During this course the biggest thing that I have learned is the new literacy skills and their place in our classrooms. The literacy skills are questioning, searching, evaluating, synthesizing, and communicating. The thing that made the most impact on me was that I originally thought of literacy as having to do with reading only. Hearing of these new literacy skills opened my mind to what I can introduce to my students and how it can effect their learning.
The knowledge and experience that I gained in this course will influence my teaching practices. After reading the articles, books, and watching the DVDs I see how vital it is to teach students of any age how to use a computer.
It is extremely important that we teach them how to look for useful websites when gathering information. They must be taught how to spot pages and sites that are untrustworthy. As teachers, we also must show them how to navigate through websites and where they can find credits, authors, and copyrights. Lastly, we must model good use of the Internet to our students so that they will understand the expectations that we have for them when they are in the classroom as well as when they are at home. We as teachers need to prepare our students for their future and not our past (Laureate, 2009).
One professional development goal that I would like to pursue is to work with my grade level team in order to teach these new literacy skills. My team right now is unaware of any of the things that I have been learning in this course. We have not been confronted by these new literacy skills by our district or school. Therefore most teachers are not using them.
In order to accomplish this goal we would have to go through each new literacy skill and study what each one includes. Next we could create lessons using the Internet in order for our students to learn these skills and be successful. Finally, we could come back together are share what worked and what didn’t. We would talk about or strengths and weakness. This way we would be able to learn from our peers and motivate our students to be successful when using to Internet for an academic purpose.
Laureate Education Inc. (2008). “New Literacies.” Baltimore, MD: Laureate Education Inc
Friday, October 23, 2009
Thursday, June 25, 2009
Reflection
My personal theory of learning at the beginning of this class was aligned to resemble constructivism. Throughout this course my ideas have remained the same, however, I feel even more strongly about social learning theories. Social interaction is so important when it comes to engaging in conversation with peers and working towards a common goal. Children’s ideas are validated and their self esteem is boosted through working and collaborating as a partnership or group (Laureate, 2008). They build off one another’s ideas while expressing themselves verbally.
One thing that I will immediately adjust in my instructional practice is to use the technology tools for student learning and less for instructional purposes. In the past I have integrated technology into my classroom but I control everything. They watch as spectators and I can never tell if they are getting much from the lesson. Instead, I will put the learning into their hands so that they are able to create artifacts and show ownership in their learning.
One technology tool that I will use with my students is power point. I will have them work with a group to present an artifact. They can use power point for compiling information from a research project or to create a book report. This tool will enhance my student’s learning because they will be able to navigate their way through this technology tool and create something that they can present and show to others.
A second technology tool that I can use with my students is incorporating more educational websites that my students can access in groups in order to acquire their own information. This will support their learning because they will be researching as a group and responsible for contributing to their group. They will not be spoon fed in a situation where the teacher presents all the facts and information. By doing this, they will be responsible for their own learning and they will have to actively participate.
One long term goal that I have is to be more of a facilitator through technology and less of a teacher who controls everything. When it comes to technology I control every aspect of the lesson and the students in my classroom and I need to put the technology tools in their hands after modeling my expectations. A strategy that I can use to accomplish this goal is take steps to give them more freedom when it comes to discussion with their team and problem solving in order to create their artifact.
The second goal I will have is to maintain my classroom website. I want to update it frequently and include activities, websites, and classroom assignments that my students can use from home. In order to do this I must let my students be aware of the changes I make to the site and get them excited about working on projects, assignments, and other websites during their time at home. This is an area where I would need support from parents and student involvement.
Laureate Education Inc. (2008). “Social Learning Theories.” Baltimore, MD: Laureate
Education Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
One thing that I will immediately adjust in my instructional practice is to use the technology tools for student learning and less for instructional purposes. In the past I have integrated technology into my classroom but I control everything. They watch as spectators and I can never tell if they are getting much from the lesson. Instead, I will put the learning into their hands so that they are able to create artifacts and show ownership in their learning.
One technology tool that I will use with my students is power point. I will have them work with a group to present an artifact. They can use power point for compiling information from a research project or to create a book report. This tool will enhance my student’s learning because they will be able to navigate their way through this technology tool and create something that they can present and show to others.
A second technology tool that I can use with my students is incorporating more educational websites that my students can access in groups in order to acquire their own information. This will support their learning because they will be researching as a group and responsible for contributing to their group. They will not be spoon fed in a situation where the teacher presents all the facts and information. By doing this, they will be responsible for their own learning and they will have to actively participate.
One long term goal that I have is to be more of a facilitator through technology and less of a teacher who controls everything. When it comes to technology I control every aspect of the lesson and the students in my classroom and I need to put the technology tools in their hands after modeling my expectations. A strategy that I can use to accomplish this goal is take steps to give them more freedom when it comes to discussion with their team and problem solving in order to create their artifact.
The second goal I will have is to maintain my classroom website. I want to update it frequently and include activities, websites, and classroom assignments that my students can use from home. In order to do this I must let my students be aware of the changes I make to the site and get them excited about working on projects, assignments, and other websites during their time at home. This is an area where I would need support from parents and student involvement.
Laureate Education Inc. (2008). “Social Learning Theories.” Baltimore, MD: Laureate
Education Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thursday, June 4, 2009
Tuesday, June 2, 2009
Connectivism and Social Learning in Practice
Cooperative learning is a key component of social learning. Students construct meaning and new knowledge by interacting with others (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Cooperative learning is vital when using technology in the classroom. Students can get affirmation from their peers when they are working together. They bounce ideas off one another and build upon each other’s thinking (Laureate, 2008).
Constructivism as a learning theory correlates with social learning because oftentimes students are creating their own knowledge (Laureate, 2008). They are able to construct ideas and create artifacts together and have questions answered by their peers. When students learn a new concept they are able to teach others around them. Children are using the connectivism theory when they are forming networks through their learning. The more they work together the more concepts they can network. This bridges social and cultural dimensions of learning together (Laureate, 2008).
Students who are working with technology may not always be working side by side one another, rather they may be collaborating and communicating through their learning tools. Children may be working together to create web resources, Web Quests, create web sites, and utilize communication software. Students who are encountering peers from other parts of the United States and other parts of the world are faced with the challenge of understanding their languages and cultures ((Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). This provides them with rich and beneficial networks.
Laureate Education Inc. (2008). “Social Learning Theories.” Baltimore, MD: Laureate Education Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Constructivism as a learning theory correlates with social learning because oftentimes students are creating their own knowledge (Laureate, 2008). They are able to construct ideas and create artifacts together and have questions answered by their peers. When students learn a new concept they are able to teach others around them. Children are using the connectivism theory when they are forming networks through their learning. The more they work together the more concepts they can network. This bridges social and cultural dimensions of learning together (Laureate, 2008).
Students who are working with technology may not always be working side by side one another, rather they may be collaborating and communicating through their learning tools. Children may be working together to create web resources, Web Quests, create web sites, and utilize communication software. Students who are encountering peers from other parts of the United States and other parts of the world are faced with the challenge of understanding their languages and cultures ((Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). This provides them with rich and beneficial networks.
Laureate Education Inc. (2008). “Social Learning Theories.” Baltimore, MD: Laureate Education Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, May 26, 2009
Constructivism in Practice
I found that the strategies for testing hypotheses relates to constructivist/constructionist learning theories. Teachers can help guide their students to make hypotheses through a series of six tasks. They can use system analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. 2007).
These tasks correlate to the constructivist/constructionist theory because constructivists believe knowledge is a constructed element resulting from the learning process (Lever-Duffy, J. & McDonald, J. 2008). Students using such skills as investigation, problem solving, experimental inquiry, and decision making are constructing their own knowledge and assimilating and accommodating information into their existing schema. If projects are challenging enough and grade level appropriate students will encounter disequilibrium where they will need to assimilate and accommodate in order to work through their task. According to constructivism, each child is going to learn and experience in their own way in order to grasp a concept. They will have to come to their own decisions and answers based on the knowledge they have constructed.
Once students have their data they are able to use technology to test their hypothesis. They can use spreadsheet software, data collection tools, and put their information in charts and graphs. Using educational technology gives students a concise view of their hypothesis and their answers.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
These tasks correlate to the constructivist/constructionist theory because constructivists believe knowledge is a constructed element resulting from the learning process (Lever-Duffy, J. & McDonald, J. 2008). Students using such skills as investigation, problem solving, experimental inquiry, and decision making are constructing their own knowledge and assimilating and accommodating information into their existing schema. If projects are challenging enough and grade level appropriate students will encounter disequilibrium where they will need to assimilate and accommodate in order to work through their task. According to constructivism, each child is going to learn and experience in their own way in order to grasp a concept. They will have to come to their own decisions and answers based on the knowledge they have constructed.
Once students have their data they are able to use technology to test their hypothesis. They can use spreadsheet software, data collection tools, and put their information in charts and graphs. Using educational technology gives students a concise view of their hypothesis and their answers.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, May 19, 2009
Cognitivism in Practice
Incorporating cues, questions, advance organizers, summarizing, and note taking in the classroom correlates closely to cognitive learning theories. For example, constructivists view learning as an active process where the learner is creating new ideas based on their prior knowledge (Lever-Duffy& McDonald, 2008). Students are creating new ideas when engaging in such activities as advance organizers, and summarizing. They must accommodate and assimilate information and ideas into their schema. Advance organizers help students to maintain their focus when learning (Pitler, 2007). Cues and questions correlate to the behaviorist theory. Students are conditioned by their teacher and when they are given cues and questions, it triggers the child’s memory and gets them thinking (Pitler, 2007).
Virtual field trips and concept mapping relate to the cognitive learning theories because they require students to take in information and create their own learning by exploration. They must actively participate and internalize what they are seeing or reading. Virtual field trips give students an experience that they would most likely not get if it were not for technology in the classroom. These field trips build upon their background knowledge and therefore students are better equipped the next time they are acquiring new information.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Virtual field trips and concept mapping relate to the cognitive learning theories because they require students to take in information and create their own learning by exploration. They must actively participate and internalize what they are seeing or reading. Virtual field trips give students an experience that they would most likely not get if it were not for technology in the classroom. These field trips build upon their background knowledge and therefore students are better equipped the next time they are acquiring new information.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, May 12, 2009
Behaviorism in Practice
Behaviorist learning theory is described as providing praise and positive reinforcement for good behavior and punishment for negative behavior (Laureate, 2008). When students follow directions and complete a task they are given a reward of either praise, something tangible, or a privilege. However, if they do not comply with what is expected of them they receive negative feedback or punishment.
“The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). Students who work hard reap the benefits of a reward and they eventually make the correlation between doing work and being successful in school. Students who put the time and effort into their class work and homework become more proficient in their academics.
Some other strategies that correlate with the principles of behaviorist learning theory are cooperative learning, homework and class practice, incorporating multimedia activities, and summarizing and note taking.
Laureate Education Inc. (2008). “Behaviorist Learning Theory.” Baltimore, MD: Laureate Education Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
“The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). Students who work hard reap the benefits of a reward and they eventually make the correlation between doing work and being successful in school. Students who put the time and effort into their class work and homework become more proficient in their academics.
Some other strategies that correlate with the principles of behaviorist learning theory are cooperative learning, homework and class practice, incorporating multimedia activities, and summarizing and note taking.
Laureate Education Inc. (2008). “Behaviorist Learning Theory.” Baltimore, MD: Laureate Education Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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