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.
Sunday, October 31, 2010
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
Sunday, February 28, 2010
I'm a Technology Savvy Teacher. . .almost :-)
I’ve been working to earn my Master’s degree in “Integrating Technology in the Classroom”, through Walden University. When I first started the course Understanding the Impact of Technology on Education, Work, and Society, I felt like I was well on my way to being a technology savvy teacher who was doing a great job at integrating technology in my classroom. Throughout the weeks of this course and with each new assignment I was given, I realized that maybe I didn’t know all there was to know about integrating technology into my class.
In my course DVD resource, Dr. David Thornburg quoted some teachers that he had asked about technology in their classrooms. They stated, “It has allowed me to move from a didactic teacher-driven world to a more inquiry-driven, project-based world” (Laureate, 2008). This is exactly how I feel. All of the technology that I was using in my classroom before, like my SMARTboard and computers, was completely teacher driven. I never allowed the students to explore and create student driven projects. After taking this course, I have learned about so many new fun and exciting things in technology that will allow me to create a more inquiry-driven, project based classroom, i.e. blogs, wikis, podcasts.
There was a time when I dreaded taking my work home each night and creating lesson plans for the week. During this course, I have learned many new things that I am trying to integrate into my classroom, and now I actually look forward to exploring and creating new ideas and lessons for my class. To teach technologies effectively, educators must learn to use them effectively (Richardson, 2006). I have realized that in order for my students to understand and be excited about the new technologies I am teaching, I have to truly understand it also. I don’t want my students to just understand how to use the technology, but I want it to drive them in their academics and have a positive effect in their learning.
One goal I would like to set for my classroom is to create a class webpage. I am fortunate enough to be at a school where 95% of students have computers with internet access at home. I’d like to use the webpage to post assignments, links and resources for projects, and even a resource page through a student created wiki. My second goal is to create a classroom blog. I would like the blog to be used in our class from the first day of school to the last. I’d like this to be a place where students can communicate with one another and build a classroom community. It can also be used for nightly reading responses. Parents will be able to actively participate in the blog as well. I believe that a class webpage and a class blog will be a great way to integrate technology in my classroom and truly open up teacher/student/parents communication.
As I said before, I once thought that I was a technology savvy teacher, but I am quickly realizing that I have a lot more to learn when it comes to technology. At times it can be challenging and difficult to understand, but I accept the challenge and am excited about all that it left to learn when it comes to technology.
Resources:
Laureate, Education, Inc. (Producer). (2008). “Bringing the Fun into Teaching with Technology” [DVD]. Baltimore, MD: Author.
Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
In my course DVD resource, Dr. David Thornburg quoted some teachers that he had asked about technology in their classrooms. They stated, “It has allowed me to move from a didactic teacher-driven world to a more inquiry-driven, project-based world” (Laureate, 2008). This is exactly how I feel. All of the technology that I was using in my classroom before, like my SMARTboard and computers, was completely teacher driven. I never allowed the students to explore and create student driven projects. After taking this course, I have learned about so many new fun and exciting things in technology that will allow me to create a more inquiry-driven, project based classroom, i.e. blogs, wikis, podcasts.
There was a time when I dreaded taking my work home each night and creating lesson plans for the week. During this course, I have learned many new things that I am trying to integrate into my classroom, and now I actually look forward to exploring and creating new ideas and lessons for my class. To teach technologies effectively, educators must learn to use them effectively (Richardson, 2006). I have realized that in order for my students to understand and be excited about the new technologies I am teaching, I have to truly understand it also. I don’t want my students to just understand how to use the technology, but I want it to drive them in their academics and have a positive effect in their learning.
One goal I would like to set for my classroom is to create a class webpage. I am fortunate enough to be at a school where 95% of students have computers with internet access at home. I’d like to use the webpage to post assignments, links and resources for projects, and even a resource page through a student created wiki. My second goal is to create a classroom blog. I would like the blog to be used in our class from the first day of school to the last. I’d like this to be a place where students can communicate with one another and build a classroom community. It can also be used for nightly reading responses. Parents will be able to actively participate in the blog as well. I believe that a class webpage and a class blog will be a great way to integrate technology in my classroom and truly open up teacher/student/parents communication.
As I said before, I once thought that I was a technology savvy teacher, but I am quickly realizing that I have a lot more to learn when it comes to technology. At times it can be challenging and difficult to understand, but I accept the challenge and am excited about all that it left to learn when it comes to technology.
Resources:
Laureate, Education, Inc. (Producer). (2008). “Bringing the Fun into Teaching with Technology” [DVD]. Baltimore, MD: Author.
Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
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