Students in our classrooms are coming to us with a wide variety of skills and technological strengths. With these skills our students need to be encouraged to develop them as well as use the information that they have in order to prepare themselves for the twenty-first century work place. Utilizing twenty-first century skills in the classroom allows for students to use technology as well as to present and prepare media to demonstrate learning. With these new literacy skills students are able to take a hands-on approach to learning which in turn teaches them to synthesize and communicate in novel ways.
One of the biggest revelations that I had about the course was the change in thought about literacy. To me literacy always encompassed only reading, comprehending and writing. Looking at literacy from a twenty-first century perspective encompasses so much more than merely reading and writing. When we begin to utilize new literacy skills we are encouraging students to use higher order thinking skills as well as critical thinking and the ability to evaluate and synthesize information across texts. Using inquiry-based projects allows the students to pursue courses of study that they find interesting which in turn motivates the students in ways that traditional teaching may not.
As I continue to move forward in my teaching career I am encouraged to try using inquiry-based projects within my own classroom. One area that I would like to use these types of projects is in science where the students are able to research and create a presentation with which to use to communicate their information. I would also like to become more proficient in presentation media and software. Creating podcasts and movies are something that I would like to teach my students to do in order to present; however, I do not feel comfortable enough yet to teach my students how to use it. It will take some learning from me to make these types of presentations possible.
In the future I would like to continue to learn more about different types of media software. Periodically my district offers professional development to further aid in our knowledge of technology which I would like to continue to pursue. Another way in which I would like to continue to grow is to network with other teachers who use inquiry-based projects in their own classrooms. When teachers are able to share their experiences and materials it offers support as well as someone to problem solve with.
Twenty-first century literacy skills should be an essential part of the curriculum. Using projects which motivate students as well as teach critical thinking are necessary to prepare our students for the ever-expanding global work force. The earlier students learn these types of skills, the better off they will fare in the future.
Wednesday, December 16, 2009
Sunday, November 29, 2009
Saturday, August 22, 2009
Technology Tools and Learning Theories
When thinking about education and how students learn, one of the biggest theories of learning that come to my mind is constructivism. I have always felt strongly that students learn best when they are able to interact with content and material and have hands-on experiences. These types of experiences help students to build cognitive models which results in long-term memory and recall of information.
Based on research and my own experiences in the classroom I also feel that social learning theory is very important as well. Students learn from their peers and are often able to work together to create projects which may only be possible in a group setting. Students learn social norms and behaviors from their classmates and equally important, they can also learn content as well. When students are able to work in a group and share their knowledge and experiences all members of the group benefit. Students learn to rely on one another and work to their strengths and weaknesses to learn.
Technology plays an important role in the classroom and one thing I would like to do is to evaluate the tools I am using to ensure that they are student learning tools, not just teacher tools. The difference between the two makes a big difference for our students. I would like to start using more concept maps within the classroom. Concept mapping helps students to visually see how related topics go together. Showing students these types of maps and then having them create their own promotes higher order thinking skills within our students as they begin to think about content and how it relates to other subject areas.
Voice Thread is another technology tool that I would love to utilize in the classroom. Voice Thread allows students to collaborate together and then reflect upon the projects of others to add their own knowledge or content. This type of tool also encourages parental involvement as the account can be set up for parents to access and hear and see what their child is working on in the classroom. Home-school connection is very important for all students and allows the students to take pride in their work.
One goal that I have for my own classroom is to work with the school district to unblock some of the websites that have benefits for my students. All personal pages are banned, but I would like to sit down with my principal and technology coordinator to discuss the importance of using podcasts, Voice Thread, blogs and wikis within the classroom. It is my hope that administrators will begin to see the educational value of such tools and allow their usage within the classroom.
One other area in which I would like to make changes within the classroom is to develop more hands-on projects which encourage the students to use the computer to create projects and complete research in the classroom. I would like to carefully assess the technology that I utilize to ensure that it is enhancing my instruction, not taking the place of worn-out methodology.
Technology can play a huge role in the classroom and effectively teach when used correctly. It is important for teachers to carefully evaluate their own usage so that students are learning with the technology that we present in our classrooms.
Based on research and my own experiences in the classroom I also feel that social learning theory is very important as well. Students learn from their peers and are often able to work together to create projects which may only be possible in a group setting. Students learn social norms and behaviors from their classmates and equally important, they can also learn content as well. When students are able to work in a group and share their knowledge and experiences all members of the group benefit. Students learn to rely on one another and work to their strengths and weaknesses to learn.
Technology plays an important role in the classroom and one thing I would like to do is to evaluate the tools I am using to ensure that they are student learning tools, not just teacher tools. The difference between the two makes a big difference for our students. I would like to start using more concept maps within the classroom. Concept mapping helps students to visually see how related topics go together. Showing students these types of maps and then having them create their own promotes higher order thinking skills within our students as they begin to think about content and how it relates to other subject areas.
Voice Thread is another technology tool that I would love to utilize in the classroom. Voice Thread allows students to collaborate together and then reflect upon the projects of others to add their own knowledge or content. This type of tool also encourages parental involvement as the account can be set up for parents to access and hear and see what their child is working on in the classroom. Home-school connection is very important for all students and allows the students to take pride in their work.
One goal that I have for my own classroom is to work with the school district to unblock some of the websites that have benefits for my students. All personal pages are banned, but I would like to sit down with my principal and technology coordinator to discuss the importance of using podcasts, Voice Thread, blogs and wikis within the classroom. It is my hope that administrators will begin to see the educational value of such tools and allow their usage within the classroom.
One other area in which I would like to make changes within the classroom is to develop more hands-on projects which encourage the students to use the computer to create projects and complete research in the classroom. I would like to carefully assess the technology that I utilize to ensure that it is enhancing my instruction, not taking the place of worn-out methodology.
Technology can play a huge role in the classroom and effectively teach when used correctly. It is important for teachers to carefully evaluate their own usage so that students are learning with the technology that we present in our classrooms.
Friday, July 24, 2009
Voice Thread
One of the biggest problems that I observe in my classroom/school is a lack of funding for technology. Please check out the link to my Voice Thread to find out more (the link is the title of this post).
Social Constructivism- Week Five
Social constructivism asserts that students construct meaning primarily through their interactions with others and their environments. Coupled with social constructivism is cooperative learning which provides experiences for students in which they are working together in ways that will enhance and strengthen their learning. Cooperative learning and social constructivism work hand in hand when allowing group collaboration, communication, and problem solving.
One of the many ways that social constructivism can be utilized in the classroom is by using multimedia and web resources. By nature social constructivism requires students to work together to create and construct meaning with material being discussed. When students are able to work collaboratively to create multimedia presentations, like mp3 files and movies, it requires student planning, problem-solving and creativity. These are all skills which require a deeper understanding of content and provide social interactions for students.
Web resources also promote social constructivism. Today, students can log onto the Internet and instantly be connected with students all over the world. This type of interaction allows for students to problem-solve and discuss topics with students hundreds of miles away. The Internet also provides students with a wealth of knowledgeable experts to pull information from. While studying the International Space Station students can email questions directly to experts to receive information via email about questions that the class or students may have.
Social constructivism does not have to be solely used in conjunction with educational technology, however. There are many approaches that can be taken to utilize cooperative learning within the classroom that does not require a computer. Students can be placed into groups to discuss and react to a book that is being read in class or cooperative groups can work together to solve a community problem such as pollution in a local pond. Cooperative grouping gets its strength in the knowledge that is discovered and constructed by the students working together.
When students have the opportunity of working together it allows for each student to share his or her unique talents with the rest of the class. Cooperative learning groups provide a safe and non-threatening way for students to communicate while applying knowledge to create or solve a problem. Social constructivism is one of many learning theories that should be utilized within the classroom.
One of the many ways that social constructivism can be utilized in the classroom is by using multimedia and web resources. By nature social constructivism requires students to work together to create and construct meaning with material being discussed. When students are able to work collaboratively to create multimedia presentations, like mp3 files and movies, it requires student planning, problem-solving and creativity. These are all skills which require a deeper understanding of content and provide social interactions for students.
Web resources also promote social constructivism. Today, students can log onto the Internet and instantly be connected with students all over the world. This type of interaction allows for students to problem-solve and discuss topics with students hundreds of miles away. The Internet also provides students with a wealth of knowledgeable experts to pull information from. While studying the International Space Station students can email questions directly to experts to receive information via email about questions that the class or students may have.
Social constructivism does not have to be solely used in conjunction with educational technology, however. There are many approaches that can be taken to utilize cooperative learning within the classroom that does not require a computer. Students can be placed into groups to discuss and react to a book that is being read in class or cooperative groups can work together to solve a community problem such as pollution in a local pond. Cooperative grouping gets its strength in the knowledge that is discovered and constructed by the students working together.
When students have the opportunity of working together it allows for each student to share his or her unique talents with the rest of the class. Cooperative learning groups provide a safe and non-threatening way for students to communicate while applying knowledge to create or solve a problem. Social constructivism is one of many learning theories that should be utilized within the classroom.
Monday, July 20, 2009
Constructionism in the Classroom
The theory of constructionism is based on the principle that learners are able to learn information when they have an external model, or arifact, that they are a part of creating. Students that are a part of the learning process are able to recall information more quickly as well as have a deeper understanding of content. There are various instructional strategies that promote the constructionist classroom while at the same time utilizing educational technology.
Using spreadsheet software, such as Excel, allows students to manipulate data in order to be a part of the testing and hypothesis experience. Using this type of software allows students to make a hypothesis and then be a part of the testing to determine the validity of that hypothesis. Students are able to see the cause and effect of manipulating numbers within a spreadsheet and then see the immediate results of their choices. Spreadsheets can work well in science classes where students are gathering data and one variable is dependent on another. When students can see that correlation they will retain the knowledge longer because they were able to interact with the program and the data.
Data collection tools also support the constructionist classroom. Constructionism revolves around the guise that learners need to interact and be a part of the learning process. Data collection tools allow students to recognize patterns within the world and to answer questions. When students are able to gather their own data, not just read about someone else's, they are becoming actively involved. The one drawback about data collection tools is the accessibility of them within the school. Tools such as light intensity probes and digital microscopes have amazing capabilities within the classroom, but not all schools have access to them.
The last educational technology resource discussed are web resources. Web resources are used to help students make meaning and be a part of the learning process when the situation may otherwise not be feasible. I have found many fantastic websites which have allowed the students to be a part of the learning process. One example is that my students learned about tornados and then had to set the right conditions so that a simulated tornado would occur- because they were so excited to see the tornado it was more like a game to them so that all of the students were eagerly engaged to get the conditions just right. Had the lesson been merely lecture about the conditions needed for a tornado my students would not have been as interested and would not have remembered the lesson as well.
When planning and implementing lesson engagement is crucial. When our students can experience the learning process by doing rather than by hearing we can maximize their motivation and learning at the same time.
Using spreadsheet software, such as Excel, allows students to manipulate data in order to be a part of the testing and hypothesis experience. Using this type of software allows students to make a hypothesis and then be a part of the testing to determine the validity of that hypothesis. Students are able to see the cause and effect of manipulating numbers within a spreadsheet and then see the immediate results of their choices. Spreadsheets can work well in science classes where students are gathering data and one variable is dependent on another. When students can see that correlation they will retain the knowledge longer because they were able to interact with the program and the data.
Data collection tools also support the constructionist classroom. Constructionism revolves around the guise that learners need to interact and be a part of the learning process. Data collection tools allow students to recognize patterns within the world and to answer questions. When students are able to gather their own data, not just read about someone else's, they are becoming actively involved. The one drawback about data collection tools is the accessibility of them within the school. Tools such as light intensity probes and digital microscopes have amazing capabilities within the classroom, but not all schools have access to them.
The last educational technology resource discussed are web resources. Web resources are used to help students make meaning and be a part of the learning process when the situation may otherwise not be feasible. I have found many fantastic websites which have allowed the students to be a part of the learning process. One example is that my students learned about tornados and then had to set the right conditions so that a simulated tornado would occur- because they were so excited to see the tornado it was more like a game to them so that all of the students were eagerly engaged to get the conditions just right. Had the lesson been merely lecture about the conditions needed for a tornado my students would not have been as interested and would not have remembered the lesson as well.
When planning and implementing lesson engagement is crucial. When our students can experience the learning process by doing rather than by hearing we can maximize their motivation and learning at the same time.
Wednesday, July 15, 2009
Cognitivism in the Classroom
One of the difficulties of the educator is to effectively teach all students that walk through our classroom doors regardless of previous experiences and prior knowledge. Cognitivism is a learning theory which tries to explain why learners approach learning experiences in different manners but are still able to flourish (Oxendine, Robinson, & Willson, 2004).
Cognitivism works under the assumption that students learn best when they are actively engaged and involved in the learning experience. When students are engaged they are able to gain a deeper understanding of content and use their knowledge to problem-solve and synthesize. With the use of cognitive tools students are able to interact with information as they shift the learning from a computer to learning with a computer (Robertson, Elliot, & Washington, 2007). This difference is crucial as students are now learning to use a computer to enhance their learning to think about information rather than just reproducing and recalling information. Computers are aiding the learning process, not substituting as teachers.
When discussing ways of increasing student engagement and experiences into the learning process there are various technological tools that can be utilized. Using graphic organizers and concept maps offer students the concrete experience needed for cognitive learning to take place. Advance organizers can incorporate pictures, text, sound bytes, and even video clips to provide students with a framework to begin and enhance their learning. As advance organizers activate prior knowledge they also develop mental models which allow for students to begin reflecting upon the subject matter which then leads to an abstract understanding (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Additional tools which lend themselves to cognitivism are summarizing and note taking skills. When teaching summarizing, teachers can use Microsoft Word to type a portion of text into the program. Together, the teacher and students can work together to summarize the text (this is the concrete stage of learning). Next, the teacher can auto summarize the text to see if the students summarized the text in a similar style to the computer (students are now critically reflecting upon their own work). After that the students are then ready for more abstract practice in which they will summarize a paragraph on their own. Leading the students through the summarizing process and moving from concrete to abstract will provide the students a framework in which to draw from for future lessons and activities.
Cognitivism can be used effectively in the classroom when students are engaged in realistic experiences, discussing content, and experimenting with newly formed concepts and experiences (Oxendine, Robinson, & Willson, 2004). Students will remember content much longer when they have had real experiences and hands-on activities to draw from.
Citations
Oxendine, C., Robinson, J., & Willson, G. (2004). Experiential learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <2009>.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <2009>.
Cognitivism works under the assumption that students learn best when they are actively engaged and involved in the learning experience. When students are engaged they are able to gain a deeper understanding of content and use their knowledge to problem-solve and synthesize. With the use of cognitive tools students are able to interact with information as they shift the learning from a computer to learning with a computer (Robertson, Elliot, & Washington, 2007). This difference is crucial as students are now learning to use a computer to enhance their learning to think about information rather than just reproducing and recalling information. Computers are aiding the learning process, not substituting as teachers.
When discussing ways of increasing student engagement and experiences into the learning process there are various technological tools that can be utilized. Using graphic organizers and concept maps offer students the concrete experience needed for cognitive learning to take place. Advance organizers can incorporate pictures, text, sound bytes, and even video clips to provide students with a framework to begin and enhance their learning. As advance organizers activate prior knowledge they also develop mental models which allow for students to begin reflecting upon the subject matter which then leads to an abstract understanding (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Additional tools which lend themselves to cognitivism are summarizing and note taking skills. When teaching summarizing, teachers can use Microsoft Word to type a portion of text into the program. Together, the teacher and students can work together to summarize the text (this is the concrete stage of learning). Next, the teacher can auto summarize the text to see if the students summarized the text in a similar style to the computer (students are now critically reflecting upon their own work). After that the students are then ready for more abstract practice in which they will summarize a paragraph on their own. Leading the students through the summarizing process and moving from concrete to abstract will provide the students a framework in which to draw from for future lessons and activities.
Cognitivism can be used effectively in the classroom when students are engaged in realistic experiences, discussing content, and experimenting with newly formed concepts and experiences (Oxendine, Robinson, & Willson, 2004). Students will remember content much longer when they have had real experiences and hands-on activities to draw from.
Citations
Oxendine, C., Robinson, J., & Willson, G. (2004). Experiential learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <2009>.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <2009>.
Wednesday, July 8, 2009
Behaviorism in the Classroom
Educational theories have been debated for years. How and why people learn has been studied extensively and new theories are always arising and old ones are being updated. How an educator views learning is manifested in their teaching methods and educational objectives. One such learning theory is behaviorism. One of the most prominent behaviorists is B.F. Skinner who suppositioned that satisfying responses are conditioned whereas unsatisfying ones are not (Standridge, 2002).
While looking at Skinner in a purely psychological way suggests that the stimulus-response must be present in order for behaviorism to occur (Lever-Duffy & McDonald, 2008). Therefore a teacher who turns the light off for students to quiet down is providing a stimulus (the light). Students who stop talking are immedietely rewarded with a token or whatever reward system the teacher uses. If the students do not stop talking they will have a token taken away. This is providing the reinforcement needed to produce an appropriate response (students stop talking). If we look at behaviorism in this way than many of the ideas suggested within the learning resources do not fall under the category of behaviorism. When looking at skill and drill strategies what is the stimulus? The content (multiplication facts for example?) or the anticipation of good grades? We know that we want the response to be- the students studying and receiving a good grade, but what was the catalyst (or stimulus) that shaped this behavior?
If we look at behaviorism in a more liberal way and view it as a series of causes and effects than behaviorism certainly is evident in the strategies suggested by Pitler, Hubbell, Kuhn and Malenoski. Behavior contracts can provide a change in behavior when the students track it and see their success over time. The response is more effort put forth in the classroom, but the lack of a stimulus makes it a questionable behaviorist strategy. Likewise skill and drill websites can offer immediate feedback for students which is an important aspect of behaviorism.
Whether the strategies suggested are examples of behaviorism or not does not discredit them as strategies. There are many geat websites offered by Pitler, et. al as well as suggestions of using spreadsheets to create rubrics for students to track their successes. These are all powerful tools to be used within the classroom and can be met with student success when utilized appropriately.
Citations
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
Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved<2009>, from http://projects.coe.uga.edu/epltt/
While looking at Skinner in a purely psychological way suggests that the stimulus-response must be present in order for behaviorism to occur (Lever-Duffy & McDonald, 2008). Therefore a teacher who turns the light off for students to quiet down is providing a stimulus (the light). Students who stop talking are immedietely rewarded with a token or whatever reward system the teacher uses. If the students do not stop talking they will have a token taken away. This is providing the reinforcement needed to produce an appropriate response (students stop talking). If we look at behaviorism in this way than many of the ideas suggested within the learning resources do not fall under the category of behaviorism. When looking at skill and drill strategies what is the stimulus? The content (multiplication facts for example?) or the anticipation of good grades? We know that we want the response to be- the students studying and receiving a good grade, but what was the catalyst (or stimulus) that shaped this behavior?
If we look at behaviorism in a more liberal way and view it as a series of causes and effects than behaviorism certainly is evident in the strategies suggested by Pitler, Hubbell, Kuhn and Malenoski. Behavior contracts can provide a change in behavior when the students track it and see their success over time. The response is more effort put forth in the classroom, but the lack of a stimulus makes it a questionable behaviorist strategy. Likewise skill and drill websites can offer immediate feedback for students which is an important aspect of behaviorism.
Whether the strategies suggested are examples of behaviorism or not does not discredit them as strategies. There are many geat websites offered by Pitler, et. al as well as suggestions of using spreadsheets to create rubrics for students to track their successes. These are all powerful tools to be used within the classroom and can be met with student success when utilized appropriately.
Citations
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
Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved<2009>, from http://projects.coe.uga.edu/epltt/
Tuesday, April 21, 2009
Technology Reflection
As twenty-first century teachers we are constantly seeing the changes that can take place in the classroom through the use of technology. Throughout the course of the last eight weeks I have been able to learn about the technologies available to my students and how to integrate them into the classroom. Richardson explains that the teacher's toolbox is evolving as new technology makes its way into the classroom. Weblogs, wikis, social bookmarking, and podcasts are now mainstreaming their way into the classroom (Richardson, 2009). Once being very unfamiliar with the creating and using of these technologies I now have the knowledge and understanding to incorporate them into my own classroom. Not only do I understand how to create and use them I now see the very-real benefits of using technology in the classroom. According to Learning for the 21st Century employers are seeking employees that can think logically and problem solve (Partnership for 21st Century Skills, nd.) which are skills that can be developed and practiced while using technology. Understanding the need for technology and how to use it has been very significant for me throughout this course.
Understanding that the skills that are required of our students is ever-evolving has a direct impact on how we view the teaching and learning process. As well as having knowledge of core content students are now expected to be proficient in 21st century skills such as thinking and problem solving, interpersonal and self-directional skills, and information and communication skills (Partnership for 21st Century Skills, nd.) If our students are expected to learn more complex thinking skills than in the past we need to teach our students differently from the past. This leads us to teach our students to develop expert thinking and complex communication skills (Levy & Murnane, 2006). Gone are the days of memorizing dates and information- computers are able to locate basic information at the touch of a button. Our students need to be able to evaluate and synthesize the knowledge that they have obtained to solve problems and think creatively. This leads to a shift in how we educate our students. Students are highly motivated by technology and its use in the classroom- when surveyed every student in my classroom said that they would like to use technology more. This changes the job of the teacher from being the one who imparts the knowledge to the one who facilitates the knowledge (Nussbaum-Beach, 2008).
As the role of the teacher evolves the planning and climate of the classroom changes as well. When the teacher steps back and becomes a facilitator of learning the ownership of knowledge transfers from the teacher to the students. Technology can be used to facilitate and scaffold information which allows students to truly embrace 21st century skills (Kirschner & Erkens, 2006). In order to effectively make the transition from teacher-led to student-centered learning our students need to be able to think collaboratively and problem solve as the teacher provides a model of expected behaviors and outcomes (Keengwe, Onchwari & Wachira, 2008). When students are able to work together to create, think collaboratively, and interact with the materials they are learning about true learning and problem solving skills are developed. Through technology our students can see their work as a part of something larger than just the classroom- when they publish on the web they are contributing work that people all over the world can see (Richardson, 2009). When students begin to "own" their knowledge and learning experiences they become more motivated and the teacher can act as a guide rather than as the source of content.
Certainly our students enjoy and use technology at home and the follow through at school is critical to motivate and challenge our students. Prensky describes these students as "digital natives" which are students who expect information quickly, can multi-task, and work well when networked with other students (Prensky, 2001). This provides a challenge to the teachers who need to continue to expand their knowledge of teaching and learning to keep up with the students who are entering our classrooms. It is crucial for teachers to continue to stay abreast of technology that they themselves can integrate into their own classroom. At times this can be intimidating as many of our students are more proficient with technology than their teachers (Prensky, 2001). All teachers want their students to achieve and increasing achievement can be greatly aided by the use of technology. When we can integrate technology into the classroom so that it enhances the learning goals that we are seeking to teach that is when we see the true capabilities of technology (Keengwe, Onchwari & Wachira, 2008). Connecting with other teachers, attending seminars and computer training, and experimenting with different types of technology are all ways that our knowledge of technology and its usage in the classroom can be expanded.
Over the next two years I would like to see some of the filters lifted on our computers at school so that the students can access wiki and blog sites. This would entail meeting with administrators and technology coordinators to share with them the benefits of using these types of sites in the classroom. Safety is a number one concern within the school district so it is essential to explain how student safety would be met. Close moderation of blogging and wiki sites, seeking parental consent forms and teaching students about Internet safety would need to be in place when presenting blogging to administration and parents (November, 2008). Another goal that I would like to realize within the next two years would be to gradually let go of the teacher-centered approach to teaching and become more student-centered. Creating lessons that promote 21st century skills is key and collaboration with colleagues is essential for maximum success within the classroom. Promoting 21st century skills allows students to use technology in new and exciting ways.
While reflecting upon the skills that I have gained throughout the course I have seen many areas in which my knowledge and understanding have increased. I am much more cognizant of providing students with varied opportunities for using technology within the classroom as well as using digital tools to communicate with parents and students. I now feel more comfortable in becoming a leader and advocate for introducing blogs, wikis and podcasts into the classroom and school. Knowing the benefits of technology in the classroom has led me to seriously think about changing my teaching style and the way that I think about students' learning. The students that are walking through our doors are ready for the 21st century and we need to be ready to teach them appropriately.
Citations
Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal, 16(1), 77–92.
Kirschner, P., & Erkens, G. (2006). Cognitive tools and mindtools for collaborative learning. Journal of Educational Computing Research, 35(2), 199–209.
Levy, F., & Murnane, R. (2006). Why the changing American economy calls for twenty-first century learning: Answers to educators' questions. New Directions for Youth Development, 2006(110), 53–62.
November, A. (2008). Web literacy for educators. Thousand Oaks, CA: Corwin Press.
Nussbaum-Beach, S. (2008). No limits. Technology & Learning, 28(7), 14–18.
Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/images/stories/otherdocs/p21up_Report.pdf
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).
Richardson, W. (2006). Blogs, wiks, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
Understanding that the skills that are required of our students is ever-evolving has a direct impact on how we view the teaching and learning process. As well as having knowledge of core content students are now expected to be proficient in 21st century skills such as thinking and problem solving, interpersonal and self-directional skills, and information and communication skills (Partnership for 21st Century Skills, nd.) If our students are expected to learn more complex thinking skills than in the past we need to teach our students differently from the past. This leads us to teach our students to develop expert thinking and complex communication skills (Levy & Murnane, 2006). Gone are the days of memorizing dates and information- computers are able to locate basic information at the touch of a button. Our students need to be able to evaluate and synthesize the knowledge that they have obtained to solve problems and think creatively. This leads to a shift in how we educate our students. Students are highly motivated by technology and its use in the classroom- when surveyed every student in my classroom said that they would like to use technology more. This changes the job of the teacher from being the one who imparts the knowledge to the one who facilitates the knowledge (Nussbaum-Beach, 2008).
As the role of the teacher evolves the planning and climate of the classroom changes as well. When the teacher steps back and becomes a facilitator of learning the ownership of knowledge transfers from the teacher to the students. Technology can be used to facilitate and scaffold information which allows students to truly embrace 21st century skills (Kirschner & Erkens, 2006). In order to effectively make the transition from teacher-led to student-centered learning our students need to be able to think collaboratively and problem solve as the teacher provides a model of expected behaviors and outcomes (Keengwe, Onchwari & Wachira, 2008). When students are able to work together to create, think collaboratively, and interact with the materials they are learning about true learning and problem solving skills are developed. Through technology our students can see their work as a part of something larger than just the classroom- when they publish on the web they are contributing work that people all over the world can see (Richardson, 2009). When students begin to "own" their knowledge and learning experiences they become more motivated and the teacher can act as a guide rather than as the source of content.
Certainly our students enjoy and use technology at home and the follow through at school is critical to motivate and challenge our students. Prensky describes these students as "digital natives" which are students who expect information quickly, can multi-task, and work well when networked with other students (Prensky, 2001). This provides a challenge to the teachers who need to continue to expand their knowledge of teaching and learning to keep up with the students who are entering our classrooms. It is crucial for teachers to continue to stay abreast of technology that they themselves can integrate into their own classroom. At times this can be intimidating as many of our students are more proficient with technology than their teachers (Prensky, 2001). All teachers want their students to achieve and increasing achievement can be greatly aided by the use of technology. When we can integrate technology into the classroom so that it enhances the learning goals that we are seeking to teach that is when we see the true capabilities of technology (Keengwe, Onchwari & Wachira, 2008). Connecting with other teachers, attending seminars and computer training, and experimenting with different types of technology are all ways that our knowledge of technology and its usage in the classroom can be expanded.
Over the next two years I would like to see some of the filters lifted on our computers at school so that the students can access wiki and blog sites. This would entail meeting with administrators and technology coordinators to share with them the benefits of using these types of sites in the classroom. Safety is a number one concern within the school district so it is essential to explain how student safety would be met. Close moderation of blogging and wiki sites, seeking parental consent forms and teaching students about Internet safety would need to be in place when presenting blogging to administration and parents (November, 2008). Another goal that I would like to realize within the next two years would be to gradually let go of the teacher-centered approach to teaching and become more student-centered. Creating lessons that promote 21st century skills is key and collaboration with colleagues is essential for maximum success within the classroom. Promoting 21st century skills allows students to use technology in new and exciting ways.
While reflecting upon the skills that I have gained throughout the course I have seen many areas in which my knowledge and understanding have increased. I am much more cognizant of providing students with varied opportunities for using technology within the classroom as well as using digital tools to communicate with parents and students. I now feel more comfortable in becoming a leader and advocate for introducing blogs, wikis and podcasts into the classroom and school. Knowing the benefits of technology in the classroom has led me to seriously think about changing my teaching style and the way that I think about students' learning. The students that are walking through our doors are ready for the 21st century and we need to be ready to teach them appropriately.
Citations
Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal, 16(1), 77–92.
Kirschner, P., & Erkens, G. (2006). Cognitive tools and mindtools for collaborative learning. Journal of Educational Computing Research, 35(2), 199–209.
Levy, F., & Murnane, R. (2006). Why the changing American economy calls for twenty-first century learning: Answers to educators' questions. New Directions for Youth Development, 2006(110), 53–62.
November, A. (2008). Web literacy for educators. Thousand Oaks, CA: Corwin Press.
Nussbaum-Beach, S. (2008). No limits. Technology & Learning, 28(7), 14–18.
Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/images/stories/otherdocs/p21up_Report.pdf
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).
Richardson, W. (2006). Blogs, wiks, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
Saturday, April 4, 2009
Technology Survey
This week I had the opportunity to learn more about my students' use of technology at home and at school. I created a survey which would gage student interest, time on the computer, access to video games, and potential uses in the classroom. My third graders were eager to tell me about their experiences and it is clear that they are motivated and excited about using technology in the classroom.
Demographics
The school in which I teach is rural-turning-suburban elementary school with a demographic make-up of about 90% caucasin students (http:www.greatschools.net, 2008). About 18% of our students come from socio-economically disadavantaged homes (http:www.greatschools.net, 2008) and our school recieves Title I funding from the state. While our numbers of socio-economically students is lower than the state average there is still a disparity amongst access of technology for my students.
After giving the survey to my students one thing became clear. Many of my students are what Prensky calls "digital natives" (Prensky, 2001). These students have an interest and a desire to use technology and are becoming more savvy with computers at any earlier age. Please listen to the my Podcast to learn the results of my survey.
*Note* The blog heading is the hyperlink to my audio file.
Citations
http://www.greatschools.net/cgi-bin/oh/district_profile/127?schoolId=1214#from..Tab
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).
Demographics
The school in which I teach is rural-turning-suburban elementary school with a demographic make-up of about 90% caucasin students (http:www.greatschools.net, 2008). About 18% of our students come from socio-economically disadavantaged homes (http:www.greatschools.net, 2008) and our school recieves Title I funding from the state. While our numbers of socio-economically students is lower than the state average there is still a disparity amongst access of technology for my students.
After giving the survey to my students one thing became clear. Many of my students are what Prensky calls "digital natives" (Prensky, 2001). These students have an interest and a desire to use technology and are becoming more savvy with computers at any earlier age. Please listen to the my Podcast to learn the results of my survey.
*Note* The blog heading is the hyperlink to my audio file.
Citations
http://www.greatschools.net/cgi-bin/oh/district_profile/127?schoolId=1214#from..Tab
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).
Tuesday, March 24, 2009
21st Century Learners
As teachers we see a lot of trends come and go in the classroom. It is often difficult to determine which trends are just passing fads and which are really educationally sound. Only time and data can give us insight into the benefits of different learning programs. Technology is hitting our classrooms and our students hard and it is easy to see that technology is not merely a fad or a passing trend but the new face of education.
After perusing the website 21st Century Skills it is apparent that as teachers we need to not only embrace the technology that we are faced with but to utilize it to instruct our students to prepare them for the future. The website contained a wealth of information, which to be honest at times, was a little overwhelming! The site outlined its objectives which is to better prepare our students for the 21st century work environment. The site breaks its objectives into two separate sections: student outcomes and support systems. What impressed me most was that the student outcomes did not down play the continued need for core subjects such as reading, writing, math, geography, etc. In fact it encouraged the teaching of those skills while incorporating technology and higher order thinking skills at the same time. One of the main goals of the partnership is to weave the core subjects with global awareness skills, civic literacy, health literacy and fiscal literacy- all of which are essential competencies to our ever-changing society.
While searching through the website I was surprised by the idea that high school students are not being fully prepared for post-secondary education. Technology is often targeted in elementary school and high school, but not all colleges embrace technology but rather use lecturing methods to teach. Hopefully the college model of teaching will evolve as the rest of the educational field embraces technology. I was also surprised by the quote of employers which stated that high school and post secondary graduates are " . . . woefully ill prepared in both basic knowledge and applied skills . . ." It is important that our students are ready to face the job market. Many jobs are being sent over seas and our students need to be competent and able to compete in the global economy.
The implications of all of this is that as teachers it is our duty to prepare our students for the future. It will not be an easy task as this will require a complete change in our thinking about teaching, learning, and assessment. I enjoyed the 21st Century Skills Map which offered concrete ideas for how to embrace 21st century skills in the classroom. The portion of the site gave ideas of how to incorporate English skills such as creativity and innovation, critical thinking/problem solving, communication, collaboration, etc. to students in grades 4, 8 and 12. This new way of thinking about teaching can be a bit overwhelming and it is nice to see concrete examples of what these types of learning should look like.
The face of our classrooms are changing as new technology continues to replace the old. Are we ready for it?
After perusing the website 21st Century Skills it is apparent that as teachers we need to not only embrace the technology that we are faced with but to utilize it to instruct our students to prepare them for the future. The website contained a wealth of information, which to be honest at times, was a little overwhelming! The site outlined its objectives which is to better prepare our students for the 21st century work environment. The site breaks its objectives into two separate sections: student outcomes and support systems. What impressed me most was that the student outcomes did not down play the continued need for core subjects such as reading, writing, math, geography, etc. In fact it encouraged the teaching of those skills while incorporating technology and higher order thinking skills at the same time. One of the main goals of the partnership is to weave the core subjects with global awareness skills, civic literacy, health literacy and fiscal literacy- all of which are essential competencies to our ever-changing society.
While searching through the website I was surprised by the idea that high school students are not being fully prepared for post-secondary education. Technology is often targeted in elementary school and high school, but not all colleges embrace technology but rather use lecturing methods to teach. Hopefully the college model of teaching will evolve as the rest of the educational field embraces technology. I was also surprised by the quote of employers which stated that high school and post secondary graduates are " . . . woefully ill prepared in both basic knowledge and applied skills . . ." It is important that our students are ready to face the job market. Many jobs are being sent over seas and our students need to be competent and able to compete in the global economy.
The implications of all of this is that as teachers it is our duty to prepare our students for the future. It will not be an easy task as this will require a complete change in our thinking about teaching, learning, and assessment. I enjoyed the 21st Century Skills Map which offered concrete ideas for how to embrace 21st century skills in the classroom. The portion of the site gave ideas of how to incorporate English skills such as creativity and innovation, critical thinking/problem solving, communication, collaboration, etc. to students in grades 4, 8 and 12. This new way of thinking about teaching can be a bit overwhelming and it is nice to see concrete examples of what these types of learning should look like.
The face of our classrooms are changing as new technology continues to replace the old. Are we ready for it?
Sunday, March 8, 2009
Blogging in the Classroom
I have been considering how to best utilize blogging in my classroom which has been a little difficult for me. I teach third grade and unfortunately blogging sites, personal pages, etc. are strictly banned from our classroom computers and the bans have no chance of being lifted anytime soon. It was a huge deal for the Internet bans to be lifted on inauguration day so that the students could witness President Obama's speech. Regardless of all of that though I have been interested in how I could utilize blogs in my room if my students were actually allowed to access the sites.
One way in which I might utilize a blog would be to use it as a place where parents could access information about my classroom. Information regrading homework, tests, lunch menus, etc. could very easily be added and parents could look at the information at any time from their home computer. This would cut down on scheduling questions such as when does my child have gym? When is picture day? It would also serve as a forum so that I could leave messages to parents about important reminders that the students would need to know (picture day, field trips, etc.)
Another way that I would be interested in using a blog would be to use it as a collaborative space in which my class could connect and discuss information with students from other schools. One idea that I had would be to have my students read Charlotte's Web (I teach third grade). I have a friend that also teaches third grade in another state who could also read the same book with her students. While reading the classes could post questions to each other and have a discussion about the book via the blog. The students would be able to hear the opinions of others while being able to articulate their own ideas.
While discussing the book students could also research links about the author and post so that both classes would have a wide variety of web-sites that discuss the author. Students could also research spiders as a part of the book and share their information with the classes on the blog page. The students would then have the opportunity to write a research paper about spiders using the websites provided from both classes. After writing their paper the students would be matched up with a partner from the other class. They could share their research papers and then have a discussion about how to best improve and revise their papers. This would allow students to collaborate with each other as well as work through the writing process while at the same time reading and discussing the book.
A blog would be ideal for this sort of lesson because it would allow students to hear opinions from students in other schools and places. It would allow the class to work together to either individually or collaboratively write a well thought out response to literature.
One way in which I might utilize a blog would be to use it as a place where parents could access information about my classroom. Information regrading homework, tests, lunch menus, etc. could very easily be added and parents could look at the information at any time from their home computer. This would cut down on scheduling questions such as when does my child have gym? When is picture day? It would also serve as a forum so that I could leave messages to parents about important reminders that the students would need to know (picture day, field trips, etc.)
Another way that I would be interested in using a blog would be to use it as a collaborative space in which my class could connect and discuss information with students from other schools. One idea that I had would be to have my students read Charlotte's Web (I teach third grade). I have a friend that also teaches third grade in another state who could also read the same book with her students. While reading the classes could post questions to each other and have a discussion about the book via the blog. The students would be able to hear the opinions of others while being able to articulate their own ideas.
While discussing the book students could also research links about the author and post so that both classes would have a wide variety of web-sites that discuss the author. Students could also research spiders as a part of the book and share their information with the classes on the blog page. The students would then have the opportunity to write a research paper about spiders using the websites provided from both classes. After writing their paper the students would be matched up with a partner from the other class. They could share their research papers and then have a discussion about how to best improve and revise their papers. This would allow students to collaborate with each other as well as work through the writing process while at the same time reading and discussing the book.
A blog would be ideal for this sort of lesson because it would allow students to hear opinions from students in other schools and places. It would allow the class to work together to either individually or collaboratively write a well thought out response to literature.
Thursday, March 5, 2009
I've never actaully created a blog before and to be frank I've never really wanted one. However, with computers changing the face of the classroom and the capabilities needed to teach our students, the need for technology is essential. Being a twenty-first century teacher means keeping up with the latest trends in technology and one of those trends happens to be blogging. I will be interested to hear how others incorporate blogs into their classrooms, especially at the elementary school level. Any suggestions would be helpful.
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