Customizing my Instructional Practices

When searching for the key to unlock education for all students, teachers must consider a wide spectrum of available tools and methodologies. Consequently, the time I spent studying and researching differentiating instruction (DI) and Universal Design for Learning (UDL) empowered me to see them both as viable means by which all students can access and demonstrate knowledge of content information. The incorporation of technology into customizing education provides an authentic medium for me to help support students’ efforts to overcome physical and academic barriers that otherwise would impede their learning process (Laureate, 2009).

An immediate and initial first step I can take to begin customizing instruction is by examining the individual readiness, interest and learning profile of my students through student interest/inventory surveys. This will enable me use the information gathered to pilot my instructional practices and activities in the future (2009). However, like most assessment tools, surveys are only one measure of student preference. Addressing the individualized needs of each student in my classroom will require me consider the student’s short term as well as long term objectives to be an effective and high quality teacher.

Today’s classroom is a virtual melting pot of cultures, beliefs, background, interests and abilities. Technology by the sheer nature of its multitude of platforms offers all students a plethora of inroads to connect with others in the effort to construct knowledge. MY second modification to my instructional practice will be to implement UDL’s three types of learning: recognition, strategic, and affective into the content, products, and processes taught in my classroom. Like the model for differentiating instruction whereby individual student needs determine flexibility and modifications in the curriculum (2009), UDL goes a step further and “…calls for the design of curricula with the needs of all students in mind, so that methods, materials, and assessments are usable by all” (Hall, Strangman, & Meyer, 2009). An appropriate digital format in my early childhood classroom is a SMART Board (smartboards.com). Using a Smartboard to explore virtual fields and interactive books/software, positively alters my students’ chances to gain experience and produce knowledge of content areas (2009).

“The brain's modules are interconnected through multiple pathways, enabling visual, auditory, olfactory, and tactile recognition to influence one another” (Rose & Meyer, 2002). The ease in which technology addresses multiple learning style formats makes it a credible platform for instruction (2009). Furthermore, it enables educators is to equalize the learning process, so students are exposed to the same content in a manner that is befitting their needs, wants, and desires.

References

Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and
implications for UDL implementation. Retrieved from http://www.cast.org/publications /ncac/ncac_diffinstructudl.html

Laureate Education, Inc. (Executive Producer). (2009). Knowing Your Students [Educational video]. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009). Managing A
Differentiated Classroom. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009). What is Differentiated Instruction [Educational video]. Baltimore: Author.

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Retrieved from http://www.cast.org/teachingeverystudent/ideas/tes/

Putting the GAME Plan Together

The focus of my GAME plan goals is to utilize technology to foster an active learning atmosphere whereby creativity and authentic learning experiences/assessments are implemented across the content areas (National Education Standards for Teachers, 2009). Cennamo, Ross, & Ertmer state that “[a]uthentic instruction enables you to meet your curricular standards in ways that can engage and support your students’ interest, creativity, and motivation” (Cennamo, Ross, & Ertmer, 2009) To help define these goals and select appropriate strategies, I reached out to colleagues for advice and information on various digital tools . Cennamo, Ross, and Ertmer state that “[s]haring what you have discovered with your colleagues is a critical step in improving your instructional effectiveness” (2009). “When you know what your choices are, you are better able to determine whether technology is already available or whether you need to request specific technology” (King-Sears and Evmenova, 2007). Additionally, I used the Checklist for Integrating Technology Into Instruction(2007) by King-Sears and Evmenova to progress monitor my ability to organize and implement these various mediums. Consequently, this process provided me the opportunity to set objectives, choose appropriate methodologies, monitor progress and determine effectiveness.

During my investigation in using the GAME plan as means to maturate my own understanding of authentic learning opportunities, I ascertained the significant importance self-directed learning can have on student achievement. A self-directed learner is able to synthesize prior knowledge with new discoveries to guide and monitor progress toward goals (2009). Instruction that supports the development of self-efficacy must be scaffold to take into account the varying degrees of abilities and interest in the classroom. By scaffolding instruction I can “…accomplish four important goals: 1) initiating student’s inquiry; 2) maintaining students’ engagement; 3) aiding learners with concept integration and addressing misconceptions; and 4) promoting reflective thinking” (Ertmer & Simons, 2006). One way in which I can implement this into my classroom is by alternating the methods on how students are assessed and evaluated. Students will therefore have multiple options for demonstrating mastery through means that address the differing multiple intelligences found in the classroom.

I plan to use my position on my school’s STEM committee is help mentor other teachers about best practices regarding integrating digital means to support self-directed learning. At our next meeting, I will be sharing my own GAME plan and information on developing authentic learning experiences in the classroom using NETS-T standards in conjunction with our state objectives. As I assist each member in writing a plan of their own and providing guidance for developing the means in which to carry them out, I hope to work toward developing my own personal goal of becoming a technology instructional coach.

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning

Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved on October 4, 2010,from http://docs.lib.purdue.edu/cgi/viewcontent. cgi?article =1005& context=ijpbl.

King-Sears, M., & Evmenova, A. (2007). Premises, Principles, and Processes for Integrating TECHnology Into Instruction. Teaching Exceptional Children, 40(1), 6-14. Retrieved from Education Research Complete database.

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

A Asynchonous Classroom

This week I have been focusing on finding the resources to link my classroom with another classroom for the purpose of conducting a book study. Recently, my district purchased a new literacy program that focuses content standards around one piece of literature for an entire month. This has lend me to channel my goals to facilitate and inspire student learning and creativity as well as design and develop digital-age learning experiences and assessments towards developing a problem based learning activity around the theme of one of these books. To work toward these goals, I have been investigating sites suggested by both Vicki Davis and Hargis and Wilcox to delve into social networking in the classroom. Davis states that technological knowledge and terminology can be one of the biggest deterrents for educators looking to implement PBL in their classrooms (Laureate, 2009). I think the site that will best meet my needs as well as those of my students is Eduwiki.(eduwiki.com). This will allow me to select among existing collaborations or establish one of my own. I am now ready to transitions my classroom from its traditional synchronous setting to a asynchronous one.

Reference

Laureate Education, Inc. (Executive Producer). (2009). Integrating technology across the content areas. Baltimore: Author.

Evaluation of my GAME plan

The evaluation phase of a GAME plan includes a critical examination into the actions steps and their metamorphosis towards appointed goals. In the case of my GAME plan, I have found that reaching out to others for advice and information to be an invaluable tool. Cennamo, Ross, and Ertmer state that “[s]haring what you have discovered with your colleagues is a critical step in improving your instructional effectiveness” (Cennamo, Ross, & Ertmer, 2009). My action steps involving accessing others prior knowledge and seeking professional development opportunities gave me a firm foundation in which to develop 21st century based learning strategies to teach my students content area knowledge.

An critical strategy I have learned through this process is the importance of scaffolding student learning and performance to meet the varying degrees of abilities and interest in my classroom. By scaffolding instruction I can “. . . accomplish four important goals: 1) initiating student’s inquiry; 2) maintaining students’ engagement; 3) aiding learners with concept integration and addressing misconceptions; and 4) promoting reflective thinking” (Ertmer & Simons, 2006). Each student in my classroom has a learning style preference, it is my job to incorporate choices and challenge them to try other alternatives with in their ability levels. Consequently, I will need to further develop my abilities to differentiate the ways that I assess student comprehension and synthesis of core content. There are still questions in my mind about how to go about integrating and simplifying authentic assessment in an objective and quantitative manner.

As I search more in depth regarding the usage of my iPod Touch for the purpose of progress monitoring, I realize additional fiscal resources will need to be making this a reality. This is an unfortunately hurdle in my plan but not one that cannot be overcome with time and further investigation.

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning

Ertmer, P., & Simons, K. (Spring 2006). Jumping the PBL implementation hurdle: Supporting the efforts of K-12 teachers. The Interdisciplinary Journal of Problem-Based Learning, 1(1), 40-54. Retrieved on October 4, 2010,from http://docs.lib.purdue.edu/cgi/viewcontent. cgi?article =1005& context=ijpbl.

Monitoring my GAME Plan

As I began the stage of monitoring my progress towards reaching my goals of:
1. Facilitate and Inspire Student Learning and Creativity
2. Design and Develop Digital-Age Learning Experiences and Assessments
I am remind of the old phrase “begin as you mean to go”. This emphasizes for me the importance of knowing at the beginning what your designation will be and the avenues you intend to take. Dr. Ross says that assessment should be the first thing teachers consider when designing lessons (Laureate, 2009).

I mentioned in an early post that I was going to use digital story telling to spark my students’ natural curiosity and creativity through the use of iMovie and flip cameras. This week I met with another teacher in my school that routinely uses flip cameras in her classroom. She showed me previous footage her students had shot and edited. I was amazed at the amount of detail these second grade students had added to their feature films. One great suggestion she had was to let students watch the "making of the movie" feature on a educational DVD and the credits of the film. She also had a cameraman from a local television station come in as a guest speaker. I can now see the how the affect of integrating real life situations and context into lesson can have a powerful impact on students buy–in to the content areas.

Pressing forward with my quest to find authentic opportunities to assess my students’ achievements I encountered a nifty way to use PDAs.. “Whether based on formal or informal observations, many student information systems allow you to quickly add notes to students records that can be accessed and recorded on handheld and laptop computers, making students records dynamic” (Cennamo, Ross, & Ertmer, 2009). One of the great struggles I have in regards to student performance-based assessments is the time consuming and laborious task of recording and transferring information. Handling student performance assessments in this manner would free up time and provide instantaneous feedback to customize future lessons.

My most pressing question so far is how I can use my own personal iPod Touch to make wireless performance assessment take place. It definitely not something I have come across in the iTunes (itunes.com) app store. Does anyone have any prior experience with this method of data collection? What program would you suggest? What is the cost factor involved?

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning

Laureate Education, Inc. (Executive Producer). (2009). Program 7. Assessing Student Learning with Technology. [Educational video]. Baltimore: Author.

Puttling Actions Into Words

From past experiences, I have surmised that my preferred through process is deductive thinking. Cennamo, Ross, and Ertmer define deductive thinking as moving “from the whole to its parts, from generalizations to underlying concepts to examples” (Cennamo, Ross, & Ertmer, 2009). So, I began the Action phase of my GAME plan by watching my son’s home iMovies. This allowed me to refamiliarize myself with the scope and sequence of the movie making process. I also began a journal to record my questions, thoughts, and findings as well as a technology list which includes my Mac laptop, the iMovie application, and a flip-camera.

I then began to search for resources to help me gain proficiency. My district offers several professional develop classes on both iMovie and flip-cameras. Additionally, I discovered a well developed and detailed site entiled Dummies.com: Knowing What You Can Do with iMoive at http://www.dummies.com/how-to/content/knowing-what-you-can-do-with-imovie.html One of my most crucial sources of knowledge will be my innovative thinker husband. I hope to benefit from his wealth of knowledge gathered over the past nine years of making countless iMovies.

In my classroom, I have 20 different versions of Vygotsky’s Zone of Proximal Development. Each child is a unique individual with equally important needs. By expanding the creativity level students need to expend in order to learn, I am gifting them with not only information to past a standardized test but also the ability to face and conquer life’s challenges.

Reference:

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

The GAME Plan

The purpose of the International Society for Technology in Education (ISTE) is to inform students, teachers, and parents about the integral part technology plays in facilitating an active learning environment. With an increased number of students reporting bouts of boredom ranging anywhere from 50 and 70 percent of the school day, the time has come to take a more introspective examination at teaching practices in the classroom. My GAME plan to incorporate technology as part of an active learning atmosphere focuses on developing the components of creative thinking and authentic assessment.

My first goal is to ‘facilitate and inspire student learning and creativity” (the International Society for Technology in Education (ISTE), 1997-2010). I plan to utilize digital storytelling as a technique. I will begin by familiarizing myself with the basic functions of iMovie by importing and editing a movie of my students enacting a story from our literature curriculum. According to Dr. Peggy Ertmer, the key components to enhance standard based learning is through knowledge of program capabilities, confidence to implement, positive beliefs, and locating supportive resources (Laureate, 2009) .To monitor my progress during this multimedia project, I will create a rubric using Partnership for 21st Century skills to guide my work . The evaluation phase of this project will be to two-fold. This video will not only be evaluated by myself, but also by another professional in my cohort. This will ensure I have demonstrated competent knowledge of the program.

Additionally, I plan to “design and develop digital-age learning experiences and assessments” (1997-2010) by utilizing King-Sears and Evmenova’s Checkerboard of Choices for Integrating Low, Medium, and High Technology Into Instruction (King-Sears & Evmenova, 2007). Exploring these multiple avenues in which students can demonstrate their knowledge will allow me an authentic opportunity to assess student mastery. “When you know what your choices are, you are better able to determine whether technology is already available or whether you need to request specific technology” (2007). I will use the Checklist for Integrating Technology Into Instruction(2007) by King-Sears and Evmenova to progress monitor my ability to organize and implement these various mediums. Additionally, I will evaluate my ability to encapsulate these digital projects into various lessons by tracking the impact of student learning. This will allow me to develop my skills in the navigation of these technologies in a progressive and methodical manner (Laureate, 2009).

Technology is a tool to be used in the classroom for the betterment of student comprehension, mastery, and development. It is no longer as simple as making computers accessible to students. Instead, students must go beyond basic keyboarding and learn the importance and responsibility of the keystrokes that bring the outside world to their fingertips.

References

King-Sears, M., & Evmenova, A. (2007). Premises, Principles, and Processes for Integrating TECHnology Into Instruction. Teaching Exceptional Children, 40(1), 6-14. Retrieved from Education Research Complete database.

Laureate Education, Inc. (Executive Producer). (2009). Program 2. Promoting Creative Thinking with Technology. [Educational video]. Baltimore: Author.

National Education Standards for Teachers (NETS-T) located at: http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/
2008Standards/NETS_T_Standards_Final.pdf

Prensky, M. (2008). Turning On the Lights. Educational Leadership, 65(6), 40-45. Retrieved from Education Research Complete database.

New Literacy's Reflection

The definition of literacy no longer means just being able to read, write, and regurgitate. Instead, today’s digital-based society requires that participants be able to manipulate, maneuver, and manage numerous sources of information simultaneously in order to construct new meanings (Eagleton & Dobler, 2007). For the classroom, this means implementing New Literacy Perspectives: how to generate questions/problem statements, conduct inquiries, synthesize resources, and share information (Laureate, 2009) to better equip students and educators for transition into the 21st century workforce.

I experienced an “ah-ha” moment when I read Jukes and Macdonald’s 21st Century Fluency Skills list and it occurred to me that just simply utilizing technology in the classroom was not synonymous with teaching 21st century skills. Instead, technology provides a platform by “facilitating the analytical and critical thinking and collaboration championed in the constructivist approach to education” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Teaching students how to use digital devices and their various applications is only a fraction of the skills needed to become web literate. These components are only stepping-stones students “…will need to work with information in all forms to fashion productions that have value, that entertain and teach” (Jukes & Macdonald, 2007).

Like myself, my students tend to do well on an individual basis but struggle to complete tasks when group dynamics are involved. Dr. Leu emphasizes that the development of global communication has made socioculturalism an imperative step in the acquisition of new literacy skills (Leu, Kinzer, Coiro, Cammack, 2004). Knowledge gained relating to stimulating social interaction in my classroom illustrated for me the importance of student engage in collaborative partnerships in both traditional tasks as well as digital-based ones. Utilizing VoiceThread (VoiceThread.com), for example, would be an age appropriate way for me to incorporate new literacy skills and promote social interaction in my classroom. Students can share ideas and thoughts not just within the confines of the classroom but also on a more global level.

In the coming school year, I would like to engage in professional develop using a new multimedia strategy called scrapblog. This” …enables students to create media-rich scrapbooks for the Web that they can share with others and receive feedback” (Oliver, 2008). I will seek out professional development on local and regional levels as well as online collaborations. Working knowledge of applications like BubbleShare (bubbleshare.com), Weebly (weebly.com) Quimble (quimble.com) will enable me to help students actively engage in setting up and participating in our class blog site. By personalizing this project with content that directly pertain to them, my students will be more apt to stay involved and continue to develop skills they can post as achievements.

Additional, I will seek out professional develop that focuses on teaching online etiquette and safety. Since I am on my district’s STEM committee, this will give me the opportunity to build relationships and make connections with other professionals and share my gained knowledge with the staff at my school. The Internet is a potent force that brings about the best and worst of society. Its endless avenues provide outlets for individuals to research, publish, and create within a few clicks of a button. As students discover this world, we as educators need to impress upon them gravity of staying safe, responsible and ethical online (2009).

The needs of the 21st century learner are vastly different from those of previous generations (Jukes & Macdonald, 2007). "We have passed from a smokestack age which was information lean to an age of info-glut and info-garbage" (Coiro, 2003). Therefore, today's students need to become "healthy skeptic[s]" (2007) in order to develop the necessary skills to become articulate and ethical users and producers of online information.

References
Coiro, J. L. (2003). Rethinking comprehension strategies to better prepare students for critically evaluating content on the Internet. New England Reading Association Journal, 39(2), 29–34.

Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for
Internet inquiry. New York: The Guilford Press.

Jukes, I. (2007). 21st century fluency skills: Attributes of a 21st century learner. Retrieved from http://www.committedsardine.com/handouts/twca.pdf

Laureate Education, Inc. (Executive Producer). (2009). Program 4. Teaching Online Literacy Skills. [Educational video]. Baltimore: Author.

Leu, D. J., Kinzer, C. K., Coiro, J. L., & Cammack, D. W. (2004). Toward a
Theory of New Literacies Emerging from the Internet and other Information and Communication Technologies. Theoretical Models and Processes of Reading (5th ed.), 1570–1613. http://sylvan.live.ecollege.com

Oliver, K. (2008, May). Media magic. Learning & Leading with Technology,
35(7), 33–33.

Pitler, H., Hubbell, E.R., Kuhn, M., & Malenoski, K. (2007). Using
Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.

Personal Learning Theory Summary

Personal Learning Theory Summary
A teacher’s personal learning theory can impact his or her instructional practices in the classroom and directly impact student performance. During my course of study on the theories of learning, I have consistently identified with the behaviorist learning theory that says “[t]he consequences of an act affect the probability of it's occurring again.” (Thinkexist.com). This model for learning validates my previous rationality that if students feel safe, valued, and successful in their learning environment than high expectation will be met and outcomes achieved. It has also become apparent to me that employing social constructivism strategies like authentic assessment, ongoing feedback and recognition are critical aspects in facilitating students’ towards being positive, productive and successful learners.
Immediate Adjustment
Employing strategies that emphasize the usage of nonlinguistic representations into my daily lessons is an immediate adjustment that I can make to my instructional practices. Research has proven that students can make up to a 38-percentile gain when strategies such as kinesthetic activities, concept mapping and images are used in place of traditional instructional practices (Marzano, Pickering, & Pollock, 2001). Two technologies I can incorporate nonlinguistic representations with are Kidspiration (www.inspiration.com) and VoiceThread (http://voicethread.com/#home). Kidsiration’s vocabulary word template will enable my students to create image concept maps to organize information and VoiceThread (http://voicethread.com/#home) will offer my students a platform to share summaries and analysis regarding information gained from these digital images. Utilizing various media strategies in my classroom allows students to further their comprehension of the content through means that are meaningful and relevant.
Long Term Goals
Setting goals that involve structuring student-learning experiences around high interest and developmentally appropriate strategies demonstrates my commitment to learning new techniques that can positively affect my students’ outcomes. The integration of technology into instructional practices is defined by Lever-Duffy & McDonald as the teaching strategies and techniques used to impart content through the use of media (Lever-Duffy & McDonald, 2008). Believing that how students view learning affects their performance, I will make my first long-term goal the incorporation of website based instruction. The students in my classroom often utilize, are instructed though, or assessed using website based tutorial programs. I will facilitate this change by using instructional sites such as Internet4classrooms (www.internet4classrooms.com) or Brainpop (www.brainpop.com)to aid students in building concept connections instead of just regurgitating information. “With the advent of powerful and inexpensive computers, early [computer-assisted instruction] CAI programs have long since evolved into the powerful, multimedia programs available today that entice students to learn and support teacher’s instructional efforts” (Lever-Duffy & McDonald, 2008). The basis for all learning theories according to Dr. Orey is the active engagement of students in their own learning process (Laureate, 2009). My second goal will be to utilize digital means to provide my students with an opportunity to create products that can be shared with others. Using Powerpoint (office.microsoft.com/powerpoint), Jigsaw Classroom (www.jigsaw.org), or iWeb (www.apple.com/ilife/iweb), I will be able to provide my students with the tools to demonstrate and share and demonstrate their knowledge in a format that fits with 21st century skills. As a behaviorist/social constructivist, my future teaching practices need to reflect strategies that enable students to be conditioned through positive concrete learning experiences that best meet their preferred learning modality and challenges their desire to explore other types.
Conclusion
Engaging in effective classroom instruction requires me to employ ongoing reflective practices, which delve into my own beliefs, the data supported theories of others, and the needs of the individual students in my classroom. Closely examining these will enable me to provide students with the optimal learning experience designed to promote and support their development of self-efficacy.


References
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory,
instruction, and technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education,
Inc., custom ed.). Boston, MA: Pearson Education, Inc. Chapter 1: Theoretical
Foundations, pg. 2–35
Marzano, R.J., Pickering, D.J, Pollock, J.E. (2001). Classroom Instruction that Works: Research-
Based Strategies for Increasing Student Achievement. Alexandria, VA: ASCD. Chapter
6: Nonlinguistic Representations, pg. 72-83.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved on March 7, 2010 from http://projects.coe.uga.edu/epltt/

What does the future hold?

A New Twist to Cooperative Learning

The use of “cooperative learning” (Pittler, Hubbell, Kuhn & Malenoski, 2007) as an instructional strategy can have a positive impact on student achievement. “When students work in cooperative groups, they make sense of, or construct meaning for, new knowledge by interacting with others” (2007). This approach supports social learning idealogy that states each individual has the capacity to learn at his or her given level when provided with the proper support (Laureate, 2009). In “cooperative learning” (2007) environments, support is provided through the development of “positive interdependence, face to face, promotive interaction, individual and group accountability, interpersonal and small-group skills, and group processing” (2007). These five components are critical to the success of each individual as well as the group as a whole because they build a sense of community and foster responsibility.

The development of technology has but a new spin on “cooperative learning” (2007) and enabled students to reach out to others all over the world. This new type of learning strategy where technology, social networks, and information come to together is called connectivism (2009). Connectivism allows students and educator to stay connected with current trends and change education from the former rigid tiered learning process to a multi-dimensional sensory experience (2009). Web-enable resources like The Global Schoolhouse www.globalschoolnet.org/GSH/ (2007) and Jigsaw Classroom www.jigsaw.org (2007) offer students and educators the chance at worldwide collaborate with others in order to create an artifact. Helping students make connections and demonstrate articulation of content while part of a team is a crucial part of the social learning theory.

Julie Sorg

References

Laureate Education, Inc. (Executive Producer). (2009). 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.

Constructivist at Play in the Technology Based Classroom

A constructivist/constructist learning theory-based classroom utilizes a project centered learning atmosphere to maximize achievement outcomes. “A classroom based on constructivism has many elements that promote a learner-oriented learning environment” (Han & Bhattacharya, 2001) like the ones suggested in “Generating and Testing Hypothese” (Pitler, Hubbell, Kuhn & Malenoski, 2007). Doing so allow students to apply deductive reasoning skills to the content areas, which in turn require them to explore their own ideas and conduct inquiry, based research.

The resources listed in Using Technology with Classroom Instruction that Works (2007) had little if any age appropriate applications for my pre-k classroom. Han and Bhattacharya state that “[l]earners don't get ideas; they create ideas” (2007). In my classroom, I focus my students’ learning around sensory-based experiences using student selected themes and hand-on activities. These activities often utilize technology by generating graphic organizers, exploring tutorial programs, visiting virtual field trips and exploring kid friendly web sites. We then use various materials to create murals, art projects, posters, and charts to demonstrate their knowledge. This “…builds on the "Constructivist" theories of Jean Piaget, asserting that knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner” (2007). By having my students create artifacts that they can share with others(Laureate, 2009), I am allowing them opportunity to explore their own perceptions and develop new schemas for understand the content.



References

Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved , from http://projects.coe.uga.edu/epltt/

Laureate Education, Inc. (Executive Producer). (2009). 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.

The Learning Modalities of the Cognitive Learning Theory

The students of today are digital natives and can best be served through multimedia experiences. Technology provides educators with the tools to utilize cognitive learning theory’s premise that “[i]ntegrateing multiple senses in presentation improves learning” (Laureate, 2008). Teaching students strategies like “Cues, Questions, and Advance Organizers” (Pitler, Hubbell, Kuhn, & Malenoski , 2007) and “Summarizing and Note Taking” (2007) help students create a mind map which allows multiple networks to be established for easier retrieval later.

The purpose of Cues, Questions, and Advance Organizers” (2007) is to encourage students think in the higher order through focused and deliberate concept development (2007). Utilizing techniques such as think, pair, & share, Kidspiration (“Kidspiration Supports Success Across the Curriculum,”.2010), and Bloom’s Taxonomy (2007) can help student synthesize information and promote “elaboration” (Laureate, 2008). “By engaging in these activities, learners construct meaning in a way unique to themselves, incorporating the cognitive, emotional, and physical aspects of learning” (Oxendine, Robinson, & Willson, 2004). Therefore, supporting the cognitive learning theory, which states that students will develop multiple avenues for long term memories if sensory receptors are activated.

“Summarizing and Note Taking” (2007) teaches students to discern the critical information from the material presented. Research has proved that individuals are only able to process “+7/-2 pieces of information at on time” (2007), so it is essential that students know how to analyze and make summations of information. Realizing how the sensory registry process data provides educators with the opportunity to instruct students in the most effective way.

Concept mapping and virtual field trips are two additional tools that can be used in the classroom to aid students in developing long-term memory. Paivio’s dual coding hypothesis correlates the positive effect presenting imagery in conjunction with text has on information recall (2007). In tandem, both these strategies enable students to form numerous pathways for information to be cross-connected and embedded.

Cognitive learning theory backs up what most teachers have known for years. Students learn the best when actively engaged in multi-sensory high interest activities. Educating oneself on the learning implications of research-based theories can only create a richer and more rewarding learning environment.

Resources

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

Kidspiration Supports Success Across the Curriculum.. (2010). Inspiration software, Inc. Retrieved March 14, 2010, from http://www.inspiration.com/Kidspiration/Details

Oxendine, C., Robinson, J., & Willson, G. (2004). Experiential learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved March 14, 2010 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.

Behaviorism: It's all in how you use it.

B.F. Skinner “described learning as a response to events or stimuli and the result of the reinforcement of the response” (Lever-Duffy & McDonald, 2008). Several indicators are present in today’s classroom that indicate the active implementation of the behaviorism theory being still widely used (Laureate, 2009). “Reinforcing Effort” (Pitler, Hubbell, Kuhn & Malenoski, 2007) and “Homework and Practice” (Pitler, Hubbell, Kuhn & Malenoski, 2007) are two areas in which B.F. Skinners’ ideology and technology enhanced instructional strategies can be implemented to fosters students’ sense of self-efficacy.
The lack of ability to identify and equate one’s own success to perseverance and diligence (Pitler, Hubbell, Kuhn & Malenoski, 2007) is a disturbing trend in today’s schools. According to the principles of the behaviorism theory, this trend is due to the lack of immediate and relevant reinforcement. Instructional strategies like computer generated rubrics and progress monitoring charts are according to Pitler, Hubbell, Kuhn and Malenoski are several ways to provide students with feedback that can help them track their own achievements. “The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, Hubbell, Kuhn & Malenoski, 2007).
Additionally, creating “Homework and Practice” (Pitler, Hubbell, Kuhn & Malenoski, 2007) that “…practice[s] a skill or concept enhances their ability to reach the expected level of proficiency” (Pitler, Hubbell, Kuhn & Malenoski, 2007). The behaviorist learning theory says “[t]he consequences of an act affect the probability of it's occurring again.” (Thinkexist.com, 1999-2010). Incorporating instructional strategies such Web resources, word processing programs, and communication software into standard based assignments will keep students engaged by applying techniques relevant to the digital age they live, work and play in. “Technology facilitates homework and practice by providing a wealth of resources for learning outside the classroom, making it easier for students to work on collaborative homework assignments and providing ‘drill and practice’ resources that help students refine their skills” (Pitler, Hubbell, Kuhn & Malenoski, 2007).
Operant conditioning is a widely used as practiced behavior modification strategy (Laureate, 2008). In our society’s educational climate, this practice must be paired with media resources to remain relevant and effective. The many available technology based tools make this option feasible for most and imperative for many.

References
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory,
instruction, and technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education,
Inc., custom ed.). Boston, MA: Pearson Education, Inc. Chapter 1: Theoretical
Foundations, pg. 2–35
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with
Classroom Instruction that Works. Alexandria, VA: ASCD.
Thinkexist.com. (1999-2010). B.F. Skinner Quotes. Retrieved on March 7, 2008. from
http://thinkexist.com/quotes/b._f._skinner/

Been a long time!

It's time to blog again. The new topic for discussion is working technology into the classroom or is it working the classroom into technology. Kinda like the chicken and the egg. Well, here is to another eight weeks.