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.
Wednesday, November 17, 2010
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.
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