I have learned so much from this course on ways that I can incorporate technology to help my students to become successful. From creating my GAME plan, I have been able to learn about important technology tools that I can use in my classroom which will help me to create meaningful lessons to help my student to be creative. Creating my GAME plan has also helped me to find the best ways to teach my students these new technology tools through monitoring and evaluating my plan. I believe that reflection is a large part of teaching and learning, and this course has given me a chance to do just that, while also helping me to find ways to help my students to do the same through the GAME plan creation.
One large change that I see in my teaching from taking this course is that I will be incorporating more technology in my classroom. By creating my unit plan and having discussions with classmates, this course has helped me to create new activities with the use of technology. I am excited to try out all of the ideas that I have in my classroom after the holidays.
Thursday, December 23, 2010
Tuesday, December 14, 2010
Using the GAME Plan Process with Students
I think that using the GAME plan in my classroom will help my students to understand and show proficiency in the NETS Student technology standards.
To introduce the GAME plan and standards, I would like to go over each standard individually and discuss what they each mean. Then, I would like to show them an example of a GAME plan that I have for myself. By modeling the steps, hopefully the students will see the importance of each step and why they are necessary.
Finally, before starting different projects, I will have my students set goals for themselves related to the NETS-S standards. I will have the students think about what they hope to gain from the project. As we complete the different technology activities, we will work together as a class to practice the steps of monitoring and evaluating. We will also discuss what happens when we monitor and realize that we are not meeting our goal, or something needs to be changed.
When students are older, they will need to set goals for themselves while also reflecting and evaluating as they go along. I believe that by using the GAME plan with my students, they will be able to begin to practice this skill. At time same time, students will be gaining new knowledge of technology based on what is important to them.
To introduce the GAME plan and standards, I would like to go over each standard individually and discuss what they each mean. Then, I would like to show them an example of a GAME plan that I have for myself. By modeling the steps, hopefully the students will see the importance of each step and why they are necessary.
Finally, before starting different projects, I will have my students set goals for themselves related to the NETS-S standards. I will have the students think about what they hope to gain from the project. As we complete the different technology activities, we will work together as a class to practice the steps of monitoring and evaluating. We will also discuss what happens when we monitor and realize that we are not meeting our goal, or something needs to be changed.
When students are older, they will need to set goals for themselves while also reflecting and evaluating as they go along. I believe that by using the GAME plan with my students, they will be able to begin to practice this skill. At time same time, students will be gaining new knowledge of technology based on what is important to them.
Wednesday, December 8, 2010
Revising My GAME Plan
I feel as though I have learned a lot so far that I can use in my classroom based on the goals I had for myself. My first goal was related to facilitating and inspiring student learning. This course has given me many tools and techniques that I can use to motivate and benefit my students. Also, my second goal was related to modeling digital age work and learning. Focusing my time on completing these goals and taking these courses has given myself the opportunity to practice using many technology tools that I would not normally know how to use. I do believe that these two goals that I have for myself will be ones that I continue to work towards. I will continue to look for new ways to teach my students using technology and will continue to become an expert in those tools before teaching my students.
A new goal that I have set for myself is the goal of creating some lessons to teach my students about digital citizenship and responsibility. I think this is an important part of using and teaching students to use technology. I think that all students can learn something about safety no matter what age level they are at. I have gotten some great resources from colleagues and I will look into them a little bit more to plan some lessons for my students.
I am excited to reflect on the learning and progress I have made towards my goals and am pleased with my knowledge and growth.
A new goal that I have set for myself is the goal of creating some lessons to teach my students about digital citizenship and responsibility. I think this is an important part of using and teaching students to use technology. I think that all students can learn something about safety no matter what age level they are at. I have gotten some great resources from colleagues and I will look into them a little bit more to plan some lessons for my students.
I am excited to reflect on the learning and progress I have made towards my goals and am pleased with my knowledge and growth.
Tuesday, November 30, 2010
Evaluating my GAME Plan
I have been working to follow through with my goals in my game plan. Creating this game plan helped me to focus on integrating technology into my classroom in a way that will benefit all of my students.
My first goal was to facilitate and inspire student learning and creativity. To meet this goal, I have been completing some searches online to try and find some student projects that the students could create which give them the opportunity to think creatively and to create excitement in my students. I have also been working with my second grade team to come up with math assessments that do the same. We have completed assessments for a few units. I have learned that students show more knowledge when they are able to think creatively and put more effort into their work. Creating problem-based learning activities will help me to continue to meet the needs of my students. I need to continue to always look for new ways that I can teach topics to my students.
My second goal dealt with modeling digital work and learning. As I continue to work to meet this goal, I will need to reflect on the technology tools that I have learned about and used in my classroom. If there is a new piece of technology which I feel will benefit my students, I will also need to learn more about it so that I can become an expert before teaching my students. Also, as I thought about what my students know about the computer, I realized that some are not familiar with some of the basic tools that they need to use to create digital work. For example, saving a file and shutting down the computer are two things that we only sometimes do and are things that I believe my students need to know how to do in order to use the computer for problem-based learning projects. I realized that I need to spend more time with the basics before I jump into the different programs. I believe that these things are an essential first step of completing digital work and need to be learned.
My first goal was to facilitate and inspire student learning and creativity. To meet this goal, I have been completing some searches online to try and find some student projects that the students could create which give them the opportunity to think creatively and to create excitement in my students. I have also been working with my second grade team to come up with math assessments that do the same. We have completed assessments for a few units. I have learned that students show more knowledge when they are able to think creatively and put more effort into their work. Creating problem-based learning activities will help me to continue to meet the needs of my students. I need to continue to always look for new ways that I can teach topics to my students.
My second goal dealt with modeling digital work and learning. As I continue to work to meet this goal, I will need to reflect on the technology tools that I have learned about and used in my classroom. If there is a new piece of technology which I feel will benefit my students, I will also need to learn more about it so that I can become an expert before teaching my students. Also, as I thought about what my students know about the computer, I realized that some are not familiar with some of the basic tools that they need to use to create digital work. For example, saving a file and shutting down the computer are two things that we only sometimes do and are things that I believe my students need to know how to do in order to use the computer for problem-based learning projects. I realized that I need to spend more time with the basics before I jump into the different programs. I believe that these things are an essential first step of completing digital work and need to be learned.
Wednesday, November 24, 2010
Monitoring My GAME Plan Progress
In order to meet the goals of my GAME plan, I need to make sure that I have found all of the resources I will need and I need to make modifications to my plan as needed after thinking about what has went well or has not.
For my goal of facilitating and inspiring learning and creativity, I have realized this week that technology can be used for assessing, while still giving students a chance to use creativity and continue to be motivated in the classroom. I have been talking with my co-workers to try to create some project-based assessments that students can complete to show understanding of the subjects that we cover, while also giving students a chance to complete their project using technology and creativity. We are hoping to create some projects for math and are in the beginning stages of the planning. I have not gotten enough time to do many searches yet, but I also plan to do some more searching on inspiring creativity in the classroom and will hopefully be able to share some websites soon.
Modeling digital age learning and work was the second focus of my plan. In order to be able to teach my students about the technology programs that I would like to incorporate into my classroom, I need to learn more about them first. I have started with blogs and I have become an expert in them by completing the blog for our master’s courses and by creating a classroom blog for parents to see. My next step is to begin teaching my students about the blog and having them add weekly posts for parents to see about our weeks of school. One question that I do have is what are some important things that I need to make sure to share with my students about blogs? Is there anyone who has started to incorporate blogs with their students and realized something important that you had not mentioned to your students? I realize that even when I try to learn something new, things can still happen and I would appreciate any tips that anyone may have about using blogs with their students.
I feel that my progress on my GAME plan has gone well so far. I will continue to reflect on the steps I have taken to make sure that I am meeting my goals.
For my goal of facilitating and inspiring learning and creativity, I have realized this week that technology can be used for assessing, while still giving students a chance to use creativity and continue to be motivated in the classroom. I have been talking with my co-workers to try to create some project-based assessments that students can complete to show understanding of the subjects that we cover, while also giving students a chance to complete their project using technology and creativity. We are hoping to create some projects for math and are in the beginning stages of the planning. I have not gotten enough time to do many searches yet, but I also plan to do some more searching on inspiring creativity in the classroom and will hopefully be able to share some websites soon.
Modeling digital age learning and work was the second focus of my plan. In order to be able to teach my students about the technology programs that I would like to incorporate into my classroom, I need to learn more about them first. I have started with blogs and I have become an expert in them by completing the blog for our master’s courses and by creating a classroom blog for parents to see. My next step is to begin teaching my students about the blog and having them add weekly posts for parents to see about our weeks of school. One question that I do have is what are some important things that I need to make sure to share with my students about blogs? Is there anyone who has started to incorporate blogs with their students and realized something important that you had not mentioned to your students? I realize that even when I try to learn something new, things can still happen and I would appreciate any tips that anyone may have about using blogs with their students.
I feel that my progress on my GAME plan has gone well so far. I will continue to reflect on the steps I have taken to make sure that I am meeting my goals.
Wednesday, November 17, 2010
Carrying Out My Game PLAN
Last week and came up with a GAME plan to help myself integrate technology to better meet the needs of my students. I have been looking into each part of my plan and I am trying to find ways to best implement and achieve the goals in my plan.
In order for me to facilitate and inspire student learning and creativity, I need to use my learning from these masters courses. By learning about more technology tools that I can integrate into my classroom, my students will be more motivated and enthusiastic about learning. I have also been doing a lot of searching on the Internet to help me find more lessons that can foster creativity in my students. I believe that staying up to date with my learning and using the resources I have around me will help me to create creative lessons that help to encourage creativity in my students. So far, to meet my goal, I have taken these masters classes which have helped me to learn about new technology tools and I have begun to integrate some new pieces of technology.
Modeling digital age learning and work is the second part of my GAME plan. In order to carry out this part of my plan, I need to again learn more about different technology tools for my classroom. The master’s courses that I am taking are helping me with this part of my plan. Also, I need to give myself time to practice using the programs and asking for assistance from the technology coordinator at my school when needed. To begin implementing this part of my plan, I have picked blogs and VoiceThreads. I have practiced using them and have started to implement them in my classroom. My next step will be to continue to implement these tools, but also to learn more about other pieces of technology.
In order for me to facilitate and inspire student learning and creativity, I need to use my learning from these masters courses. By learning about more technology tools that I can integrate into my classroom, my students will be more motivated and enthusiastic about learning. I have also been doing a lot of searching on the Internet to help me find more lessons that can foster creativity in my students. I believe that staying up to date with my learning and using the resources I have around me will help me to create creative lessons that help to encourage creativity in my students. So far, to meet my goal, I have taken these masters classes which have helped me to learn about new technology tools and I have begun to integrate some new pieces of technology.
Modeling digital age learning and work is the second part of my GAME plan. In order to carry out this part of my plan, I need to again learn more about different technology tools for my classroom. The master’s courses that I am taking are helping me with this part of my plan. Also, I need to give myself time to practice using the programs and asking for assistance from the technology coordinator at my school when needed. To begin implementing this part of my plan, I have picked blogs and VoiceThreads. I have practiced using them and have started to implement them in my classroom. My next step will be to continue to implement these tools, but also to learn more about other pieces of technology.
Wednesday, November 10, 2010
My GAME Plan
I had the opportunity to take a look at the International Society for Technology in Education standards and performance indicators. As I read through them, I noticed that I am more comfortable with some of the standards compared to others. I have made two goals for myself relating to two of the standards.
The first standard that I feel I could use more work with would be Facilitate and Inspire Student Learning and Creativity. My goal for this standard is to create lessons that inspire creativity, problem solving, and collaboration. I want to create lessons that will motivate my students and I will incorporate different technology tools to help me achieve this goal. I will first need to look at my lessons that I teach right now. I will need to ask myself how I can best incorporate technology into my lessons to increase student learning and creativity. Then, once I have planned out my lessons, I will use them in my classroom. For the monitor section of my GAME plan, I will need to observe my students. I will check for their understanding of the topic and will need to observe to see whether or not there was higher student motivation and creativity during each lesson. My observations will help me to plan for future lessons. Finally, to evaluate my teaching and student learning, I will need to think about my lessons and what went well. I also need to think about whether my goal was achieved and if not, think about ways that I could change for the next year. To extend my learning, I will continue to learn about new technology and continue to read professionally in order to find strategies and tools that will benefit my students.
A second indicator that I feel I can strengthen my confidence in is Model Digital Age Work and Learning. Before starting my masters in technology, I did not use much technology in my classroom. This is why I picked this as a goal. I hope to learn, practice using, become an expert in, and use new pieces of technology each year. In order to achieve this goal, I am going to take the learning from these classes and incorporate my learning into my lessons. Before having my students use them, I will make sure to practice using them and become an expert so that I am ready for my students to use them. To monitor my progress, I will reflect on my teaching throughout the year. I will think about which pieces of technology I used and how they worked. I will also think about how I can incorporate technology through the rest of the year. If I notice difficulty from the students, I will think about how I can change and improve my modeling and teaching of the technology tools. Finally, to evaluate at the end of the year, I will think about what pieces of technology I used and which ones I would like to incorporate for the next year. I will also need to reflect on my teaching and think about how I could improve the modeling and facilitation of these tools in my classroom. To extend my learning, I will also stay up to date on new technology and try to use the resources and coworkers around me to keep learning.
By thinking about these standards for teachers, my students will only benefit. My students will be motivated, will have a chance to be more creative in their learning and will in turn show more understanding of the topics covered.
The first standard that I feel I could use more work with would be Facilitate and Inspire Student Learning and Creativity. My goal for this standard is to create lessons that inspire creativity, problem solving, and collaboration. I want to create lessons that will motivate my students and I will incorporate different technology tools to help me achieve this goal. I will first need to look at my lessons that I teach right now. I will need to ask myself how I can best incorporate technology into my lessons to increase student learning and creativity. Then, once I have planned out my lessons, I will use them in my classroom. For the monitor section of my GAME plan, I will need to observe my students. I will check for their understanding of the topic and will need to observe to see whether or not there was higher student motivation and creativity during each lesson. My observations will help me to plan for future lessons. Finally, to evaluate my teaching and student learning, I will need to think about my lessons and what went well. I also need to think about whether my goal was achieved and if not, think about ways that I could change for the next year. To extend my learning, I will continue to learn about new technology and continue to read professionally in order to find strategies and tools that will benefit my students.
A second indicator that I feel I can strengthen my confidence in is Model Digital Age Work and Learning. Before starting my masters in technology, I did not use much technology in my classroom. This is why I picked this as a goal. I hope to learn, practice using, become an expert in, and use new pieces of technology each year. In order to achieve this goal, I am going to take the learning from these classes and incorporate my learning into my lessons. Before having my students use them, I will make sure to practice using them and become an expert so that I am ready for my students to use them. To monitor my progress, I will reflect on my teaching throughout the year. I will think about which pieces of technology I used and how they worked. I will also think about how I can incorporate technology through the rest of the year. If I notice difficulty from the students, I will think about how I can change and improve my modeling and teaching of the technology tools. Finally, to evaluate at the end of the year, I will think about what pieces of technology I used and which ones I would like to incorporate for the next year. I will also need to reflect on my teaching and think about how I could improve the modeling and facilitation of these tools in my classroom. To extend my learning, I will also stay up to date on new technology and try to use the resources and coworkers around me to keep learning.
By thinking about these standards for teachers, my students will only benefit. My students will be motivated, will have a chance to be more creative in their learning and will in turn show more understanding of the topics covered.
Sunday, August 15, 2010
Research Scenarios
Scenario 1: Ten students are available for in-depth interviews. Participants will be selected based on their involvement with the peer mediation program. They will be observed over three weeks. Analysis will attempt to determine issues concerning peer mediation.
I believe that a qualitative research approach to this scenario would be best. This is because this scenario uses observation to collect data. When observing, the data that is collected contains less numbers and more narrative thought and response. I believe the case study qualitative approach should be used. This approach examines “a case, over time in detail” (McMillan & Schumacher, 2008, p. 26) which is what this scenario would be doing. The students will be observed over three weeks of time.
Scenario 2: Two classrooms of students are selected. There are 30 students in each class; each group will have similar demographics—age, sex, race, socio-economic background, etc. Classes will be randomly divided into two groups of 15 students. Of these two groups, one randomly selected group will get training on peer mediation and the other group will not. Thus in each classroom there will be one group that is trained in peer mediation and one that is not. Analysis will occur on which groups have the fewest office referrals.
For this scenario I think that the quantitative approach would work best. A quantitative approach answers questions using numbers. With this scenario, the data will be the number of office referrals of the students. This would be data involving numbers. I also believe that the true experimental design would work for this scenario. McMillan & Schumacher (2008) state “the unique characteristic of a true experimental design is that there is random assignment of subjects to different groups” (p. 24). This approach would work with this scenario because the students that are selected will randomly be placed into either a group that receives peer mediation or a group that does not receive mediation.
Scenario 3: A school counselor is interested in knowing how student attitudes affect the value of peer mediation to decrease the number of office referrals that are being filed for inappropriate interactions.
I believe that for this scenario, a mixed method exploratory approach would work best. McMillan & Schumacher (2008) state that in this exploratory mixed method approach “the qualitative data are gathered first and a quantitative phase follows” (p.28). I believe that this approach would work best because first, the school counselor will use qualitative methods to find out more about student attitudes and thoughts, and second, the number of office referrals would be looked at which is more quantitative methods.
Scenario 4: Peer mediation has become widely used in many schools. The feelings of those involved in the process are little known—either from those doing the mediation or those receiving it. The ZASK-R Acceptance Preference Survey will be given as pre- and post-tests to 40 students participating in mediation. Follow-up interviews will be conducted on a bi-monthly basis.
I believe that a mixed research approach would work best for this scenario. I think that an explanatory design would work best. In an explanatory design, “quantitative data are collected first and, depending on the results, qualitative data are gathered” (McMillan & Schumacher, 2008, p. 28). I feel that this design fits with the scenario because a survey will be given first as pre and post tests, which would be the quantitative data and then interviews would be conducted, which would be the qualitative data.
References:
McMillan, J., & Schumacher, S. (2008). Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson
I believe that a qualitative research approach to this scenario would be best. This is because this scenario uses observation to collect data. When observing, the data that is collected contains less numbers and more narrative thought and response. I believe the case study qualitative approach should be used. This approach examines “a case, over time in detail” (McMillan & Schumacher, 2008, p. 26) which is what this scenario would be doing. The students will be observed over three weeks of time.
Scenario 2: Two classrooms of students are selected. There are 30 students in each class; each group will have similar demographics—age, sex, race, socio-economic background, etc. Classes will be randomly divided into two groups of 15 students. Of these two groups, one randomly selected group will get training on peer mediation and the other group will not. Thus in each classroom there will be one group that is trained in peer mediation and one that is not. Analysis will occur on which groups have the fewest office referrals.
For this scenario I think that the quantitative approach would work best. A quantitative approach answers questions using numbers. With this scenario, the data will be the number of office referrals of the students. This would be data involving numbers. I also believe that the true experimental design would work for this scenario. McMillan & Schumacher (2008) state “the unique characteristic of a true experimental design is that there is random assignment of subjects to different groups” (p. 24). This approach would work with this scenario because the students that are selected will randomly be placed into either a group that receives peer mediation or a group that does not receive mediation.
Scenario 3: A school counselor is interested in knowing how student attitudes affect the value of peer mediation to decrease the number of office referrals that are being filed for inappropriate interactions.
I believe that for this scenario, a mixed method exploratory approach would work best. McMillan & Schumacher (2008) state that in this exploratory mixed method approach “the qualitative data are gathered first and a quantitative phase follows” (p.28). I believe that this approach would work best because first, the school counselor will use qualitative methods to find out more about student attitudes and thoughts, and second, the number of office referrals would be looked at which is more quantitative methods.
Scenario 4: Peer mediation has become widely used in many schools. The feelings of those involved in the process are little known—either from those doing the mediation or those receiving it. The ZASK-R Acceptance Preference Survey will be given as pre- and post-tests to 40 students participating in mediation. Follow-up interviews will be conducted on a bi-monthly basis.
I believe that a mixed research approach would work best for this scenario. I think that an explanatory design would work best. In an explanatory design, “quantitative data are collected first and, depending on the results, qualitative data are gathered” (McMillan & Schumacher, 2008, p. 28). I feel that this design fits with the scenario because a survey will be given first as pre and post tests, which would be the quantitative data and then interviews would be conducted, which would be the qualitative data.
References:
McMillan, J., & Schumacher, S. (2008). Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson
Sunday, July 18, 2010
Research Questions
I plan to determine the impact on second graders’ achievement by using individualized technology programs (Renaissance - Math Facts in a Flash, etc.) to learn math facts compared to using paper and pencil.
With the help of discussions with classmates, I have come up with some research questions to help me guide my research. They are:
Does using technology based programs to learn math facts increase student achievement on common timed math fact tests?
Is there a difference between student achievement when using technology programs to learn math facts compared to using paper and pencil?
Which type of approach effects student achievement on common timed math fact tests?
I feel that my overall approach to my research will be the quantitative approach. To be more specific, I believe I will focus on a true experimental approach. To carry out my research, I will sort my population into two groups. I will have half of the second graders using paper and pencil methods to learn math facts and the other half of the second graders will use technology based programs like Renaissance – Math Facts in a Flash to learn their math facts. Since “the unique characteristic of a true experimental design is that there is random assignment of subjects to different groups (McMillan & Schumacher, 2008)” I will need to randomly assign the second graders to each group.
I am interested in beginning some research in order to find some answers to my questions!
References
McMillan, J. H., & Schumacher, S. (2008). Research in education: Evidence-based
inquiry (Laureate custom edition). Boston: Pearson.
With the help of discussions with classmates, I have come up with some research questions to help me guide my research. They are:
Does using technology based programs to learn math facts increase student achievement on common timed math fact tests?
Is there a difference between student achievement when using technology programs to learn math facts compared to using paper and pencil?
Which type of approach effects student achievement on common timed math fact tests?
I feel that my overall approach to my research will be the quantitative approach. To be more specific, I believe I will focus on a true experimental approach. To carry out my research, I will sort my population into two groups. I will have half of the second graders using paper and pencil methods to learn math facts and the other half of the second graders will use technology based programs like Renaissance – Math Facts in a Flash to learn their math facts. Since “the unique characteristic of a true experimental design is that there is random assignment of subjects to different groups (McMillan & Schumacher, 2008)” I will need to randomly assign the second graders to each group.
I am interested in beginning some research in order to find some answers to my questions!
References
McMillan, J. H., & Schumacher, S. (2008). Research in education: Evidence-based
inquiry (Laureate custom edition). Boston: Pearson.
Friday, July 9, 2010
Problem Statement
I believe that learning basic math facts is a very important skill that needs to be taught in the elementary classroom. When students know and can quickly solve basic math facts, it will be easier for them to complete more difficult problems accurately and quickly. In my school district, we have many technology tools that we can use in our classroom in order to give students time to practice these math facts. Some teachers in the district feel that these programs have no benefits. I would like to look more into these technology tools to see if they do have a benefit compared to when teachers use regular paper and pencil when teaching math facts.
After thinking about what I would like to focus on for my research, I created a problem statement. It is important to start with a problem statement because “it communicates to others the focus and importance of the problem (McMillan & Schumacher, 2008).” I will use my problem statement to help guide my research.
I plan to determine the impact on student achievement by using technology programs to learn math facts compared to using paper and pencil.
Who: second grade students
What: technology programs to teach math facts compared to paper and pencil
Why: the impact in student learning
References
McMillan, J. H., & Schumacher, S. (2008). Research in education: Evidence-based
inquiry (Laureate custom edition). Boston: Pearson.
After thinking about what I would like to focus on for my research, I created a problem statement. It is important to start with a problem statement because “it communicates to others the focus and importance of the problem (McMillan & Schumacher, 2008).” I will use my problem statement to help guide my research.
I plan to determine the impact on student achievement by using technology programs to learn math facts compared to using paper and pencil.
Who: second grade students
What: technology programs to teach math facts compared to paper and pencil
Why: the impact in student learning
References
McMillan, J. H., & Schumacher, S. (2008). Research in education: Evidence-based
inquiry (Laureate custom edition). Boston: Pearson.
Friday, June 25, 2010
Reflection on Technology in my Classroom
I went back and thought about my beliefs relating to learning and have realized that my thoughts and ideas have not changed. I still believe that students learn differently and as a teacher, I need to incorporate different learning styles into my teaching. I also continue to agree with the social learning theory and continue to use it in my classroom. In a classroom, this would mean that students gain knowledge as a “result of the collaboration of a group of learners in an effort to construct a common core of knowledge” (Lever-Duffy & McDonald, 2008, p. 18). I believe that students learn from discussion with peers and through creating artifacts to show their knowledge. Although my own theory of learning has stayed the same, I have been introduced to many new techniques and tools that I can use in my classroom which relate to my beliefs in how students learn.
I have been very nervous in incorporating technology into my classroom. An immediate change that I will make to my classroom for next year is just incorporating more technology. I have learned about the benefits of incorporating technology into my classroom as it “provides an opportunity to differentiate instruction and change their classrooms into dynamic learning environments” (Pitler et al., 2007, p. 2). This course has helped me to feel more confident in being able to use technology and has given me choices as to what pieces of technology I can use in my classroom. VoiceThread is one tool that I would like to use in my classroom. I believe that VoiceThread is a very easy to use, student friendly program that students can use to communicate with each other and to share information with each other. A second piece of technology that I would like to integrate into my teaching right away is Virtual Field Trips. I believe that Virtual Field Trips can help students really gain a picture of what something looks like without actually leaving the classroom. Virtual Field Trips give students a visual experience and help to make rich connections for students to store information into their long term memories (Laureate Education, Inc., 2008).
One goal that I have for the long term is using a piece of technology for each unit that I have in class. I feel that by incorporating a technology tool into each of my units, my students will be more comfortable using technology in the future, they will be more engaged in the units, and connections can be made for greater learning. In order to achieve this goal, I will need to take some time to look at my units and find out which tools will work best for each unit. Due to the fact that we only have one computer lab for our school, I will also need to plan ahead in order to use the lab. Another long term goal that I have for myself is to continue to learn more about technology. I am learning about the technology that is available now, but in five or ten years, new technology will come out. I would like to continue to learn about those new tools I can use in order to keep my students engaged and eager to learn. Collaborating with my coworkers, taking new technology courses, and staying up to date with professional readings will be the best ways for me to meet this goal.
“Teaching, learning, and technology work together to achieve the ultimate goal of effective knowledge transfer” (Lever-Duffy & McDonald, 2008, p. 26). This quote shares my new understanding on how these three things can increase student learning when used together. I am excited to integrate my new learning into my classroom in order to meet my students’ needs, engage my students, and to create lessons where students are actively learning.
Laureate Education, Inc. (Producer). (2008a). Program five. Cognitive Learning Theories. [Motion Picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations. Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
I have been very nervous in incorporating technology into my classroom. An immediate change that I will make to my classroom for next year is just incorporating more technology. I have learned about the benefits of incorporating technology into my classroom as it “provides an opportunity to differentiate instruction and change their classrooms into dynamic learning environments” (Pitler et al., 2007, p. 2). This course has helped me to feel more confident in being able to use technology and has given me choices as to what pieces of technology I can use in my classroom. VoiceThread is one tool that I would like to use in my classroom. I believe that VoiceThread is a very easy to use, student friendly program that students can use to communicate with each other and to share information with each other. A second piece of technology that I would like to integrate into my teaching right away is Virtual Field Trips. I believe that Virtual Field Trips can help students really gain a picture of what something looks like without actually leaving the classroom. Virtual Field Trips give students a visual experience and help to make rich connections for students to store information into their long term memories (Laureate Education, Inc., 2008).
One goal that I have for the long term is using a piece of technology for each unit that I have in class. I feel that by incorporating a technology tool into each of my units, my students will be more comfortable using technology in the future, they will be more engaged in the units, and connections can be made for greater learning. In order to achieve this goal, I will need to take some time to look at my units and find out which tools will work best for each unit. Due to the fact that we only have one computer lab for our school, I will also need to plan ahead in order to use the lab. Another long term goal that I have for myself is to continue to learn more about technology. I am learning about the technology that is available now, but in five or ten years, new technology will come out. I would like to continue to learn about those new tools I can use in order to keep my students engaged and eager to learn. Collaborating with my coworkers, taking new technology courses, and staying up to date with professional readings will be the best ways for me to meet this goal.
“Teaching, learning, and technology work together to achieve the ultimate goal of effective knowledge transfer” (Lever-Duffy & McDonald, 2008, p. 26). This quote shares my new understanding on how these three things can increase student learning when used together. I am excited to integrate my new learning into my classroom in order to meet my students’ needs, engage my students, and to create lessons where students are actively learning.
Laureate Education, Inc. (Producer). (2008a). Program five. Cognitive Learning Theories. [Motion Picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations. Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, June 2, 2010
Social Learning Theories
This week’s resources and discussions were focused around the topic of social learning theories. With these theories, it is thought that students learn through working with peers while building and creating artifacts.
In the text, Using Technology with Classroom Instruction that Works, I read about different technology tools that can be used in the classroom to build collaboration and cooperation between groups and peers.
One type of technology that I feel really emphasizes cooperative learning and social learning theories are WebQuests. “WebQuests are inquiry-orientated activities that allow students in a class or from multiple locations to work together to learn about a particular subject or to tackle a particular project or problem (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 145). Just like the above quote states, I feel that WebQuests are a great way to have students team up to complete a project. Students need to do research and read through online links to help them answer questions and create a completed project using the information that they gained. I found a website that gives a good introduction of WebQuests and also has some other websites which can be helpful for a teacher beginning to use WebQuests.
Using a WebQuest in your Classroom
Wikis are also something that was discussed in Chapter 7 of the text. Wikis are a great technology tool that can be used in the classroom to allow students to communicate and work together. Wikis are a great tool because they can be used at any time and can be used by many students from different places. All of the students need to add information to the wiki in order for it to be a successful and complete project.
VoiceThread is another program that I have been learning about this week. I feel that VoiceThread can be used as a starting point for students to be introduced to new problem-based, cooperative learning project in my classroom. I created a VoiceThread that I will use after I have completed my simple machines unit with my class. Through this VoiceThread, students will learn about the project they will need to complete in groups to solve the problem of trapping a leprechaun. Take a look and tell me what you think!
Leprechaun Trap
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
In the text, Using Technology with Classroom Instruction that Works, I read about different technology tools that can be used in the classroom to build collaboration and cooperation between groups and peers.
One type of technology that I feel really emphasizes cooperative learning and social learning theories are WebQuests. “WebQuests are inquiry-orientated activities that allow students in a class or from multiple locations to work together to learn about a particular subject or to tackle a particular project or problem (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 145). Just like the above quote states, I feel that WebQuests are a great way to have students team up to complete a project. Students need to do research and read through online links to help them answer questions and create a completed project using the information that they gained. I found a website that gives a good introduction of WebQuests and also has some other websites which can be helpful for a teacher beginning to use WebQuests.
Using a WebQuest in your Classroom
Wikis are also something that was discussed in Chapter 7 of the text. Wikis are a great technology tool that can be used in the classroom to allow students to communicate and work together. Wikis are a great tool because they can be used at any time and can be used by many students from different places. All of the students need to add information to the wiki in order for it to be a successful and complete project.
VoiceThread is another program that I have been learning about this week. I feel that VoiceThread can be used as a starting point for students to be introduced to new problem-based, cooperative learning project in my classroom. I created a VoiceThread that I will use after I have completed my simple machines unit with my class. Through this VoiceThread, students will learn about the project they will need to complete in groups to solve the problem of trapping a leprechaun. Take a look and tell me what you think!
Leprechaun Trap
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, May 26, 2010
Constructionist Learning Theory
The constructionist learning theory is based around the idea of learning through creating. Students learn best when building, doing, and putting together artifacts. This would include project based learning where students are actively finding the answers to their questions and are able to then share their learning with others.
I had the opportunity to read about some other resources that I can use in my classroom which relate to the constructionist learning theory through chapter 11 of the text Using Technology with Classroom Instruction that Works. Pitler, Hubbell, Kuhn and Malenoski (2007) discussed some web resources that can be used in the classroom. They stated that “web resources and gaming software, in the form of interactive applets and simulations, allow students to use background knowledge, make decisions, and see the outcome of their hypotheses, often in virtual situations that would be impossible or financially unfeasible in real life (pg. 212-213). After reading through some of the web resources that were discussed, I thought about one piece of software that I used while I was in school. I played the game, Oregon Trail. This was a great tool to teach about crossing the United States in the 1800s. Students learned about many of the challenges and adventures that people faced while traveling across the country. Instead of just talking about it through textbooks, students are able to actually experience the journey. They have to make choices that people would have had to make while traveling by covered wagon. This helps to really engage students and let them experience the hardships that were faced. I even found a website where students can play now. http://www.virtualapple.org/oregontraildisk.html
Although the quality of this game is much different then video games today, it still gives students a chance to learn hands on. I believe it could be a useful resource in classrooms today.
Web resources and gaming software can be a great tool to use in the classroom. Instead of just teaching about a topic or a time in history, teachers can give their students time to actually experience it themselves. Students are then actively engaged and create their own learning.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
I had the opportunity to read about some other resources that I can use in my classroom which relate to the constructionist learning theory through chapter 11 of the text Using Technology with Classroom Instruction that Works. Pitler, Hubbell, Kuhn and Malenoski (2007) discussed some web resources that can be used in the classroom. They stated that “web resources and gaming software, in the form of interactive applets and simulations, allow students to use background knowledge, make decisions, and see the outcome of their hypotheses, often in virtual situations that would be impossible or financially unfeasible in real life (pg. 212-213). After reading through some of the web resources that were discussed, I thought about one piece of software that I used while I was in school. I played the game, Oregon Trail. This was a great tool to teach about crossing the United States in the 1800s. Students learned about many of the challenges and adventures that people faced while traveling across the country. Instead of just talking about it through textbooks, students are able to actually experience the journey. They have to make choices that people would have had to make while traveling by covered wagon. This helps to really engage students and let them experience the hardships that were faced. I even found a website where students can play now. http://www.virtualapple.org/oregontraildisk.html
Although the quality of this game is much different then video games today, it still gives students a chance to learn hands on. I believe it could be a useful resource in classrooms today.
Web resources and gaming software can be a great tool to use in the classroom. Instead of just teaching about a topic or a time in history, teachers can give their students time to actually experience it themselves. Students are then actively engaged and create their own learning.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, May 18, 2010
Cognitivism in Practice
The text, Using Technology with Classroom Instruction that Works, gave many examples of tools and technology that can be used for summarizing, note taking, and organizing information. Many of these tools relate to the cognitive learning theory discussed this week.
Chapter 4, titled “Cues, Questions, and Advanced Organizers” discussed technology tools that can be used to enhance “students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 73). Some programs that teachers can use are Kidspiration, Inspiration, and other brainstorming or outlining types of software that can help organize and connect ideas. Here is a link for more information about the software tools, Kidspiration and Inspiration:
How Concept Maps, Webs, Idea Maps and Plots Help Students in the Classroom
The authors also discussed different types of multimedia that can be used like photographs, videos on the internet, and different websites to help enhance understanding of certain concepts. Dr. Orey stated that images can be powerful tools (Laureate Education, Inc., 2008). Pictures and videos give a chance for students to really see something that is being discussed. For example, instead of just telling students about hurricanes, I might actually show a video of a hurricane and the weather radar. This strategy then helps students to make connections and helps them to take the information that they are learning and store it in long term memory. This is one strategy that I like using in my classroom, but it is one that I can sometimes forget to use.
“Summarizing and Note Taking” was the focus for chapter 6 in this text. This chapter discussed different ways of note taking that will help students process information that they are learning about. One example of technology that was introduced for note taking that I had not heard of previously was the combination notes strategy using the program Microsoft Word. Here’s a link to an example of this strategy:
Combination Notes
Combination notes correlates to the Cognitive learning theory because it gives students a chance to draw sketches of certain ideas with some notes along side of it. Students can then make a connection between the picture and notes. I am excited to try out this strategy in my class.
Another strategy for summarizing was discussed by using the program Inspiration. The teacher can highlight important information for students to look for in videos and texts using this tool and then sudents can fill in missing information. This helps the students to summarize the video or text and create connections between the different pieces of information.
I believe that strategies relating to the cognitive learning theories can and should be included in the classroom. When these types of strategies are used, they can increase student learning. I am excited to begin to use these new tools and ideas in my classroom.
References
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Chapter 4, titled “Cues, Questions, and Advanced Organizers” discussed technology tools that can be used to enhance “students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 73). Some programs that teachers can use are Kidspiration, Inspiration, and other brainstorming or outlining types of software that can help organize and connect ideas. Here is a link for more information about the software tools, Kidspiration and Inspiration:
How Concept Maps, Webs, Idea Maps and Plots Help Students in the Classroom
The authors also discussed different types of multimedia that can be used like photographs, videos on the internet, and different websites to help enhance understanding of certain concepts. Dr. Orey stated that images can be powerful tools (Laureate Education, Inc., 2008). Pictures and videos give a chance for students to really see something that is being discussed. For example, instead of just telling students about hurricanes, I might actually show a video of a hurricane and the weather radar. This strategy then helps students to make connections and helps them to take the information that they are learning and store it in long term memory. This is one strategy that I like using in my classroom, but it is one that I can sometimes forget to use.
“Summarizing and Note Taking” was the focus for chapter 6 in this text. This chapter discussed different ways of note taking that will help students process information that they are learning about. One example of technology that was introduced for note taking that I had not heard of previously was the combination notes strategy using the program Microsoft Word. Here’s a link to an example of this strategy:
Combination Notes
Combination notes correlates to the Cognitive learning theory because it gives students a chance to draw sketches of certain ideas with some notes along side of it. Students can then make a connection between the picture and notes. I am excited to try out this strategy in my class.
Another strategy for summarizing was discussed by using the program Inspiration. The teacher can highlight important information for students to look for in videos and texts using this tool and then sudents can fill in missing information. This helps the students to summarize the video or text and create connections between the different pieces of information.
I believe that strategies relating to the cognitive learning theories can and should be included in the classroom. When these types of strategies are used, they can increase student learning. I am excited to begin to use these new tools and ideas in my classroom.
References
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, May 12, 2010
Behaviorist Theory in the Classroom
Do you reward your students for positive behavior? Do you have your students practice certain skills by using paper and pencil or using a tutorial type of strategy? Do you use any forms of behavior management in your classroom like a clip chart? If you answered yes to any of these questions, then you are using some of the behaviorist theory in your classroom.
I believe that the behaviorist theory is still used in many classrooms today even when we do not think about it. When used correctly, it can have a positive effect and can be beneficial for students, but the teacher needs to decide how it should be used to best meet students’ needs.
I read about some different types of technology that can be used in the classroom through the text, Using Technology with Classroom Instruction That Works written by Pitler, Hubbell, Kuhn, and Malenowski. Some of these programs discussed complemented the behaviorist theory.
I first read about different types of technology that can help to increase effort in the classroom. The authors discussed how using a Microsoft Excel spreadsheet can help students keep track of their effort and achievement. I believe that this piece of technology relates to the behaviorist learning theory because as the new information is put into the spreadsheet, students can use the tables and graphs to see their progress. After looking this information, the students may decide to put forth more effort to improve their achievement. Teachers can help to “guide” students by using this type of program which gives reinforcement by offering immediate feedback.
The second section that I read about was related to homework and practice. There were many examples of programs on the computer that can be used in the classroom for extra practice. “Online educational games have an inherent appeal and generate immediate feedback that allows a student, parent, and teacher to monitor progress toward mastery” (Pitler, Hubbell, Kuhn, &Malenoski, 2007, p. 195). I have used a few of these in my own classroom. For example, BrainPopJR is a great Internet site with videos, games and short quizzes to check student understanding of the content. I think that all of my students can benefit from watching these videos. As children work through the quiz, they are shown either a correct or incorrect picture. The program guides children through and helps them to understand the correct answer through a drill and practice type of program.
I also tried to think about what other technology I use in my classroom that relates to the behaviorist learning theory. There is a website: Links Learning for Kids where there are short videos students can watch. Then, students can take a short quiz to check for understanding. The program reinforces correct answers by using a smiley face, but helps students to understand the correct answer if they chose the incorrect answer. I have used this in my classroom before and I feel that it has worked well for practice of a certain skill.
I believe that these types of tutorial programs can be used in the classroom, but need to be used correctly. I do not believe that these programs should only be used for some of the students for a remedial purpose. I believe that all students can benefit from these drill type programs when they are geared to the needs of each student. Also, I do not believe these programs should be used all of the time. Other learning theories need to be taken into account in order to balance the type of instruction being used in the classroom. Each teacher should decide when to use these types of programs in his/her classroom.
Are there any other pieces of technology that you use in your classrooms that relate to the behaviorism theory that have worked well for you? What are your thoughts on these types of programs? I would love to hear your ideas!
Reference
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
I believe that the behaviorist theory is still used in many classrooms today even when we do not think about it. When used correctly, it can have a positive effect and can be beneficial for students, but the teacher needs to decide how it should be used to best meet students’ needs.
I read about some different types of technology that can be used in the classroom through the text, Using Technology with Classroom Instruction That Works written by Pitler, Hubbell, Kuhn, and Malenowski. Some of these programs discussed complemented the behaviorist theory.
I first read about different types of technology that can help to increase effort in the classroom. The authors discussed how using a Microsoft Excel spreadsheet can help students keep track of their effort and achievement. I believe that this piece of technology relates to the behaviorist learning theory because as the new information is put into the spreadsheet, students can use the tables and graphs to see their progress. After looking this information, the students may decide to put forth more effort to improve their achievement. Teachers can help to “guide” students by using this type of program which gives reinforcement by offering immediate feedback.
The second section that I read about was related to homework and practice. There were many examples of programs on the computer that can be used in the classroom for extra practice. “Online educational games have an inherent appeal and generate immediate feedback that allows a student, parent, and teacher to monitor progress toward mastery” (Pitler, Hubbell, Kuhn, &Malenoski, 2007, p. 195). I have used a few of these in my own classroom. For example, BrainPopJR is a great Internet site with videos, games and short quizzes to check student understanding of the content. I think that all of my students can benefit from watching these videos. As children work through the quiz, they are shown either a correct or incorrect picture. The program guides children through and helps them to understand the correct answer through a drill and practice type of program.
I also tried to think about what other technology I use in my classroom that relates to the behaviorist learning theory. There is a website: Links Learning for Kids where there are short videos students can watch. Then, students can take a short quiz to check for understanding. The program reinforces correct answers by using a smiley face, but helps students to understand the correct answer if they chose the incorrect answer. I have used this in my classroom before and I feel that it has worked well for practice of a certain skill.
I believe that these types of tutorial programs can be used in the classroom, but need to be used correctly. I do not believe that these programs should only be used for some of the students for a remedial purpose. I believe that all students can benefit from these drill type programs when they are geared to the needs of each student. Also, I do not believe these programs should be used all of the time. Other learning theories need to be taken into account in order to balance the type of instruction being used in the classroom. Each teacher should decide when to use these types of programs in his/her classroom.
Are there any other pieces of technology that you use in your classrooms that relate to the behaviorism theory that have worked well for you? What are your thoughts on these types of programs? I would love to hear your ideas!
Reference
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, February 24, 2010
Final Reflection
I recently took a course on integrating technology in the classroom. I learned about many new tools that I can apply to my teaching right away, and learned about what I need to do as an educator in order to better reach and educate the students in my classroom.
•In what ways has this course helped you to develop your own technology skills?
I learned about some new pieces of technology that I hadn’t known about prior to starting this class. I learned more about blogs and had discussions with fellow educators to relating to ways that we can integrate them into the classroom. I have also learned about wikis and how students can collaborate with each other to complete a group project using one. Finally, podcasts were an interesting piece of technology that I learned about. I have previously used recording programs like Audacity, but didn’t realize that those recordings can be made into its own podcast to be shared with others.
•In what ways can you continue to expand your knowledge of technology integration with the aim of increasing student achievement?
I believe that I can increase my knowledge and implementation of technology in my classroom by collaborating with teachers in my school and district. I learned a lot just by working and discussing with colleagues in this class, and I feel that I can learn even more by having more discussions with other educators. I also feel that by collaborating with my school colleagues, I can share some of my ideas that can also benefit their students’ learning. I also feel that by taking a closer look at “The Partnership for the 21st Century Skills” website (www.21stcenturyskills.org), I will be able to gain more ideas that I can apply to my teaching and lessons right away. I believe that by doing these things, my student’s achievement will increase and I will better prepare them for their futures.
•Set two long-tem goals (within two years) for transforming your classroom environment into a place where technology is integrated seamlessly to meet instructional goals and increase student achievement. How do you plan to accomplish these goals?
At times, I can feel overwhelmed after taking a course where I have learned a lot of information. In this technology class, I have learned about many new pieces of technology and ways that I can integrate them into my classroom. I have decided that if I start slow, I won’t feel so overwhelmed by everything. I also know that by teaching my students a lot of new information, they can also feel overwhelmed. I would like to start by integrating one type of technology at a time into my classroom. For example, I would like to start with a blog. I would like to get my students accustomed to using the classroom blog and adding weekly posts about our classroom learning. Once students show their knowledge of blogs and are able to add to the blog on their own, I would move on to sharing another piece of technology, perhaps a podcast. A second goal that I have for myself is planning ahead with projects and the computer lab. My students don’t have a lot of time to work in the computer lab due to the fact that it fills up quickly. I already plan units in advance, but if I plan ahead on when I will need the computers, I will be able to sign up early and get into the computer lab more often. I would also like to make using technology more of a routine, maybe going in weekly to do different things. I feel that by using technology more often, students will feel more comfortable using it. This will be beneficial to them due to the fact that they will be using technology for the rest of their lives.
Overall, this class has been very beneficial for me to take. I can’t wait to see my growth as an educator due to this class, and more importantly, I can’t wait to see the growth of my students during the course of the year and in the future.
•In what ways has this course helped you to develop your own technology skills?
I learned about some new pieces of technology that I hadn’t known about prior to starting this class. I learned more about blogs and had discussions with fellow educators to relating to ways that we can integrate them into the classroom. I have also learned about wikis and how students can collaborate with each other to complete a group project using one. Finally, podcasts were an interesting piece of technology that I learned about. I have previously used recording programs like Audacity, but didn’t realize that those recordings can be made into its own podcast to be shared with others.
•In what ways can you continue to expand your knowledge of technology integration with the aim of increasing student achievement?
I believe that I can increase my knowledge and implementation of technology in my classroom by collaborating with teachers in my school and district. I learned a lot just by working and discussing with colleagues in this class, and I feel that I can learn even more by having more discussions with other educators. I also feel that by collaborating with my school colleagues, I can share some of my ideas that can also benefit their students’ learning. I also feel that by taking a closer look at “The Partnership for the 21st Century Skills” website (www.21stcenturyskills.org), I will be able to gain more ideas that I can apply to my teaching and lessons right away. I believe that by doing these things, my student’s achievement will increase and I will better prepare them for their futures.
•Set two long-tem goals (within two years) for transforming your classroom environment into a place where technology is integrated seamlessly to meet instructional goals and increase student achievement. How do you plan to accomplish these goals?
At times, I can feel overwhelmed after taking a course where I have learned a lot of information. In this technology class, I have learned about many new pieces of technology and ways that I can integrate them into my classroom. I have decided that if I start slow, I won’t feel so overwhelmed by everything. I also know that by teaching my students a lot of new information, they can also feel overwhelmed. I would like to start by integrating one type of technology at a time into my classroom. For example, I would like to start with a blog. I would like to get my students accustomed to using the classroom blog and adding weekly posts about our classroom learning. Once students show their knowledge of blogs and are able to add to the blog on their own, I would move on to sharing another piece of technology, perhaps a podcast. A second goal that I have for myself is planning ahead with projects and the computer lab. My students don’t have a lot of time to work in the computer lab due to the fact that it fills up quickly. I already plan units in advance, but if I plan ahead on when I will need the computers, I will be able to sign up early and get into the computer lab more often. I would also like to make using technology more of a routine, maybe going in weekly to do different things. I feel that by using technology more often, students will feel more comfortable using it. This will be beneficial to them due to the fact that they will be using technology for the rest of their lives.
Overall, this class has been very beneficial for me to take. I can’t wait to see my growth as an educator due to this class, and more importantly, I can’t wait to see the growth of my students during the course of the year and in the future.
Friday, February 5, 2010
Today's Learners and Technology
For my first podcast episode, I talked to my second graders about technology. I asked them about the types of technology that they use at home and at school and the amount of time that they use it. I also asked them more about what they enjoyed the most about technology and what they wish they could do using technology at school. Some of my students tell a little bit more about themselves and their experiences with technology.
Take a look:
http://mrsrogusclassroom.podbean.com/
Take a look:
http://mrsrogusclassroom.podbean.com/
Wednesday, January 27, 2010
The Partnership for 21st Century Skills
There are many 21st century skills that are important for students to have learned about in order to be prepared for their futures and careers. Some of those skills include collaboration, core subjects like math and reading, critical thinking, and technology literacy. I had a chance to take a look at the website, The Partnership for 21st Century Skills - http://www.21stcenturyskills.org/.
I thought this was a great website to go to in order to get more information about these important skills that need to be taught in the classroom. It was an easy site to get around and included some important sections like a FAQ (Frequently Asked Questions) page and some diagrams that help readers to understand these 21st century skills. I also liked how the website had videos that show specific lessons that incorporate 21st century skills. I think that it is helpful to be able to see real life lessons and examples of how you can incorporate these skills into the classroom.
One thing that I was surprised about was the fact that Wisconsin, my home state, was one of the states that was a part of the 21st century skills initiative. I have only been teaching for 3 years, but during this time, I haven’t heard about this initiative in Wisconsin. I feel that this would be something that educators need to know about and should be shared with all teachers.
I didn’t see anything on the website that I disagree with. I feel that these 21st century skills are important to know about and to teach, and this website helped to show the value of learning the skills.
Students are learning from us and we are the ones that help get them ready for their future. In order to help them succeed, we need to understand what the job market will be like and what skills they will need for those jobs. By learning more about the current and future job market, we will be able to help prepare our students. This website is a great starting point for any educator who would like to know more about these important skills or about the Partnership for 21st Century Skills.
Take a look at this site yourself. What do you think about it?
I thought this was a great website to go to in order to get more information about these important skills that need to be taught in the classroom. It was an easy site to get around and included some important sections like a FAQ (Frequently Asked Questions) page and some diagrams that help readers to understand these 21st century skills. I also liked how the website had videos that show specific lessons that incorporate 21st century skills. I think that it is helpful to be able to see real life lessons and examples of how you can incorporate these skills into the classroom.
One thing that I was surprised about was the fact that Wisconsin, my home state, was one of the states that was a part of the 21st century skills initiative. I have only been teaching for 3 years, but during this time, I haven’t heard about this initiative in Wisconsin. I feel that this would be something that educators need to know about and should be shared with all teachers.
I didn’t see anything on the website that I disagree with. I feel that these 21st century skills are important to know about and to teach, and this website helped to show the value of learning the skills.
Students are learning from us and we are the ones that help get them ready for their future. In order to help them succeed, we need to understand what the job market will be like and what skills they will need for those jobs. By learning more about the current and future job market, we will be able to help prepare our students. This website is a great starting point for any educator who would like to know more about these important skills or about the Partnership for 21st Century Skills.
Take a look at this site yourself. What do you think about it?
Wednesday, January 13, 2010
Second Grade Blogging
Blogging has definately been a new experience for me, filled with a few challenges. Although I have had some bumps in the road with starting my own blog, I can really see the benefits of using one in my classroom. My head is already full of neat things that I could do.
Since I am new to this technology I feel as though I need some time to learn more about it before I can let my students start going on to a blog. To begin, I was thinking that I would make my blog become a place to share information with parents. Communication between parents and teachers is very important, and this would be one way to communicate with them. I would like to be able to share with parents the things that their second grader is doing in school. I could include pictures of the different things that we have been doing. I was thinking about how my students could become involved in the process, though. I thought that I could have my students help me create the journal entries for the blog. Each week, I would have a student write what we did that week. Then, I would type it into the blog for parents to see. This blog would then also become a showcase for student writing. I believe that students would get more excited to write and to see their work on the internet!
Does anyone have any feedback? I would love to hear your ideas!
Since I am new to this technology I feel as though I need some time to learn more about it before I can let my students start going on to a blog. To begin, I was thinking that I would make my blog become a place to share information with parents. Communication between parents and teachers is very important, and this would be one way to communicate with them. I would like to be able to share with parents the things that their second grader is doing in school. I could include pictures of the different things that we have been doing. I was thinking about how my students could become involved in the process, though. I thought that I could have my students help me create the journal entries for the blog. Each week, I would have a student write what we did that week. Then, I would type it into the blog for parents to see. This blog would then also become a showcase for student writing. I believe that students would get more excited to write and to see their work on the internet!
Does anyone have any feedback? I would love to hear your ideas!
Wednesday, January 6, 2010
Just the beginning...
Well, this is the start of my blog that I just created! I am very excited to begin adding blogs to my page and checking back for comments and suggestions! Please come back again for more blog posts in the future!
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