21st Literacy Reflection

Throughout this course I felt justified in much of my teaching. However, one striking revelation I had is that how to find, evaluate, and synthesize on line information needs to be directly taught to students. Students are not yet educated consumers and need to be taught how to be critical evaluators. Teaching how to search for information using a variety of search terms, use the ABC's of evaluating a web site, and synthesizing information from multiple sources are all necessary skills for future success in school and career.

From this day forward I plan to directly teach these skills using the think aloud method. I will demonstrate the steps and thinking that occur when searching for information. I will then continue to how to use the ABC's of evaluating web sites. Also necessary will be how to read a website when all information may not be necessary and tools like the find search that can direct you to a particular answer. Also, the students use graphic organizers to help organize and synthesize the information gathered.

One professional development goal I have for myself is find additional ways to help students evaluate and synthesize information gathered. I plan to incorporate the ABC's learned in this class as well as additional strategies learned through research. Once students are critical consumers I would like them to be able synthesize and use the credible information. I am looking forward to applying the information I have already learned and researching to take it further.

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.