Bell's Buzz

Week 8 Reflection

2010-04-17T15:03:00.002-08:00

EDUC-6715I-1 New and Emerging Technologies

Instructor: Jacqueline Derby

The world is filled with new and emerging technologies! Some of them may be beneficial while others may not. I believe educators need to keep up-to-date with new technology in order to provide students with a motivating and engaging environment. For educators to be successful the administration needs to provide technology training so teachers can utilize these powerful tools to enhance the classroom.

When students are not in school they are often “plugged” into some form of digital media. This is how they communicate, collaborate and entertain themselves. I think it is important for educators to tap into what motivates students and use these 21^st century tools to enhance the learning environment. Online learning modules, MUVEs and digital games all have great potential to influences and transform the traditional classroom. After creating my own lesson plan, using MUVE as the learning catalyst, I discovered many benefits. The benefits include; cognitive strategies, risk-taking opportunities, collaboration and oral and written communication. These are important skills for our children to learn and be proficient in so they can be successful in their learning experiences.

I consider myself a forward thinking teacher and a leader in adopting different technologies. I know the process of identifying and researching educational technology can be long. It is also human nature to resist any type of change. In order to educate my colleagues I will continue learning about Web 2.0 tools and the amazing opportunities they can provide to the classroom. I will create a team to help motivate and inspire my peers. Our team will develop a flexible plan. Along our technology journey we will celebrate the small successes. Finally, I learned that a good education starts with a good teacher and technology is a tool that enhances the experience. It does not always have to be the newest and greatest application as long as the students are using the tool that will best serves their needs.

Resources

Laureate Education, Inc. (Producer). (2008). Program five. Change [Motion picture]. New and Emerging Technologies. Baltimore: Author.

Moodle in the Classroom

2010-03-27T21:51:00.004-08:00

EDUC-6715I-1 New and Emerging Technologies

Instructor: Jacqueline Derby

Spotlight on new emerging technology was an interesting assignment. As a final project we were asked to create a presentation using a digital tool that would illustrate online learning. Click the image to view my presentation.

Assessing for Learning - Reflection

2010-02-28T09:40:00.003-09:00

EDUC-6714I-1 Reaching and Engaging All Learners Through Technology

Instructor: Jacqueline Derby

The secret is out! Children learn in many different ways. If teachers want to engage students in THEIR education then teachers need to diversify their instruction to meet the needs of all students. Differentiated instruction does not mean educators have to reinvent what they are already doing, but to reexamine their approach. It is important to take into consideration students interests, readiness and learning styles. Taking a closer look at their students abilities will help teachers to identify different strategies that will maximize learning opportunities.

Luckily for teachers there are many resources to gather information from. Even if a teacher is across the country we are all striving for the same thing ~ Providing a successful learning environment for all students~ . Being able to share ideas regarding Universal Design for learning (UDL) and Differentiated Instruction (DI) strategies and ideas is beneficial. It can give the teacher a different point of view. I believe I have only scratched the surface of learning about UDL and DI. I will continue researching and trying different strategies. The biggest lesson I have learned is to be patient with the process and take it one step at a time.

One key element to Differentiated Instruction is technology and promoting 21st-century skills. Technology can be very empowering and allows teachers to differentiate their instruction effectively. Children have grown up with technology and are very adapt at using it. A couple problems may be availability of the technology and application software that will fit the curriculum. This is where a network of teachers can help troubleshoot ideas. The use of technology does not mean it has to be a lot of bells and whistles. Just a method to keep students engaged and excited about learning. Technology will help motivate and personalize the student’s experience and give them a unique why to express what they know.

One thing I will change in my instructional practice is to allow students more choices in their final project. The use of a tic-tac-toe board or a three-three grid of activities will give students activities that should interest them. This strategy will let students grow and give them ownership of their learning. .

Success for all learners can be a reality! It needs to start by removing the old constraints of educating students. Teachers should provide support where needed but be willing to step back and guide the students. All children want to be successful! When educators provide the tools, motivation and strategies students will soar and become life-long learners.

References:

Laureate Education, Inc. (Producer). (2008a). Program ten. Knowing your students [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Author.

Laureate Education, Inc. (Producer). (2008a). Program twelve. Universal design for learning [Motion picture]. Reaching and engaging all learners through technology. Baltimore: Author.

Reflection

2009-12-23T17:57:00.002-09:00

Course: Integrating Technology Across the Content Areas
Instructor: Virgil Kirk

Thanks to the technological advances found in our educational environment, learning is no longer confined to the four walls of the classroom. If the 21st century teacher wants to capture the attention of her students she will need to integrate technology into the curriculum. This task can be challenging but the rewards will benefit both the teacher and her students. Using a variety of instructional strategies and learning tools students will be interacting and taking ownership of their learning. The GAME plan I developed during this course will assist me in developing lessons that will challenge my students.

I’m still working on my first goal:5b exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skill of others.

After the Christmas break I plan on starting the “Tech Café” for my staff. I’m looking forward to sharing different ways to enhance the curriculum with technology. The biggest hurdle I had to overcome for this goal was patience. I wanted everyone to be as excited as I am about technology. I realize that technology means change and some of my colleagues are digital immigrants and will take time to assimilate.

My second goal: 2c: customize and personalize learning activates to address students’ diverse learning styles, working strategies, and abilities using digital tools and resource.

While developing my plan I was able to introduce technology in a purposeful manner. For each lesson, the standards correlated to the curriculum and created a higher level of learning for my students. I liked that the GAME plan allows for modification and revamping of ideas. The GAME plan is flexible and easy to create. At this time I will not be modifying my plan. After the break I plan on having my students create their own GAME plan.

I am very excited about implementing the GAME plan I created in our learning community. While developing this plan I was able to visualize the different technologies and how they will enhance the content of the lesson. This is a unit I will be able to modify and adjust as needed. I believe this unit has opened my eyes to the many possibilities that technology offers in the learning environment.

Using the GAME Plan Process

2009-12-16T20:54:00.002-09:00

Course: Integrating Technology Across the Content Areas
Instructor: Virgil Kirk

When I first read about the GAME plan process I thought it would be very time consuming and another item to add to my overflowing plate. I was pleasantly surprised. I thought the process helped me organize my thoughts and the direction I wanted my lessons to go. It also gave me the opportunity to revisit my plan and revamp it if I needed to.

Using the GAME plan process with my students helps them to become self-directed learners. They become responsible to take a closer look at their own learning. It gives them the skills to learn how to synthesize information and develop a way to track their own progress. It will also give students ownership of their learning environment. Teaching this process will take time but the end result will be to benefit both the teacher and students. I have really enjoyed reading everyone’s GAME Plan and I hope you are able to successfully infuse it into your classroom.

Revising my GAME plan

2009-12-09T20:48:00.004-09:00

Course: Integrating Technology Across the Content Areas
Instructor: Virgil Kirk

So far I have learned that integrating technology can be a slow process and I need to be very patient. This is the same when I’m teaching because students are like snowflakes – each is unique and has a unique way of learning. As a teacher I need to be patient and let them be creative in their exploration of the topics. As the teacher, I need to facilitate that learning. This may include guiding students toward a finished product. I really enjoy watching my students explore different ways to express what they have learned. This has given them ownership of their education and allowed them to express themselves.

I want to continue to incorporate technology into my content area instead of always assessing my students with flat piece of paper. In the same respect, I need to realize some that a pencil paper assessment might be the best way to assess students progress.

At this time I don’t want to add additional NETs standards onto my very busy schedule. I still need to follow through with my “Tech Café” plan and get more teachers involved with integrating technology into the classroom. I just found out that I am getting a student teacher for the spring semester. During her six weeks residence I will use that time to expand my “Tech Café” to more hands-on/in class assistance for my colleagues.

Evaluating my GAME plan

2009-12-02T19:29:00.003-09:00

Course: Integrating Technology Across the Content Areas

Instructor: Virgil Kirk

“Patience is a virtue” could not be a truer statement with regards to my GAME plan. I feel as if I’m at a stand still on Goal 1. I have created the staff survey and sent it out but only seven people have responded. With the end of the quarter and holidays my staff is very busy and the last thing they want to do is fill out a survey. Some of them stated that they couldn’t open up the form so I’m going to put some paper forms in the lounge to see if I can get more responses.

I have come to the conclusion that these seven colleagues will help spread the news and get the rest of my staff excited about learning new ways to infuse technology into their lessons. Next Monday I will be meeting with my Building Tech person to start our “Infused Technology” plan. I’m excited about organizing what we want to do and that will help guide my “Tech Café.”

My students did fill out their “Learning Style” survey. They were very excited to learn what their learning style was. I was surprised by some of the results but for the most part I had figured out what style they were. This week we began the webquest I wrote for EDUC 6712: Supporting Information Literacy and Online Inquiry in the Classroom.

One of the tasks was to communicate with an Elder from their assigned region. They had to ask permission to explore the region. As a class we brainstormed different methods to communicate and the teams were allowed to pick which method they wanted. After it was created they had clues on the location in the school their elder was at and the team delivered the message. The different methods were: word processor, comic life and create a post card, or write it out on a piece of paper. All the students used comic life and even imported a picture for the region they are studying.

I was very proud of the results but more than that, my students were excited about the lesson. I talked to each of my “mock” Elders and they reported back the enthusiasm my students had when delivering their message. I still want to brainstorm a list of different ways to infuse technology into our lessons but this first experience was top notch!

Checking In!

2009-11-25T19:59:00.005-09:00

Course: Integrating Technology Across the Content Areas

Instructor: Virgil Kirk

Are you finding the information and resources you need?

Right now I’m still in the gathering stage of my GAME plan. I conducted a survey with my staff. I have only received seven surveys back. I think the Turkey Holiday is occupying my colleagues and they may have been a little busy to fill out the form. I will nudge them a little bit in the coming weeks. I’m going to meet with my building tech guru next week to go over the types of resources I will need for my workshops.

Because of the short school week I wasn’t able to have my students take the learning style inventory test. I plan on having them fill it out next week.

Do you need to modify your action plan?

I think my action plan is well written and I don’t feel I need to modify it.

What have you learned so far?

This process is very slow. Having a GAME plan to keep me on track keeps me organized. My staff seems very excited about learning different ways to integrate technology into their classrooms. I used Google Docs to create my survey and I learned that I need to include a place for names because it doesn’t identify who did the survey. Now I will have to send an email out asking my staff to identify who is interested in the “Tech Café”. If you haven’t used Google Docs before they are very easy. One cool feature I found is that the program will create a spreadsheet compiling the data.
One of the most frustrating things for me is that when I’m trying to create a project for my students I seem to go overboard. I have learned that more is not always better. Every project does not have to include technology.

What new questions have arisen?

Some of the questions I’m asking myself include: Do I have time to create projects that include technology? Will the projects give me a clearer picture of my student’s abilities?

Carrying out my GAME Plan

2009-11-18T19:13:00.006-09:00

Course: Integrating Technology Across the Content Areas

Instructor: Virgil Kirk

What resources will I need to carry out my GAME plan (video, reading, experts, or colleagues, etc)?

First goal: I will need to contact my Edtech expert and discuss different technology concepts/software I can teach to my staff. During our discussion we will also compile a survey that I will give my staff to determine what their interests are.

Second goal: I will need to determine which forms of technology my students are already proficient in. I will do this be giving them a survey. The survey will cover a variety of technology concepts so I have a clear picture of my student’s skills.

What additional information do I need?

First Goal: After my teachers have finished the survey I will tabulate the information and develop a schedule with the topics for each meeting. I have decided that the “Tech Café” will be open once a month and the topics of discussion will be posted so the teachers can decided which ones would best suit their needs. My plan is to have the meetings in the morning for about 30 minutes. I will take about 10 minutes to introduce the topic and then the teachers can have 20 minutes to explore.

Second Goal: After my students complete the survey I will review their answers to decide what technology they know and what I need to teach or review.

What steps have I been able to take so far?

First Goal: I have proposed my idea to my principal and he felt it was an excellent use of my technology expertise. In addition to the “Tech Café” I’m going to communicate to my colleagues via a digital newsletter. I’m in the process of developing the format. I have also talked to the Sunshine committee at my school and they will provide juice and doughnuts for the “Tech Café” to entice teachers to attend.

Second Goal: I’m reviewing different lessons that I teach and deciding which lesson would fit this goal. I want to give my students the opportunity to “think outside of the box” when they are creating their final project. Here are a few of my lesson ideas:

Math – My students are learning about arrays – have them create a project that would visually assist a student that is learning how to solve multiplication problems using arrays.

Science – pick an ordinary household item then redesign the object and what it is used for.

Writing – Learning to use the 6-trait Voice - Create a story using voice and image.

I would love some feed back on my lesson plan ideas.

Dawn Bell

My GAME Plan

2009-11-12T19:45:00.005-09:00

Course: Integrating Technology Across the Content Areas

Instructor: Virgil Kirk

Advocating effective use of technology at my school has been a personal goal of mine for the past five years. It is also the reason I’m in this Masters Program. After reviewing the National Educational Technology Standards (NETS-T) for teachers I realized that I already promoted some of the standards within my classroom and school. There are two standards that I would like to focus on for my GAME plan.

I agree with Peggy Ertmer that a supportive team is needed in order to integrate technology effectively (Laureate Education, Inc., 2009). There are still members of my staff that believe technology should not be a part of the school day. A teacher made a comment that if she cuts anything out of her day it is her computer lab time. This type of mindset only fuels my passion to continue modeling the benefits of technology in the classroom.

My first standard is:

5b exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skill of others.

Goal: I want my colleagues to learn a variety of ways they can incorporate technology into their lessons. I also want them to understand the impact technology will have on their students’ learning environment. Along with this I would like to have a committee would help map out the technology direction for our school.

Action: Provide a bimonthly “Tech Café” infusion gathering. During this time different software, lessons or projects will be demonstrated. A guest, a colleague or myself would do the demonstrations. I also envision this as a time to share ideas about the direction our school should take with technology.

Monitor: At each “Tech Café” gathering we will have a sharing time to reflect on technology that was integrated.

Evaluate: At the end of two months I will take a survey of the staff to see if the “Tech Café” was useful or if we need to include different types of technology.

As teachers become more confident in their technology skills I believe they will begin to include it more in their lessons.

My second standard is:

2c: customize and personalize learning activates to address students’ diverse learning styles, working strategies, and abilities using digital tools and resource.

Goal: My students will identify their learning style and will use a digital tool that will creatively complete a learning activity.

Action: Have my students take a test that will identify their learning style. Brainstorm and identify different digital tools that will address each of the learning styles. Provide a learning opportunity that allows my students to determine which digital tool they will use for their final project.

Monitor: Provide the students with a rubric to monitor their progress. During the process review my students’ progress and redirect it if needed. At the end of the project have the students reflect on their experience.

Evaluate: I will evaluate the final project and my rubric will include my learning objectives. If the students were able to grasp the objectives then my goal would have been met. I would reevaluate the process and expand on my expectations if they did not.

I look forward to your comments and any suggestions you may have regarding my GAME plan.

Dawn Bell

References

Laureate Education Inc. (Producer). (2009). Program three. Integrating Technology Across the Content Areas (Motion picture) Enriching Content Area Learning Experiences with Technology Baltimore: Author.

National Education Standards for Teachers (NETS-T). Retrieved November 5, 2009 from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.

Search by Creative Commons. Retrieved on November 10, 2009 from http://www.flickr.com/photos/sashafatcat/ / CC BY 2.0

My Reflection

2009-10-24T12:49:00.005-08:00

Course: EDUC-6712I-1 Supporting Information Literacy and Online Inquiry in the Classroom

Instructor: Susan Krauss

The most striking revelation I had while taking this course was that I needed to continue to change how I prepare my students for their future. Information is changing so rapidly that I need to help my students learn how to obtain valid information while sifting through mounds of different resources. I need to continue modeling for my students “how to learn” and break the habit of teaching at them. Another revelation I had during this course was that “it’s not about the technology” (Laurate Education, Inc. 2009). I also heard this statement during a training seminar attended. My analysis of this statement is that if your lesson is bad the technology is not going to make it meaningful. As an educator I need to be aware of how the lesson is delivered and the connection students make with the information.

The knowledge and experience I have gained over the last eight weeks will give me the foundation to teach my students the literacy skills they will need to be successful in their future. Students need to be inspired and engaged in their learning. I want them to “Think outside of the box” (Laurate Education, Inc. 2009). By infusing the different skills into my lessons I will give my students the strategies needed to be creative problem solvers.

One professional goal I have is to continue learning about different information literacy and technology skills. There are many steps I will take to continue this journey. I will attend a variety of inservices and trainings related to technology. I also will keep up to date on any changes by reading different educational blog sites. Along with learning this information I will provide mini trainings for my colleagues to keep them “Tech Savvy.”

Another goal I have is to model different ways to connect with people. I want to open up the classroom doors and become connected with others. I will do this by having my students share information on a class blog or create a wiki page with another classroom. I also would like my students to participate in a Skype conference with another classroom outside of my school. The project would be a follow up on our social studies unit “Trekking Across Alaska.” Each class would give the students clues about their state to determine what state they are from. This would create a connection to the curriculum as well as communicating information through a different multimedia format.

I believe educators needs to step out of the confines of the classroom and embrace the digital world we live in. As educators we may need to educate the administration to reevaluate how information is being taught to our students. If our classrooms do not become forward thinking our students will not be prepared for their future and be behind in this digital age of information.

References

Millard, David. (2009). The hoos-foos muse. Retrived October 24, 2009 from

http://4.bp.blogspot.com/_pqvfYJ1yp4/Sds23ZJlV7I/AAAAAAAAAkg/HEis4qf2eX8/s400/webbookshelf.jpg

Laureate Education, Inc. (Executive Producer). (2009). Program three. Essential Questions in Inquiry Projects [Motion picture]. Supporting Information Literacy and Online Inquiry in the Classroom. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009). Program thirteen. It’s Not About The Technology [Motion picture]. Supporting Information Literacy and Online Inquiry in the Classroom. Baltimore: Author.

Evaluating Research

2009-08-15T22:15:00.004-08:00

Week 7: Evaluating Research Methods

EDUC – 6653I-2 Introduction to Educational Research

Instructor: Kathryn Arnold

The world of education is constantly changing. Along with those changes educational research has evolved to include a variety of different methods. Some researchers will manipulate the data in order to have a desired result. It is the role of the teacher to be knowledgeable of the key points of each form of research. Teachers need to look at research in a critical manner and determine if the data is valid. Prior to this course I did not know the difference between qualitative and quantitative research design. I now feel confident that I can determine the type of method needed with certain forms of research. I will evaluate the scenarios below and decipher what method I would use to conduct the study.

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.

Scenario 1 represents a qualitative research plan. A key factor to qualitative research is the type of data that is collect and typically it is interactive and uses a “face-to face” technique subjects (McMillan & Schumacher, 2008). In this study the researcher will conduct an in-depth interview with each of the students.

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.

Scenario 2 represents a quantitative research plan. Within quantitative research there are 2 different subclassifications experimental and nonexperimental designs. This study would fall under the experimental design. The researcher will compare two different groups to determine the cause and effect of a predetermined set of question(s). Within an experimental design the researcher has control over the subjects (McMillan & Schumacher, 2008).

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.

Scenario 3 represents an action research plan. In this scenario the school counselor is trying to determine a behavior that is pertinent to the local setting, which is different than a traditional research. Most likely the researcher would use a descriptive data analysis to determine the findings. The end results from this study would have a changing effect in the action of students (McMillan & Schumacher, 2008).

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.

Scenario 4 represents a mixed-method research design. This type of research combines both quantitative and qualitative method of gathering data. In this scenario the researcher is using a survey as a pre and post test to the study. Surveys are used to determine attitude, belief or opinions in a quantitative design subjects (McMillan & Schumacher, 2008). The bi-monthly interviews would produce data that is in the form of words instead of numbers subjects (McMillan & Schumacher, 2008).

Good research allows educators to better their teaching practices, which in turn provides an enriched learning environment for children. It is important to educate students on how to evaluate research. By being able to comprehend different studies students, will have a deeper awareness of the world around them.

Resources

McMillian, J. H., & Schumacher, S. (2006). Research in Education: Evidence-based inquiry (6th Ed.). Boston, Massachusetts: Pearson Education, Inc.

The Research Question

2009-07-18T11:57:00.004-08:00

Week 3: Research Question
EDUC-6653I-2 Introduction to Educational Research
Instructor: Kathryn Arnold

In this weeks DVD Dr. Canipe explains that in order to write research questions I needed to dissect my problem statement (Laureate Education, Inc., 2008). At first this task was a little confusing. I was over analyzing the different questions. After further investigation I realized my questions were very specific and researchable (Laureate Education, Inc., 2008).

The research design of my problem statement is Quantitative. The main feature of quantitative research design is to analysis numerical data using structure and a controlled environment (McMillan & Schumacher, 2008, p. 23). My questions fall under experimental and nonexperimental subcategories. For the majority of my question I will use a true experimental design. A true experimental design uses random assignments. Each of my test groups will have an opportunity to participate in both experiments (McMillan & Schumacher, 2008, p. 24). I will use surveys for my motivational questions, which is a feature of the nonexperimental category.

My problem statement is:
I plan to determine if elementary students’ writing abilities and motivation would increase if they were allowed to use a word processor instead of pencil and paper application?

My research questions:
1. Will the length of the writing assignment increase by using a word processor? (Quantitative - True Experimental)
2. Will using a word processor increase my students time on task?(Quantitative - True Experimental)
3. Do keyboarding skills influence my students’ ability to use a word processor? (Quantitative - correlational)
4. Does the form of writing assignment increase or decrease my students motivation to use a word processor over pencil/paper? (Quantitative - survey)
5. How will I measure my student’s motivation towards using a word process instead of pencil/paper application?(Quantitative - survey)
6. How does the teacher’s knowledge and comfort level towards using technology influence her students?(Quantitative - survey)
7. Do the features in word processors help or hinder a student’s writing ability (i.e. spellcheck, etc.)? (Quantitative - True Experimental)
8. Do the features in word processors increase or decrease the teacher's level of participation in the course? (Quantitative - survey)

I would like to thank Cesar for suggesting question number nine and ten. I believe those questions helped to round out my set of research questions.
I look forward to your feed back and any suggestions you may have regarding my research questions of problem statement.

Reference:
Laureate Education, Inc. (Producer). (2008). Program three. Research Questions [Motion picture]. Introduction to educational research. Baltimore: Author.
McMillan, J., & Schumacher, S. (2008) Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson.

Problem Statement

2009-07-09T19:04:00.010-08:00

Week 2: Purpose/Problem Statements
EDUC-6653I-2 Introduction to Educational Research
Instructor: Kathryn Arnold

I plan to determine if elementary students writing abilities and motivation would increase if they were allowed to use word processor instead of pencil and paper application?

Who: elementary students
What: use word processors
Why: have higher writing abilities and motivation

Bridging Learning Theory, Instruction, and Technology Reflection

2009-06-27T19:26:00.001-08:00

Reflection: Week 8 ~
Instructor: Kathryn Arnold
EDUC-6711I-1 Bridging Learning Theory, Instruction, and Technology

My personal theory on how students learn is still very eclectic. It is based on a combination of many theories. I utilize a lot of teaching strategies from Jean Piaget and Howard Gardner. I believe each child has a unique learning style and I address the different styles by using the multiple intelligences approach. I am also aware that the quality of learning is based on a variety of elements: environmental factors, psychological factors and personal filters (Lever-Duffy & McDonald, 2008).

I use a Smartboard in my class and, next year, I will be adding Clickers. Clickers will give my students a fun way of assessing their knowledge. By using this technology my students will have instant feedback. Another benefit is the assessment will immediately identify students that grasp the concept and other students that need the concept re-addressed to them.
Another technology tool I want to incorporate into my classroom is Concept Maps. Students will be able to take an abstract topic and visually organize it. They can also use prior knowledge to connect different concepts.

This course has helped spark new ideas on how to engage my students. The first long-term goal I have is to create a Blog or Wiki site. My students will use this site to creatively inform other classes about the wonderful state we live in. I would like to cooperate with another school in a different state and have their students write about their state. I would like the students to communicate to each other about questions they may have regarding each other’s states. As a final project I think it would be exciting for the students to have a video conference via SKYPE.
I will clearly write out my goals and objectives for this project and present it to my principal. Once I am given approval I will contact other schools to see if anyone is interested in collaborating with my class. My students will create digital flyers that I can post on different educational blog sites regarding our project. Once I have connected with another teacher and state I will send a newsletter home to parents and let them know about the project.

My second goal isn’t as lofty as my first goal. I would like to teach my students how to create iMovies as a reflection portfolio of their learning in third grade. This would be a yearlong project that my students would present to their parents during the 3rd quarter student-led parent teacher conference. Along with iMovie my students would use Photo Booth to record their experiences. I believe this will motivate my students to have higher expectations. It will give them an opportunity to reflect on the growth they have made and share this with their parents.

At the beginning of the year I will provide my students with a rubric that will outline my expectations for this project. Each month the students will gather artifacts to include in their portfolio. They will either use the class camera or Photo Booth to capture their artifacts. The student will be given time during the computer lab or in class to work on this project.

I consider myself a life-long learner. I will continue to gain knowledge on the technological world around us throughout my Master’s program. Through my training I will gain new insights on integrating new and innovative technologies into my classroom. I believe it is possible to effectively teach the fundamental skills while creatively incorporating technology. By moving forward and changing the educational environment I believe all students will be excited about their learning as well as better prepared for their future.

References
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Social Learning Theories in Practice

2009-06-04T20:15:00.004-08:00

Application Week 5 ~ Social Learning Theories in Practice
Instructor: Kathryn Arnold
EDUC-6711I-1 Bridging Learning Theory, Instruction, and Technology

“Open your book to page 357 and read to page 450. When you are done answer the questions at the end of the chapter. Remember no talking and you may not help each other." Isn’t that a wonderful way to motivate students these days? I’m sure most of you are shaking your head and do not agree with that type of educating. Unfortunately, there are still educators that believe that this is the best way to teach children.

This week we learned about a wonderful theory that will engage and motivate students to be successful. Social learning theory is when students are engaged in creating an artifact while having discussions on what they are doing with others (Laureate 2008). This makes the curriculum engaging, motivating and collaborative. What a fantastic way to get kids excited about school!

Vygotsky and his Zone of Proximal Development (ZPD) states that there are 3 levels students are at during their development. What the child already knows, what the child is about to learn, and what the child is unable to learn (Laureate, 2008). During the stage: What the child is about to learn: it is crucial that the child has help from a teacher, peers or a computer to make successful connections to the information. Incorporating a cooperative learning strategy into the learning environment would help enhance the process.

When developing cooperative groups make sure they are of a manageable size and use a variety of criteria to the groups (Pitler, Hubbell, Kuhn, Malenoski, 2007). I typically change out my groups depending on the final outcome desired. There are times that I allow my students to pick who they want to work with. This gives my students a voice in their learning environment. At the beginning of the year we discuss the different roles each member of the group will be responsible for. The roles can vary but normally I have a timekeeper, facilitator, record keeper, reporter, and mediator. By having roles for the kids it seems to help elevate the groups.
There are a variety of different web resources that allow students to engage in cooperative learning with students around the world. I would really like to incorporate ePals (www.epals.com) into my class next year. I have a diverse group of students and it would be exciting to participate in a cross-culture exchange (Pitler, Hubbell, Kuhn, Malenoski, 2007).

I learned about webquests last year and I really enjoy them. My students explored a few webquest and I plan on creating more to spice up our “ho-hum” curriculum. The quests are challenging and motivating for all my students. I enjoy listening to the different conversations my students have during and after the quests.

Students are no longer engaged by reading outdated textbooks. Drills and practice do not motivate students. Students don’t have to regurgitate answers for a test. 21st century learners need to be engaged with innovative lesson and cooperating with their peers on a project. The learning environment has changed. At times it may be loud, messy and disorganized. Stop and take a closer look at the 21st century learning experience and you will see students excited, engaged, cooperating, and connected.

Reference
Laureate Education, Inc. (Producer). (2008). Program eight. Social Learning Theories [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.

Voice Thread URl

2009-06-03T21:35:00.003-08:00

I really enjoyed creating my Voice thread! Please go and check it out: http://voicethread.com/share/527129/

Constructionist in Practice

2009-05-27T23:12:00.003-08:00

Application Week 4 ~ Constructivist/Constructionist in Practice
Instructor: Kathryn Arnold
EDUC-6711I-1 Bridging Learning Theory, Instruction, and Technology

What does constructionism look like in the classroom? I believe it is a learner-oriented environment in which the teacher is the facilitator (Orey, 2001). In this room you would hear a low hum of students engaged in constructing an external artifact that can be shared. The students are collaborating, communicating, and working towards a hands-on task.

This week’s educational strategy Generating and Testing Hypotheses is a way for students to enhance their understanding of information (Pitler, Hubbell, Kuhn, Malenoski, 2007). This strategy correlates with the constructionist learning theory because it will produce an artifact that students can share with one another.

Students could use a variety of technology applications for their final artifact. Spreadsheet software, data collection tools and web resources are different methods of generating and testing hypotheses (Pitler, Hubbell, Kuhn, Malenoski, 2007). I agree with Mrs. Omar that although learning how to set up a spreadsheet is a skill students should learn it is very time consuming (Pitler, Hubbell, Kuhn, Malenoski, 2007). I would rather have my students focus on the final objective. I have not used spreadsheets with my students but after reading Mrs. Omar’s lesson I can think of different math lessons that would be enhanced by this technology.

Using data collection tools students can visualize the information and correlate it to real-life events. In my classroom we do a year long unit of collecting sunrise and sunset data. I think it would be interesting to have my students compare our data to another states sunrise and sunset data. Then they could set up a web based data collector for the students to interact and discuss their findings.

The web has an infinite number of resources students can use to help generate and test their hypotheses. The one site I enjoyed exploring was Explorelearning (http://www.explorelearning.com/) (Pitler, Hubbell, Kuhn, Malenoski, 2007). The site had different interactive qizmos for students to explore. Teachers could use the gizmos to introduce concepts like plate tectonics and rock cycles.

I believe constructionist theory strategy will put the spark back into the learning environment. By using this strategy students will no longer be passive consumers. Instead students will be active participates in their education. Students will create unique final products that will make a lasting connection.

Reference
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved on May 25, 2009 from http://projects.coe.uga.edu/epltt/

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Cognitive Learning Theory

2009-05-19T20:45:00.004-08:00

Application Week 3 ~ Cognitive Learning Theory in Practice
Instructor: Kathryn Arnold
EDUC-6711I-1 Bridging Learning Theory, Instruction, and Technology

This week’s resource on instructional strategy discussed cues, questions, and advanced organizers. The other strategy that was discussed was summarizing and note taking. Both of these strategies utilize the cognitive learning theory.

I start each of my lessons with an objective. I want my students to understand what they are going to learn (Pitler, Hubbel, Kuhn, Malenoski 2007). By providing advanced organization as tools my students are able to formulate connections from past learning.

I also think it is important to ask ‘Higher-level” questions to help students synthesis what they have learned and elicit inference type answers. I thought the website that the text provided for Bloom’s Taxonomy (www.teachers.ask.org.au/researchskills/dalton.htm) gave a lot of excellent examples of good questions to ask at each level of learning (Pitler, Hubbel, Kuhn, Malenoski 2007). This site also provided useful verbs to include with the questions. Asking open ending questions will allow my students to extend what they have learned.

I believe that providing visual cues during lessons will help students activate prior knowledge (Laureate education Inc., 2008). Using concept mapping tools like Inspiration will help students organize the information and it can be used later for an outline (Laureate education Inc., 2008). The concept map can also prepare students for going on virtual field trips. Both of these applications will provide students with a connection that will help them retrieve information.

I was very impressed with the project on women’s rights in China titled: grass born to be stepped on (Pitler, Hubbel, Kuhn, Malenoski 2007). I think the students demonstrated an advanced grasp on the organizational requirements of a multimedia project.

For my third graders, summarizing and note taking are very challenging strategies to teach. They are concepts I demonstrate and model throughout the year. The "rule-based summarizing step for younger students" is a guide I will utilize in my classroom (Pitler, Hubbel, Kuhn, Malenoski 2007). It helps to simplify a difficult task. When we are learning about an in-depth topic I will have my students use the jigsaw strategy so they are not bogged down with a lot of information. The jigsaw strategy is when I break up a passage or section of a book and have groups of students summarize their section for the class.

I do not require my students take notes. If there is important information they need I typically pre-organize it and have my students highlight the important concepts. I’m really excited about incorporating the Smartboard into my class and I envision my students using it to organize and summarize information. I think this technology will integrate multiple senses in to their learning environment (Laureate education Inc., 2008).

Cognitive theory refers to how an individual thinks and processes information (Laureate education Inc., 2008). Through practice the cognitive process takes information from the short-term memory to the long-term memory. It is important for educators to understand that students can only retain about 7 pieces of information plus or minus two, at a time (Laureate education Inc., 2008). By knowing this information the teacher is cognitive to the amount of information given at one time.

This theory is supported by a number of different components: elaboration, use of images, dual coding, and episodic experiences (Laureate education Inc., 2008). After reading the chapters on cues, questions and advance organizers along with summarizing and note taking I find they are directly linked to the cognitive learning theory. These strategies allow the teacher to elaborate on a concept and use effective images to help store the information (Laureate education Inc., 2008). By using different forms of software applications teachers can help build a bond between the different components of the cognitive learning theory.

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.

Behaviorism in Practice

2009-05-14T19:26:00.005-08:00

Application Week 2 ~ Behaviorism in Practice
Instructor: Kathryn Arnold
EDUC-6711I-1 Bridging Learning Theory, Instruction, and Technology

We shouldn't teach great books; we should teach a love of reading. ~ B.F. Skinner~ (Brainy Quote, 2009).

I believe that effective teachers use a variety of methods to enhance the learning environment. This week’s resource discussed two of the nine categories of instructional strategies. The first was reinforcing effort. By reinforcing effort students are able to make connections between their effort and achievement (Pitler, Hubbell, Kuhn and Malenoski, 2007). The other category was homework and practice. Students need to be given the opportunity to practice what they have learned in order to make connection in their brain (Laureate, 2008). Both of these strategies reflect the behaviorist model of reinforcing a desirable behavior and repetition (Laureate, 2008). The strategies this week included a variety of technology ideas.

It is important that students have a way to track their effort and achievement (Laureate, 2008). In my class I emphasize the importance of giving 110% effort on every assignment. I think it is equally important that my students understand how they derived at the answer. At the beginning of the year they just want to give the answer and not explain the steps it takes. I spend a few weeks modeling how to explain, “how I did a task”. I believe this helps to cement the information they are learning into their brain (Laureate, 2008).

Using a spreadsheet to track student’s effort is an excellent way to give them a visual model of their achievement (Laureate, 2008). I also think its important to let my students know my expectations. In the front of my classroom I have a grading rubric that explains what behavior is expected to earn each grade. At the end of the day my students grade themselves using this system. It amazes me how hard they evaluate themselves. I liked the effort rubric that was presented in our resource. I think my students achievement would increase if they noticed a correlation between their effort and increased achievement. Another use of technology that I liked was the Survey Monkey (www.surverymonkey.com) (Pitler, Hubbell, Kuhn and Malenoski, 2007). This tool would enable me to track and survey how my students view themselves as learners. I can envision many different applications for this program.

I have struggled with what type of homework to give to my students since I started teaching. At present my homework is typical reviewing math concepts, spelling and reading comprehension. These are skills my students need to practice. Practicing is a strategy that the behaviorist theory advocates (Laureate, 2008).

Homework is given on Monday and expected back on Friday. My homework is graded primarily on effort. Unfortunately, some of my students never turn in their homework or if they do, it is only half way finished. Also, my students’ parents sometimes do the homework. I do establish a homework policy at the beginning of each year and I communicate my policy during open house (Laureate, 2008). I believe that my students do not understand the significance of completing their homework and the impact it has on their achievement. I also dislike the amount of paper and time it takes to send home homework that isn’t being completed.

I understand that requiring my students to have access to a computer and possibly the Internet is difficult for some students but I have found that most of my students have some type of access to technology. Next year I want to give my students different technology options to homework assignments. I will utilized Spelling City (http://www.spellingcity.com/), Raz-Kids (http://www.raz-kids.com/ ), and Everyday Math online games (https://www.everydaymathonline.com/ ). All of these programs will give my students immediate reinforcement and a fun way to practice. I will create an alternate plan for students without technology access.

Another way my students use technology to practice skills they have learned is through our Smartboard and clickers. We just received the clickers last week and my students really enjoy the interaction. They also like the feedback they receive after an assessment.

Reinforcing effort, homework and practicing strategies have components of the behaviorist learning theory. The most noticeable correlation is the emphasis on rewarding a desired behavior. It also gives students many opportunities to practice skills they have learned. By infusing technology into these strategies, the 21st century students will be motivated to increase their achievement and over all success.

References
Brainy Quote. Retrived on May 10, 2009, from http://www.brainyquote.com/quotes/authors/b/b_f_skinner.html

Laureate Education, Inc. (Producer). (2008). Program two. Brain Research and Learning [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Laureate Education, Inc. (Producer). (2008). Program four. Behaviorist 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 that works.

Behavior Intervention

2009-04-18T10:02:00.014-08:00

Behavior Intervention

21st century learners are not the same as their predecessors. They have different learning styles as well as different social skills. Some students may need an individualized plan in order to succeed in their learning environment (Jones, 2008). A common misconception is that such a plan will be time consuming for the teacher. If implemented correctly not only will it be a dramatic change for the individual it may even have an impact on the classroom. In the video, Intervention for Severe and Chronic Behavior Problems, Dr. Wolfgang describes his “Escalation of Intervention” framework (Laureate, 2008). I think this is a powerful tool that can effectively improve behavior problems.

The first step is to gather sufficient data to determine how often the behavior manifests and the severity of the behavior. The teacher needs to also document the type of action that was taken (Laureate, 2008). While gathering data it is important to be focused on specific and observable behavior (Jones, 2008). The teacher might enlist the assistance of the school psychologist or counselor in order to obtain a neutral opinion. During this time the teacher should meet with the student to start developing a relationship-listening interaction. This interaction could be in the form of a knee-to-knee (Laureate, 2008). Having a conversation with the student and using the I-message format could help elevate some of the behaviors. If the behavior continues the teacher will need to move into the confronting-contracting approach (Laureate, 2008). Some students may respond quickly to a formalized agreement. A contract can help empower the student to develop skills to help manger their own behavior and build self-esteem (Jones, 2008). When creating a contract the teacher should include a reasonable timeframe to reanalyze the agreement.

If the student’s behavior has not changed then, according to Dr. Wolfgang, the teacher needs to involve the parent and/or the principal (Laureate, 2008). Depending on the behavior the teacher may just have a conference with the principal to obtain additional suggestions. Or the conference may have to include the parents and child (Laureate, 2008). I believe it is important that the child understands that you are having a conference to assist and develop a positive plan to help with his behavior.

A very powerful part of the “Escalation of Intervention” is the staff team (Laureate, 2008). At this point in the procedure a teacher may feel defeated regarding this student and his behavior. This emotion could affect her teaching and interaction with the rest of her students. The support team helps the teacher create an individualized behavior plan. The team also empowers the teacher with the feeling that she is not alone in this battle (Laureate, 2008). The support team is another set of eyes and ideas that the classroom teacher my not have thought of. The structure of the meeting follows a linear set of guidelines. They are as follows: define the problem, provide background information, develop solutions, and then implementation (Laureate, 2008). Just like the contract the team will reevaluate the implementation after a couple weeks.

Even after following all of Dr. Wolfgang’s interventions there still could be students that have severe issues and need to be removed from the classroom (Laureate, 2008). Individual teachers may create a code name or send a runner for assistance (Laureate, 2008). By pre-establishing this information the teacher should receive quicker assistance. An administrator may determine that this student is a safety concern for the student body and have to call the police to remove the child. Part of the negotiation to return to school may be a release from a mental health clinic (Laureate, 2008).

I believe that children want to be successful in their education and the lack of social and emotional skills can interrupt their success. A successful behavior plan will not change the individual over night. The teacher may need to have patience. The plan needs to be followed consistently by everyone that interacts with the student. Finally if the plan is not working, reevaluate and change the plan. Including the student in this process will help the student understand that you care about him as an individual.

References:
Jones, V., & Jones, L. (2007). Comprehensive classroom management: Creating communities of support and solving problems (Laureate Education, Inc., Custom 8th ed.). Boston: Allyn & Bacon.

Laureate Education, Inc. (Producer). Laureate Education, Inc. (Executive Producer). (2008). DVD Program 13. Classroom Management to Promote Student Learning (motion picture). Intervention for Severe and Chronic Behavior Problems. Baltimore: Author.

Skills and Dispositions for the 21st Century

2009-01-30T17:31:00.004-09:00

I was impressed with the Partnership for 21st Century Skills website at http://www.21stcenturyskills.org/ I liked the mission statement, which in summary stated: A collaboration of educator, businesses and government entities working together creating skill lists our children need for their future. I believe this is a very lofty concept. As I reviewed who the members of this organization were I thought their goal might be attainable. The site was very easy to move around; it had a number of PDF files that I could download for more information. The graphic designers did a professional job. I especially liked the graphic of the rainbow for the framework section.

Upon further exploration of the site my opinion sadly changed. I read through the different skills the authors felt students needed and my reaction was; When was the last time they had been in a classroom? The site breaks skills into 3 different subcategories: learning and innovation; Information, media, and technology; life and career skills. Within these categories there are different skills needed in order to be successful. Other than the information, media, and technology subcategory I believe those skills sets are embedded within our curriculum already. From my own experience, educators use the content they are teaching as a vehicle to drive the many skills needed such as: collaboration, critical thinking, and creativity.

Starting in 2002 the Partnership for 21st Century Skills have been working closely with 10 different States to meet the challenges outlined on this site for the 21st century student. The only problem I found was that there did not appear to be any follow up regarding the successes or challenges these States went through. The goals and innovative ideas are impressive but I could not locate a plan to implement them. I was pleased to note that the Partnership for 21st Century Skills did correlate their list of skills with the International Society for Technology in Education (ISTE).

I found the following quote on the ISTE site and it eloquently states how I want to instill these important skills to my students (Knezek, 2008).

"Teachers must become comfortable as co-learners with their students and with colleagues around the world. Today it is less about staying ahead and more about moving ahead as members of dynamic learning communities. The digital-age teaching professional must demonstrate a vision of technology infusion and develop the technology skills of others. These are the hallmarks of the new education leader."
—Don Knezek, ISTE CEO, 2008

References:
Knezek, D (2008). International Society for Technology in Education Retrieved January 24, 2009, from http://www.iste.org/AM/Template.cfm?Section=NETS

Partnership for 21st Century Skills. Retrieved January 24, 2009, from http://www.21stcenturyskills.org/

Application 2: The 21st Century Communication Pathway

2009-01-15T11:41:00.005-09:00

My first thought when we had to create a blog was ‘facebook’ or ‘my space’. I simply considered it a place for kids to unwind and chat with their friends. I have since changed my mind. When I compare a blog site to my class homepage I see it as a dynamic page that invites the world in to read and comment about your thoughts. It also gives the author the ability to maintain, update and add content. A blog site has many possibilities for a classroom. I have considered three different ways I might use a blog in my third grade class.

The first method would be a way for my students to showcase their work to the world. My second idea would be an on-going blog for my students to reflect either to a question of the week or an open reflection. I would also require my students to respond to their peers. The last idea would be for my parents. I would like to create a podcast resource page. It would also be a page my parents could ask me questions regarding homework, class field trips, and class work.

As an educator it is also my responsibility to teach my students the skills they need in order to interact appropriately. In the beginning of the year we would collaborate to create class rules. I will extend the collaboration to include web rules.

Kids love to show their work. It gives them pride in what they produce. By showcasing their work on the Internet it gives them a bigger audience and a new place to shine. I believe my students will try harder to create a perfect paper if they know others are going to read it. I think this will show my students the importance of proofreading their work and using proper grammar. Their work can also be showcased in many different ways. My students can create podcast and upload them, or they can type them and add their own flair by using different fonts and illustrations.

The Alaska grade level expectations (GLE’s) for third grade writing requires students to write on different topics, use a variety of forms, provide feedback to their peers and write to a specific audience. I believe my second idea about having a reflective page will be an effective place to practice these expectations. I will post a variety of questions that will address different cognitive skills. In order to give my students ownership of the ‘question of the week’ I can ask for their input.

My last idea is to have a resource page for my parents. At least once a week I have parents sending me notes or calling asking a variety questions. If I had a page with a podcast on classroom lessons as well as other comments my parents might get their answers in a timely manner. On this page I think it would be important to establish a time of day that I respond to questions. This page could become a managerial nightmare if I don’t establish ground rules.
I look forward to reading your ideas and getting feedback on my ideas.

Ups and Downs of Blogging

2009-01-14T19:05:00.010-09:00

As some of you know, my school district had a snow/freeze day today. I figured it was a perfect day to work on application 2. I grabbed my coffee and headed up to my computer. I logged in to edublog.org and I was greeted with waiting.... and waiting... and waiting.

Finally, when I was about to give up the page popped up. I looked over application 2 and began to post my idea for how I was going to utilize a blog site within my classroom. I attempted to upload a podcast example of my idea. BIG MISTAKE! The site crashed and all that I had saved disappeared. I was not a happy blogger. I thought that maybe the freezing rain had done something to my connection.

I restarted my router and computer. A fresh cup of coffee later and I was ready to roll. Unfortunately the site was still DOWN! I decided that I was going to out-smart the blog site and typed my idea out in a word document while I waited for the site to come back up.

During this time I inquired on the message board if others in class were having the same issues and found out that some were. After a few more failed attempts at uploading I came to the conclusion that I needed a fresh start. HENCE the new blog location.

After hanging a few pictures and adding some cool gadgets (Thanks Melissa for your help) I'm back in business. Please adjust your URL to my new blog home.

Happy Birthday Alaska!

2009-01-14T17:17:00.001-09:00

Last night my husband, youngest daughter and I celebrated with other Alaskans our 50th anniversary of statehood. It was a fantastic time ending with an awesome fireworks display. Not only is it Alaska's 50th anniversary it is also my schools 50th. To commemorate our school we are creating a school wide quilt, a time line, and will be having an alumni celebration in April. I have been trying to document the production and hopefully I will create a podcast to share.