Bridging Learning Theory, Instruction, and Technology Reflection

My personal learning theory has only been strengthened through the learning’s in this course. My teaching style still follows the social constructivism theory including collaborative group work as well as fully engaging students in the learning process (Laureate, 2009). However, new information presented has taught me the importance of maintaining current on education research. Dual coding or using multi-modalities to present and learn information has been proved to be most effective in moving information to long term memory (Laureate, 2009). Also, the use of images will help strengthen student’s ability to retain information.

This course has affected my teaching by reminding me that technology is most effective when used by the students not at them. I plan to continue to use the SmartBoard as a tool to encourage participation amongst students. I will incorporate images into presentations to help student’s link information to prior knowledge (Laureate, 2009). Another technology tool that I will be using with my students is the Voice Thread. The Voice Thread allows student’s to communicate and share their work with a live audience. Many of today’s businesses center on virtual board rooms where groups work together via live satellite. Providing an audience for student work may also help develop intrinsic motivation.

One permanent change in my teaching will be the use of images in presentations, assignments, and assessments. Images help students to link new information to prior knowledge, which is the ultimate goal for an educator. Another goal of mine is to use technology to engage students into the lesson and help immerse them in the learning.


References:

Laureate Education Inc., (2009). Behaviorist Learning Theory. Bridging learning, theory,instruction, and technology. Baltimore.

Voice Thread

Hi All,

I created a voice thread on bullying and it's affects on classroom learning. Please feel free to let me know what you think.

http://voicethread.com/#u656501


Thank you,
Courtney

Collaborate to Learn

The Social Learning Theory states that student's learn best when working with others. In Vygotsky's Zone of Proximal Development students need varying levels of support to learn at their instructional level (Laureate, 2009). The person supplying the support does not have to be an adult or teacher. The support can come from a peer in the form of a partner or member of a cooperative group. In a cooperative group each member is responsible for the success or learning of each other (Laureate, 2009).

Another primary component of the social learning theory is that students are actively engaged in building while conversing with each other. Technology provides many avenues for students to engage in learning while creating artifacts. Students can create web pages; solve web quests, or other multimedia tool such as power point (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

Working collaboratively also supports the social learning theory through problem based learning. By working cooperatively to solve a problem, each student brings a unique perspective and strength to the project. Students cooperate to learn, apply their knowledge, and demonstrate their understanding by developing a solution. Through consistently working in collaborative groups, students build their communication, leadership, and team work skills (Pitler et al, 2007).

References:

Laureate Education Inc., (2009). Social Learning Theories. Bridging learning, theory, instruction, and technology. Baltimore.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Technology and the Constructionist

Often when we think of building, we picture hammers, nails, or building blocks. The constructionist theory is based on creating personal artifacts or learning while building (Laureate, 2008). However, an artifact can come through creating a spreadsheet, word document, power point, or other technical avenue. When students build or create a document, they are applying information learned and demonstrating knowledge, all while being immersed in the process (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

The common thread between the constructionist theory and generating hypothesis and problem / project based learning, is that the learner is engaged in the process and is leading the discovery. The learner is forced to either assimilate or accommodate new information to maintain equilibration (Laureate, 2008). The information needs to be relevant to the content and the output based on student choice. The role of the teacher in problem based learning is that of a guide, allowing the student to be increasingly involved (Orey, 2001).

When students link or network new information to their schema, they are helping to create long-term memories. This will allow students to apply the information to higher level thinking and create a first hand artifact using technology.

References:

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Ellis Island Virtual Field Trip

I recently created a concpet map to go along with a virtual field trip of Ellis Island by Scholastic.

Ellis Island Virtual field trip: http://teacher.scholastic.com/activities/immigration/tour/

Concept Map: http://mywebspiration.com/view/266146a21f9b

Enjoy if you would like!

Courtney

Technology Tools to Support the Cognitive Theory

Students learn best when engaged in a lesson using as many modalities as possible. Dr. Michael Orey states that using images dual codes information in the brain as it links pictures with their labels(Laureate, 2008). This provides the brain two different avenues to link into. In Using Technology with Classroom Instruction that Works, combination notes highlight dual coding by recording notes in 2 modes (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Combination notes link written thoughts with visuals and then summarize the overall message. Inspiration / Kidspiration is another program that aids in student's organization of their thoughts. It helps student’s link ideas together, therefore creating networks in their mind, moving information from short term memory to long term declarative memory (Laureate, 2008). As teachers it is our goal for students to be able to retain and apply information learned. Using technology to support brain based research; we can create networks and increase the percent of information moving into long term memory.

References:

Orey, Michael. (2008). Laureate, Inc. Cognitive Learning Theories, Baltimore.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Technologies Role in the Behaviorist Learning Theory

Learning theories encourage active learners fully engaged in the learning process (Laureate, 2009). Using technology is a way to engage the learner and help link new information to prior knowledge. For example, when learning to plot on an x and y axis in math, the program Battlegraph can help link new information to old memories (Pitler, Hibbell, Kuhn, & Malenoski, 2007). Most students are at least familiar with board games, and maybe even Battleship itself. Also, many of today’s students are interested in and engaged by video games. Incorporating a familiar game in video style, helps engage the learner and link new material to prior knowledge. Using content related games can also be a way to reward, reinforce, those who complete their homework, or who stay focused and complete class work on efficiently. This use of Battlegraph is one example of using technology to support the behaviorist learning theory.

Another way that the instructional strategies in the text, Using Technology with Classroom Instruction that Works (Pitler, et al, 2007) align with the behaviorist theory of learning is that learning and brain activity is tied to emotion (Laureate, 2009). When students are engaged and having fun, their brains will retain the information more efficiently. Many of the internet sites recommended involve games or activities the students can play. For example, when visiting the Starfall.com site, I read a story about a dragon and then completed a puzzle where I had to arrange words to form a sentence (Pitler et al, 2007, pg. 196). When I arranged the words correctly the computer read the sentence aloud to me and then I was able to watch the dragon act out the sentence. When I purposefully misplaced a word, I was unable to continue until I moved the word to the correct location. This is an example of the reinforcement conditioning with the behavioral learning theory. When I demonstrated the appropriate or desired behavior the computer reacted by reading to me and displaying animation. Without the correct response, I did not receive the reward.

When implementing the behaviorist learning theory, your reward target behaviors and punish to decrease alternative behaviors. Using technology is automatically seen as a reward by most students. When the computer or program provides the added reinforcement of moving on the next level, or watching an animated cartoon upon completion, the reinforcement is that much stronger. Teachers need to be cognoscente of how often these programs are being used. As with any reward, it can lose it’s effectiveness when it loses it’s appeal.

References:

Laureate Education Inc., (2009). Behaviorist Learning Theory. Bridging learning, theory, instruction, and technology. Baltimore.

Laureate Education Inc., (2009). Brain Research and Learning. Bridging learning, theory, instruction, and technology. Baltimore.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Welcome!

Hi Group 1! I am excited to be learning from you during this class. I hope you are all off to a great start to your year. I am currently watching the end of the Giants game hoping that they don't blow it in the last 2 minutes. Let's go Defense!

Earning My Web 2.0 Degree

This course has introduced me to a variety of new technology tools. I now have my own personal blog, RSS feed, shared wiki page with professional resources, and podcast site. By requiring teachers to set-up these tools, their eyes are opened and they are often pushed past their comfort level with technology. This course has taught me the basics of how to use these tools and their benefit in the classroom. Even more importantly, it has showed me the significance of continuing to learn more about them and their role in my classroom. It is up to me as an educator to develop these new skills and discover ways I can implement them to enhance student learning.

This course has improved my understanding of student’s desire and need for the connection of school learning to their lives that technology provides. I now see the role of a teacher as the facilitator. It is my job to ask thought provoking questions and provide problem based learning projects. It is my job to prepare them for the 21st century including introduction to the global world and how to work in collaborative groups (Dede, 2009). Students need to connect learning to their daily lives, which revolve around technology and multi-tasking. I need to challenge my students to go beyond the classroom walls and outside of books to seek their answers and to be creative in their solutions. Being a successful classroom teacher is about finding and using what works with the students.

I recognize that to be an effective teacher I need to be a life-long learner. I can never let the students and society get ahead of my classroom and teaching methods. I need to earn my green card and become a digital native (Thornburg & Davidson, 2009). I need to continue to experiment and use blogs, wikis, and podcasts to communicate with other professionals and bring these tools and experiences into my classroom. I need to plan engaging and challenging lessons that will build 21st century skills.

A goal I have for this year is for my students to make a movie. Some ideas I have is to have the students write a script for one of the Social Studies units or an advertisement for our persuasive writing unit. To achieve this goal I need to find the correct software. This may provide a slight challenge as I may have to look outside of my building if we do not have it at the elementary level. I am sure the high school has it and I could ask to borrow it. I would ideally like to post our movie to a podcast as students benefit from access to an outside publishing tool (Richardson, 2009).

Another goal I have for myself is to set up a classroom blog. I have grand visions of what they will look and sound like with links to podcasts where if students are having trouble with their homework, they can listen and view a demonstration from the teacher. My blog would also provide weekly communication between school and home and inform parents about what we are learning. This will help open dinner table conversations about school. The obstacles I see developing with this goal are that as of now our district does not allow access to a blog site due to student privacy issues. I will have to find a private blog site or petition my administrator to allow me access. Also, I myself have to become more comfortable using blogs and podcasts in order to use it with my students and families.

21st Century Skills Website

My initial reaction to the partnership for 21st century skills website was that I did not know there was a group supporting or advocating for the implementation of technology into schools. I was also surprised when the site specifically mentioned the need for educators and businesses to work together to achieve success for the students, our nations future.

The first thing I did when viewing the site was to scroll down the side bar to see recent highlights and articles. I noticed an article about 3 new states joining the initiative. I immediately went to check if my state, New Jersey, was in support. I was pleasantly surprised to see New Jersey's name mentioned. I was then directed to my states values and mission page when addressing 21st Century Skills in schools. New Jersey mentioned the need for project based learning, collaboration, and communication to prepare students for the global economy they will be entering.

Knowing that the State of New Jersey supports 21st century skills and sees the value it will add to the classroom gives me a foundation and assistance I need when speaking with administrators about the importance of using technology in my classroom. Many key sites are blocked due to the possible liability posed to the district. Knowing that the state supports the use of technology may help me in providing grounds for its use in my classroom.

Using Blogs in the Classroom

Good evening classmates,

One way I was thinking blogs could improve my teaching is with my communication with parents. I teach 4th grade and have often contemplated writing a weekly newsletter to families about the goings on in the classroom. In my district 4th grade is still in the elementary school and parents want to be kept as up to date as possible. Using a blog for this is not only environmentally friendly, it also allows me to post at my convienence and provide videos, links to appropriate student blog sites, and a way for parents to ask questions or respond.

I also like the idea of a student showcase. As noted in Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms, blogs are best used as a publishing tool. (Richardson, 2009 p.43). So often students work on writing pieces or projects with only a teacher or few classmates as an audience. A blog allows for an extended network for an audience. I am a little nervous about confidentailtiy with this and was thinking about the logistics of pairing up with a buddy class to share or post comments to. I believe this would be a new concept for my school and would need to get written approval from the parents and administration support to maintain student safety (Richardson, 2009 p.46).

Many of my students are hesitant writers and it is an area my district has struggled with. I could see students being motivated by posting on a blog, receiving feedback to their writing, and replying to each others responses (Richardson, 2009 p.46).

Welcome!

Welcome to my Blog. I am currently enrolled in my 3rd masters course through Walden University. I am getting my masters degree in Integrating Technology in the Classroom. I am a 4th grade teacher in New Jersey. I teach in an inclusive environment with a co-teacher in the room all day. It is currently summer vacation and I am coaching a swim team with my 7 month old daughter. I hope you enjoy learning about blogging with me!