have learned how important it is for students to be able to inquire about various topics and ask meaningful questions. I teach second grade, and in the past I have been very quick to assume that my students are too young to come up with their own questions for a research topic. I have learned throughout this course that with the proper guidance and modeling, students of any age can create wonderful questions to guide their research.
Throughout this course, I have gained insight on how to go about teaching my students how to create appropriate, well thought out questions and this is something that I would like to incorporate into my teaching. Questioning strategies are useful in many content areas and in life, so the time you spend guiding your students through this process will be time well spent (2007). In the past, I have taken control of my lessons and research that my students complete. I have come up with the questions, the topics, etc. In the future, I would like to given my students more control over their research. I will of course model for them how to go about creating questions and working on inquiry based projects, but I would like for them to take ownership of what it is they are doing.
One professional development goal I would like to pursue is to familiarize myself with the most current technology out there. I have learned about so many new technology tool throughout the courses at Walden that I never even knew existed. I would like to take a deeper look at the tools I have been introduced to, as well as research about other technology that is out there. Using other teachers is a great resource to help me accomplish this goal. I am always finding blogs and message boards where teachers are posting ideas that they are using in their classroom. I am also learning how important it is to actually use these tools myself and have a true understanding of the technology before I try and teach it to my students. I am excited about the technology that is out there and greatly anticipating integrating it into my classroom.
References:
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.
Throughout this course, I have gained insight on how to go about teaching my students how to create appropriate, well thought out questions and this is something that I would like to incorporate into my teaching. Questioning strategies are useful in many content areas and in life, so the time you spend guiding your students through this process will be time well spent (2007). In the past, I have taken control of my lessons and research that my students complete. I have come up with the questions, the topics, etc. In the future, I would like to given my students more control over their research. I will of course model for them how to go about creating questions and working on inquiry based projects, but I would like for them to take ownership of what it is they are doing.
One professional development goal I would like to pursue is to familiarize myself with the most current technology out there. I have learned about so many new technology tool throughout the courses at Walden that I never even knew existed. I would like to take a deeper look at the tools I have been introduced to, as well as research about other technology that is out there. Using other teachers is a great resource to help me accomplish this goal. I am always finding blogs and message boards where teachers are posting ideas that they are using in their classroom. I am also learning how important it is to actually use these tools myself and have a true understanding of the technology before I try and teach it to my students. I am excited about the technology that is out there and greatly anticipating integrating it into my classroom.
References:
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.
Sunday, June 27, 2010
REFLECTION
During week 1 of this course, I developed what I believe to be my "Personal Learning Theory". After reading back over my theory, I still very much agree that this is the theory I most relate to in my classroom instruction and the closest to the way my students learn. I believe that my personal learning theory is most like Gardner's Theory of Multiple Intelligences. I feel that my students learn best through experience.
After taking this course, there is one change I would like to make in the upcoming school year. I will work to allow my students more leadership and a more active role in how they use the technology in my classroom. I started out with mainly creating and presenting activities on my SmartBoard and computers, but I have learned that it is very beneficial for the students to take a role in creating ideas and presentations to share with their classmates. I would like to continue to use the SmartBoard in my classroom, and after learning about the tools of Voicethread and Podcasts, I would definitely like to try those in my classroom. I think that the students will really get involved with projects and presentations when using the Voicethreads. This will allow them to take ownership of what they are creating.
As far as long term goals for my technology integration, the first is to give my students the active leadership role with technology presentations. At the beginning of the year, I will have to introduce and teach my students about the various technology tools we will be using. As the year progresses, I can give the students more and more independence with the technology and how they choose to use it for various assignments and activities. Another long term goal I have is to have my students work more in cooperative learning groups when they are using technology. I have learned a lot about the benefits of cooperative learning and would like to implement that more in my classroom.
This has been a wonderful course and I have learned about many great tools and strategies when using technology. I look forward to carrying what I have learned with technology into my classroom instruction for the upcoming school year.
After taking this course, there is one change I would like to make in the upcoming school year. I will work to allow my students more leadership and a more active role in how they use the technology in my classroom. I started out with mainly creating and presenting activities on my SmartBoard and computers, but I have learned that it is very beneficial for the students to take a role in creating ideas and presentations to share with their classmates. I would like to continue to use the SmartBoard in my classroom, and after learning about the tools of Voicethread and Podcasts, I would definitely like to try those in my classroom. I think that the students will really get involved with projects and presentations when using the Voicethreads. This will allow them to take ownership of what they are creating.
As far as long term goals for my technology integration, the first is to give my students the active leadership role with technology presentations. At the beginning of the year, I will have to introduce and teach my students about the various technology tools we will be using. As the year progresses, I can give the students more and more independence with the technology and how they choose to use it for various assignments and activities. Another long term goal I have is to have my students work more in cooperative learning groups when they are using technology. I have learned a lot about the benefits of cooperative learning and would like to implement that more in my classroom.
This has been a wonderful course and I have learned about many great tools and strategies when using technology. I look forward to carrying what I have learned with technology into my classroom instruction for the upcoming school year.
Wednesday, June 2, 2010
Social Learning Theory in the Classroom
Social Learning Theory is very evident in my classroom. Dr. Orey describes a characteristic of Social Learning Theory as when students actively engage in constructing artifacts and conversation with others about what they are building (Laureate, 2009). In this week's resources, we learned about an intructional learning theory called Cooperative Learning. Cooperative learning focuses on having students interact in groups in ways that enhance learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007). When students interact in these groups they are showing evidence of Social Learning Theory.
Using Technology with Classroom Instruction that Works gives many examples of resources and ideas to use when implementing cooperative learning groups in your classroom. When my students are working on a project or doing research, many times I have them work together in groups. I usually base the groups on ability, but sometimes will mix it up and have a variety of ability levels in the group. Students work together to research a specific topic and then create some type of artifact to share with the class. Having students work in these groups allows them to actively engage in constructing and conversing, which is the basis of Social Learning Theory.
Just recently my students completed and project on animal habitats. I assigned groups of 3 or 4 and the students researched a specific habitat on the Internet in our classroom. They each took a part to research. For example if the habitat was the forest, one student researched animals in the forest, one researched shelter, and one researched food. They put all of their data together and created a poster with the information and shared it with the class.
Having students work in collaborative groups allows them to create a social environment in our classroom where they can work together and depend on one another.
Here is the link to my Voice Thread. voicethread.com/share/1197609
Using Technology with Classroom Instruction that Works gives many examples of resources and ideas to use when implementing cooperative learning groups in your classroom. When my students are working on a project or doing research, many times I have them work together in groups. I usually base the groups on ability, but sometimes will mix it up and have a variety of ability levels in the group. Students work together to research a specific topic and then create some type of artifact to share with the class. Having students work in these groups allows them to actively engage in constructing and conversing, which is the basis of Social Learning Theory.
Just recently my students completed and project on animal habitats. I assigned groups of 3 or 4 and the students researched a specific habitat on the Internet in our classroom. They each took a part to research. For example if the habitat was the forest, one student researched animals in the forest, one researched shelter, and one researched food. They put all of their data together and created a poster with the information and shared it with the class.
Having students work in collaborative groups allows them to create a social environment in our classroom where they can work together and depend on one another.
Here is the link to my Voice Thread. voicethread.com/share/1197609
Wednesday, May 26, 2010
Technology and Constructionism in the Classroom
I have always believe that it is beneficial for students to participate in hands on activities in a classroom as opposed to sitting in a desk and listening to a teacher lecture. I continually try to make my lessons hands-on, fun, and stimulating for my students. In this week's resources I learned a little about Contructionism and the role it plays in a classroom. The Contructionism Theory is the idea that you need to have first-hand experience with things to understand things (Leaureate, 2009).
Technology is a wonderful tool to have and implement in a classroom. Technology allows students to be hands-on with lessons and projects. I use several types of technology in my classroom. I have a SMARTboard and create many of my lessons using this tool. There are 10 computers in my classroom that allows my students to have access to what I am doing on the SMARTboard. We have created a blog together, watched Brainpop videos, viewed PowerPoints, etc. The use of technology in my classroom keeps my students alert, excited, and even in tuned with the lesson I am teaching.
My students love making PowerPoints. I think it makes them feel a little like they are the teacher, which of course they love. They pick a topic, research it, and then create a presentation that I allow them to share on the SMARTboard with the class. All of these things correlate with the Constructionism Theory by giving the students that hands-on experience they need to fully understand and absorb the information. It allows them to build something on their own, which is what Constructionism is all about.
Technology is a wonderful tool to have and implement in a classroom. Technology allows students to be hands-on with lessons and projects. I use several types of technology in my classroom. I have a SMARTboard and create many of my lessons using this tool. There are 10 computers in my classroom that allows my students to have access to what I am doing on the SMARTboard. We have created a blog together, watched Brainpop videos, viewed PowerPoints, etc. The use of technology in my classroom keeps my students alert, excited, and even in tuned with the lesson I am teaching.
My students love making PowerPoints. I think it makes them feel a little like they are the teacher, which of course they love. They pick a topic, research it, and then create a presentation that I allow them to share on the SMARTboard with the class. All of these things correlate with the Constructionism Theory by giving the students that hands-on experience they need to fully understand and absorb the information. It allows them to build something on their own, which is what Constructionism is all about.
Thursday, May 20, 2010
Cognitive Learning Theory in the Classroom
Cognitive Learning Theory is prevalent in most any classroom you would come across today. In this week's DVD presentation, Dr. Orey refers to the Information Processing Model, in which the brain first receives information and then stores it in short term, followed by long term memory. Students are doing this every day in class with the information they are being taught. As a teacher, it is my goal to teach students information which ultimately they will store in long term memory.
Dr. Orey also refers to Paivio's dual coding hypothesis which involves information being stored as images, text, and even smell. I know that I personally remember things better when I have an image in my head that I have somehow related to what I learned or connected with a smell of a certain activity that I participated in. I try to incorporate images in to as many lessons as I can. I teach a lot of lessons on my interactive white board.
Online sites such as BrainPop and United Streaming are sites that I use often in my lesson. The visuals, sounds, and images help the students retain information, especially when they are able to make a personal connection with the things they are seeing. Dr. Orey talks about Elaboration Theory which is the primary mechanism for storing stuff into long-term memory (Laureate, 2009). When students are learning something new that they don't know anything about, they associate some piece that is familiar and make a connection to help them remember. Instructional strategies such as using online educational sites in your classroom is definitely something that I find effective and useful in my classroom.
Resources:
Laureate Education, Inc. (Producer). 2009. Behaviorist Learning Theory: Cognitive Learning Theories (DVD). Baltimore, MD. Author.
Dr. Orey also refers to Paivio's dual coding hypothesis which involves information being stored as images, text, and even smell. I know that I personally remember things better when I have an image in my head that I have somehow related to what I learned or connected with a smell of a certain activity that I participated in. I try to incorporate images in to as many lessons as I can. I teach a lot of lessons on my interactive white board.
Online sites such as BrainPop and United Streaming are sites that I use often in my lesson. The visuals, sounds, and images help the students retain information, especially when they are able to make a personal connection with the things they are seeing. Dr. Orey talks about Elaboration Theory which is the primary mechanism for storing stuff into long-term memory (Laureate, 2009). When students are learning something new that they don't know anything about, they associate some piece that is familiar and make a connection to help them remember. Instructional strategies such as using online educational sites in your classroom is definitely something that I find effective and useful in my classroom.
Resources:
Laureate Education, Inc. (Producer). 2009. Behaviorist Learning Theory: Cognitive Learning Theories (DVD). Baltimore, MD. Author.
Sunday, May 16, 2010
Learning Theory, Instruction, and Technology
Well, I thought I had this whole blog thing figured out, but I'm realizing I might not be as "tech savvy" as I once thought. I logged on to my blog today and saw that my original post has disappeared! I'm not sure what happened, but let's try this again.
I am still continuing on my journey of becoming a tech savvy educator. I am not quite where I want to be, but I have had fun learning about new tools and various technology based instruction that I can implement in my classroom. I am currently taking a class where I am learning about the connection of learning theory, instruction and technology. In this week's resources I learned about the instructional strategy of reinforcing students' efforts through the use of technology. Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback (Pitlet, Hubbell, Kuhn, & Malenoski, 2007, p. 156).
Spreadsheets are a great way to reinforce students' efforts. My students participate in an online reading program called Accelerated Reader. This programs allows students to read books and then take quizzes online about the book they have read. Every few weeks I print out a spreadsheet that keeps track of the books and quizzes the students have completed and a chart of the progress they have made. By looking at the chart, students can clearly see the relation between their efforts and grades they earned on their tests (Pitlet, Hubbell, Kuhn, & Malenoski, 2007, p. 159). I would like to take this strategy a step further and have my students keep track of their own progress by having them create a spreadsheet through Microsoft Excel. I have 10 computers in my classroom so each student would have ample opportunity to keep track of their progress on the computer.
This strategy goes right along with the behaviorist theory in teaching. Accelerated Reader, along with the use of the spreadsheet to track progress, is a type of positive reinforcement. At the beginning of each 9 weeks, each student, with my help, sets a goal that they would like to reach. The goal usually involves raising the percentage correct on tests and the number of books read at each student's level. At the end of each 9 weeks, we have an AR celebration for those students that met their goals. This positive reinforcement encourages the students to work hard and improve their efforts to create positive outcomes.
As I said before, I have had a lot of fun learning about the various ways to use technology in my classroom. I have enjoyed trying new things that I have learned in class and implementing them in my classroom. I am not only teaching my students about these new tools in technology, but I am learning myself as we go!
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., (2007). Using Technolgoy with Classroom Instruction that Works, Alexandria, VA: ASCD
I am still continuing on my journey of becoming a tech savvy educator. I am not quite where I want to be, but I have had fun learning about new tools and various technology based instruction that I can implement in my classroom. I am currently taking a class where I am learning about the connection of learning theory, instruction and technology. In this week's resources I learned about the instructional strategy of reinforcing students' efforts through the use of technology. Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback (Pitlet, Hubbell, Kuhn, & Malenoski, 2007, p. 156).
Spreadsheets are a great way to reinforce students' efforts. My students participate in an online reading program called Accelerated Reader. This programs allows students to read books and then take quizzes online about the book they have read. Every few weeks I print out a spreadsheet that keeps track of the books and quizzes the students have completed and a chart of the progress they have made. By looking at the chart, students can clearly see the relation between their efforts and grades they earned on their tests (Pitlet, Hubbell, Kuhn, & Malenoski, 2007, p. 159). I would like to take this strategy a step further and have my students keep track of their own progress by having them create a spreadsheet through Microsoft Excel. I have 10 computers in my classroom so each student would have ample opportunity to keep track of their progress on the computer.
This strategy goes right along with the behaviorist theory in teaching. Accelerated Reader, along with the use of the spreadsheet to track progress, is a type of positive reinforcement. At the beginning of each 9 weeks, each student, with my help, sets a goal that they would like to reach. The goal usually involves raising the percentage correct on tests and the number of books read at each student's level. At the end of each 9 weeks, we have an AR celebration for those students that met their goals. This positive reinforcement encourages the students to work hard and improve their efforts to create positive outcomes.
As I said before, I have had a lot of fun learning about the various ways to use technology in my classroom. I have enjoyed trying new things that I have learned in class and implementing them in my classroom. I am not only teaching my students about these new tools in technology, but I am learning myself as we go!
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., (2007). Using Technolgoy with Classroom Instruction that Works, Alexandria, VA: ASCD
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