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).
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