The information that I have learned in this course, Bridging Learning Theory, Instruction, and Technology, has lead me to consider learning theory more carefully as I plan lessons. While I have always tried to use diverse learning activities, I am now more familiar with the theory behind those techniques and why they work. I also am more familiar with current research on brain function and which instructional techniques support current brain research.
Through this course, I have learned several new technology tools that I plan to integrate into my classroom. One is Voice Thread, an online tool that allows students to post artifacts and comment on artifacts that others have posted. Voice Thread is extremely user-friendly, which makes it a perfect tool for classroom use. Students will not need to spend much time learning how to use the technology. They will be able to start posting and responding almost immediately. Voice Thread can enhance student learning by allowing students to post any type of artifact that they would like to demonstrate what they have learned. Almost any learning style can be accommodated, as students can post a writing sample, a drawing, or an audio recording. As they explore each others’ artifacts and make comments, they are engaging in discussion about the content that they learned. Thus Voice Thread supports the social constructionist theory of learning because students construct artifacts and then engage in discussion about the artifacts (Laureate Education, Inc., 2009).
Another technology tool that I plan to integrate is electronic concept mapping software. I have used concept mapping techniques with my students in the past, and I think they will find the software to be helpful in creating maps. Concept maps help students to organize information and to make connections between several concepts (Canas & Novak, 2008).
As long-term goals, I hope to incorporate new learning technology tools into each unit that I teach. To achieve this goal, I will adjust one lesson per unit to include at least one new technology tool that I have not used in the past. I would also like to continue to learn about current brain research and incorporate new strategies that support current learning theories. To achieve this goal, I will use library resources from Walden University as well as the library at the school where I teach to read at least one current article about brain research per month. As I learn more about the topic, I will make adjustments to my instructional practices to support student learning.
References
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Novak, J. D. & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/ Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
Wednesday, December 23, 2009
Saturday, December 5, 2009
Wednesday, December 2, 2009
Social Learning in Practice
According to social learning theory, learning takes place when students are actively engaged in constructing knowledge collaboratively with others (Laureate Education, Inc., 2009). This type of social learning, known as social constructionism, is similar to the constructionist learning theory. Both focus on construction of artifacts, but in social constructionism, students work collaboratively.
Pitler, Hubbell, Kuhn, and Malenoski (2007) believe that technology can be effectively incorporated into collaborative learning activities. They suggest that students work collaboratively to construct technology-based artifacts, such as multimedia presentations or web sites. They also take the idea of collaboration between students one step further by suggesting technologies that allow students to collaborate with peers from other geographical locations. Communicating with keypals, or email pen pals, is one way to encourage social learning between students of different cultural backgrounds. Other social networking tools, such as Skype, wikis, and Voice Thread, can also encourage collaboration beyond the walls of the classroom.
When implemented correctly, social learning will lead to an increase in student engagement and motivation. When faced with the task of learning new information, I believe that students prefer to feel as though they are part of a team rather than an individual. Outside of school, students gravitate toward technology-based social networking. Current technological advances allow for almost constant socialization. Students communicate more than ever through text message, email, and social networking web sites. Social learning has become their way of understanding the world. As educators learn to address the needs of millennial learners, social learning theory becomes increasingly relevant in the classroom.
Resources
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.
Pitler, Hubbell, Kuhn, and Malenoski (2007) believe that technology can be effectively incorporated into collaborative learning activities. They suggest that students work collaboratively to construct technology-based artifacts, such as multimedia presentations or web sites. They also take the idea of collaboration between students one step further by suggesting technologies that allow students to collaborate with peers from other geographical locations. Communicating with keypals, or email pen pals, is one way to encourage social learning between students of different cultural backgrounds. Other social networking tools, such as Skype, wikis, and Voice Thread, can also encourage collaboration beyond the walls of the classroom.
When implemented correctly, social learning will lead to an increase in student engagement and motivation. When faced with the task of learning new information, I believe that students prefer to feel as though they are part of a team rather than an individual. Outside of school, students gravitate toward technology-based social networking. Current technological advances allow for almost constant socialization. Students communicate more than ever through text message, email, and social networking web sites. Social learning has become their way of understanding the world. As educators learn to address the needs of millennial learners, social learning theory becomes increasingly relevant in the classroom.
Resources
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.
Wednesday, November 25, 2009
Constructionism in the Classroom
As a science teacher, I ask students to generate and test hypotheses often. I was a bit surprised by the suggestion of Pitler, Hubbell, Kuhn, and Malenoski (2007) that teachers of all disciplines use the generation and testing of hypotheses as an instructional strategy to increase student learning. The idea that teachers in other content areas could use scientific processes to engage students in the learning process really excites me.
The method of generating and testing hypotheses can be aligned with the principles of constructionist learning theory. According to constructionist theory, learners create a schema, or personal understanding, of the external world. When new information is encountered, the learner deals with it through one of two processes: assimilation or accommodation. Through assimilation, the learner makes the external reality (in this case the data collected through the testing of a hypothesis) fit with his or her own schema. Conversely, through accommodation, the learner adjusts his or her own schema to fit with the external reality. The construction of artifacts is central to constructionist learning theory. When the student is actively engaged in constructing artifacts, he or she is processing new information by accommodation and assimilation (Laureate Education, Inc., 2009). Thus, the new information is encoded in the memory.
In order to incorporate the constructionist approach, students must follow up their data collection with the creation of an artifact. Pitler, Hubbell, Kuhn, and Malenoski (2007) discussed a project in which students collected data about the pH of water sources in their community. They created hypotheses and then tested them by collecting the data. Students could then use the data to create an artifact – perhaps an informative brochure about acid rain or a power point presentation to explain the cause and effect of acid rain.
Pitler, Hubbell, Kuhn, and Malenoski (2007) also listed several web-based programs that incorporate the generation and testing of hypotheses. One of the programs, Primary Access, gives students access to primary-source images about historical events. The students then create movies using the images. The creation of movies aligns with the constructionist theory of learning because students are actively engaged in the creation of an artifact (Laureate Education, Inc., 2009).
Resources
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 method of generating and testing hypotheses can be aligned with the principles of constructionist learning theory. According to constructionist theory, learners create a schema, or personal understanding, of the external world. When new information is encountered, the learner deals with it through one of two processes: assimilation or accommodation. Through assimilation, the learner makes the external reality (in this case the data collected through the testing of a hypothesis) fit with his or her own schema. Conversely, through accommodation, the learner adjusts his or her own schema to fit with the external reality. The construction of artifacts is central to constructionist learning theory. When the student is actively engaged in constructing artifacts, he or she is processing new information by accommodation and assimilation (Laureate Education, Inc., 2009). Thus, the new information is encoded in the memory.
In order to incorporate the constructionist approach, students must follow up their data collection with the creation of an artifact. Pitler, Hubbell, Kuhn, and Malenoski (2007) discussed a project in which students collected data about the pH of water sources in their community. They created hypotheses and then tested them by collecting the data. Students could then use the data to create an artifact – perhaps an informative brochure about acid rain or a power point presentation to explain the cause and effect of acid rain.
Pitler, Hubbell, Kuhn, and Malenoski (2007) also listed several web-based programs that incorporate the generation and testing of hypotheses. One of the programs, Primary Access, gives students access to primary-source images about historical events. The students then create movies using the images. The creation of movies aligns with the constructionist theory of learning because students are actively engaged in the creation of an artifact (Laureate Education, Inc., 2009).
Resources
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.
Wednesday, November 18, 2009
Cognitive Learning Theory
According to Orey (Laureate Education, Inc., 2009), cognitive learning theories include the idea that short term memory is limited to processing seven (plus or minus two) pieces of information at a time, information is encoded in the memory through the mechanism of elaboration, images are encoded into the memory much more effectively than text, and episodic experiences provide a basis for creating a network of new ideas. Cues, questions, and advance organizers relate to cognitive theory in that they help to make new informational manageable for the learner. Because the short term memory is limited in the amount of information that it can process at one time, it is important for students to prepare to organize the information that they encounter. Teachers can facilitate this preparation by providing cues, questions, and advance organizers. An example of an advance organizer is a two-column notes template. As students encounter new information, they can record and organize it into their template (Pitler, Hubbell, Kuhn, and Malenoski, 2007).
The strategy of summarizing, specifically reciprocal teaching, helps students to remember information through the process of elaboration. As described by Pitler, Hubbell, Kuhn, and Malenoski, reciprocal teaching involves one student who acts as the leader. The leader summarizes information, asks questions, asks for clarification, and asks for predictions from the class. This process of elaboration helps students to make additional cognitive connections and increase their likelihood of recalling the information later.
Additional cognitive connections can be made by creating meaningful images and episodic experiences. When students create concept maps, they make a visual representation of the concepts they are learning. While concept maps contain text, the text is arranged graphically to organize connections between words and concepts (Novak and Canas). Episodic experiences can be created through the use of virtual field trips. The virtual trips take students to places where they could not travel to during the school day and allow them to experience the information that they are learning first hand.
The strategies outlined above align with cognitive learning theories. Cognitive learning theory takes into consideration the manner in which information is encoded in the brain. The strategies above address several components of cognitive learning theory, including the limitations of short term memory, the effectiveness of images, the importance of elaboration, and the network model of acquiring new information.
References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Novak, J. D. & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/Research Papers/TheoryUnderlyingConceptMaps.pdf
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
The strategy of summarizing, specifically reciprocal teaching, helps students to remember information through the process of elaboration. As described by Pitler, Hubbell, Kuhn, and Malenoski, reciprocal teaching involves one student who acts as the leader. The leader summarizes information, asks questions, asks for clarification, and asks for predictions from the class. This process of elaboration helps students to make additional cognitive connections and increase their likelihood of recalling the information later.
Additional cognitive connections can be made by creating meaningful images and episodic experiences. When students create concept maps, they make a visual representation of the concepts they are learning. While concept maps contain text, the text is arranged graphically to organize connections between words and concepts (Novak and Canas). Episodic experiences can be created through the use of virtual field trips. The virtual trips take students to places where they could not travel to during the school day and allow them to experience the information that they are learning first hand.
The strategies outlined above align with cognitive learning theories. Cognitive learning theory takes into consideration the manner in which information is encoded in the brain. The strategies above address several components of cognitive learning theory, including the limitations of short term memory, the effectiveness of images, the importance of elaboration, and the network model of acquiring new information.
References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Novak, J. D. & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/Research Papers/TheoryUnderlyingConceptMaps.pdf
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, November 11, 2009
Behaviorism in Practice
Behaviorist theory focuses only the observable behavior of the learner (Orey, 2001). While behaviorist theory is often applied to classroom management, it can also be applied to instructional techniques. Orey (Laureate Education, Inc., 2009) explains that a strategy called programmed instruction employs findings of behaviorism for instructional purposes. In programmed instruction, information is presented followed by questions for the student to answer. Providing the correct answer is the desired behavior, so if the student answers correctly, the behavior is reinforced. If the student answers incorrectly, the information is presented again, followed by more questions. Orey (Laureate Education, Inc., 2009) points out that online computer tutorials follow the same format as programmed instruction. As students progress through tutorials, they must answer questions to demonstrate what they have learned. If they answer correctly, they move forward in the tutorial, and if not, they spend more time on the topic.
Educational technology correlates with behaviorism in other ways, as well. One web site, www.flashcardexchange.com (Pitler, Hubbell, Kuhn, & Malenoski, 2007), allows students to make their own flash cards and then practice studying with them. Flash cards are a traditional drill and practice technique, relying on stimulus and response. While technology may provide easy access to behaviorist-driven instructional techniques, the uses of educational technology should not be confined to behaviorist strategies. Technology provides access to a wide variety of instructional tools, many of which provide differentiated instruction tailored to the learning needs of the student (Pitler, et al., 2007). Instructional practices based upon behaviorism should be used sparingly and in conjunction with a variety of other instructional techniques. Technology in the classroom should also be aligned with a variety of instructional strategies to achieve maximum student engagement and learning.
References
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Educational technology correlates with behaviorism in other ways, as well. One web site, www.flashcardexchange.com (Pitler, Hubbell, Kuhn, & Malenoski, 2007), allows students to make their own flash cards and then practice studying with them. Flash cards are a traditional drill and practice technique, relying on stimulus and response. While technology may provide easy access to behaviorist-driven instructional techniques, the uses of educational technology should not be confined to behaviorist strategies. Technology provides access to a wide variety of instructional tools, many of which provide differentiated instruction tailored to the learning needs of the student (Pitler, et al., 2007). Instructional practices based upon behaviorism should be used sparingly and in conjunction with a variety of other instructional techniques. Technology in the classroom should also be aligned with a variety of instructional strategies to achieve maximum student engagement and learning.
References
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Friday, August 21, 2009
Course Reflection
Throughout this course, I have gained experience with technologies that I did not previously use, including blogs, wikis, and podcasts. While I was aware of these tools and often utilized blogs, wikis, and podcasts posted by others, I never created my own. Experiencing these technologies first hand is an important first step in incorporating them into the classroom. In addition, I also learned many possible ways to use these tools to engage my students and help them to take ownership of their educational experience.
Classroom technology is much more than just a way to get students’ attention. Today’s millennial learners have grown up in a world where unlimited information is available at their fingertips (Laureate Education Inc., 2008). As a teacher, I am responsible for teaching my students how to be efficient consumers of that information, as well as how to be responsible participants in the global digital community. This type of information literacy is one of the many twenty-first century skills defined by Dr. Thornburg (Laureate Education Inc., 2008).
As information literacy and other twenty-first century skills become the focus in the classroom, the role of the teacher must change, as well. To foster skills such as team work, collaboration, and critical thinking, the teacher must take on the role of a facilitator rather than a lecturer (Keengwe, Onchwari, & Wachira, 2008). I have always included student-centered activities in my lessons whenever possible, but like most teachers, I fall into lecture mode from time to time. As a result of what I have learned in this course, I am increasingly aware of the need for learner-centered activities.
I need to be proactive in building collaborative communities through blogs, following them through RSS, and continuing to expand my own knowledge and comfort level with technology. I will also begin to incorporate technology slowly into my classroom. I hope to continue to build on my abilities over time and test new ideas in my classroom as I learn new technologies.
My first goal is to incorporate a blogging component into my students’ assignments. My second goal is to become an efficient consumer of web-based information related to technology and biology. Then, I will teach my students to do the same through assignments which require them to hone these skills.
Because I completed this course during the summer and do not currently have students, I cannot honestly say that my answers to the checklist from week one have changed. I do have many plans for the upcoming school year that will affect my answers, though. Most notably, I plan to provide students with many opportunities to use technology to support their learning, and also to design lessons that require students to formulate questions for inquiry and engage in real-world problem-solving activities.
Resources:
Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal, 16(1), 77–92.
Laureate Education, Inc. (2008). Understanding the impact of technology on education, work, and society. Baltimore: Author.
Classroom technology is much more than just a way to get students’ attention. Today’s millennial learners have grown up in a world where unlimited information is available at their fingertips (Laureate Education Inc., 2008). As a teacher, I am responsible for teaching my students how to be efficient consumers of that information, as well as how to be responsible participants in the global digital community. This type of information literacy is one of the many twenty-first century skills defined by Dr. Thornburg (Laureate Education Inc., 2008).
As information literacy and other twenty-first century skills become the focus in the classroom, the role of the teacher must change, as well. To foster skills such as team work, collaboration, and critical thinking, the teacher must take on the role of a facilitator rather than a lecturer (Keengwe, Onchwari, & Wachira, 2008). I have always included student-centered activities in my lessons whenever possible, but like most teachers, I fall into lecture mode from time to time. As a result of what I have learned in this course, I am increasingly aware of the need for learner-centered activities.
I need to be proactive in building collaborative communities through blogs, following them through RSS, and continuing to expand my own knowledge and comfort level with technology. I will also begin to incorporate technology slowly into my classroom. I hope to continue to build on my abilities over time and test new ideas in my classroom as I learn new technologies.
My first goal is to incorporate a blogging component into my students’ assignments. My second goal is to become an efficient consumer of web-based information related to technology and biology. Then, I will teach my students to do the same through assignments which require them to hone these skills.
Because I completed this course during the summer and do not currently have students, I cannot honestly say that my answers to the checklist from week one have changed. I do have many plans for the upcoming school year that will affect my answers, though. Most notably, I plan to provide students with many opportunities to use technology to support their learning, and also to design lessons that require students to formulate questions for inquiry and engage in real-world problem-solving activities.
Resources:
Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal, 16(1), 77–92.
Laureate Education, Inc. (2008). Understanding the impact of technology on education, work, and society. Baltimore: Author.
Thursday, August 6, 2009
Technology Prevalence Podcast
According to Alan November's article on the Tech & Learning web site, educators are wrong to ban student use of technology in the classroom. He argues that teachers need to take advantage of the learning tools that students enjoy using to increase motivation in the classroom. "The fact remains: These tools can be a major distraction from learning or they can be a major catalyst to it. It will be the courageous educator who works with students to explore the power of these tools and in turn empowers students to be lifelong learners and active shapers of a world we cannot yet imagine" (November, 2007).
I surveyed nine students from my high school to get a feel for their experience with technology. I recorded the results of my survey in a podcast posted below. Unfortunately, I was not able to obtain parental permission to record the students themselves.
Resources:
November, Alan. (2007, June 15). Banning student containers. Tech & Learning. Retrieved from http://www.techlearning.com/article/7468
I surveyed nine students from my high school to get a feel for their experience with technology. I recorded the results of my survey in a podcast posted below. Unfortunately, I was not able to obtain parental permission to record the students themselves.
Resources:
November, Alan. (2007, June 15). Banning student containers. Tech & Learning. Retrieved from http://www.techlearning.com/article/7468
Wednesday, July 22, 2009
21st Century Classroom
As we move further and further into an age where computers can perform more and more of our jobs, providing students with skills that will help them to be successful in the changing job market is essential. The 21st century job market requires relies on two types of skills: expert thinking and complex communication (Levy & Murnane, 2006).
The Partnership for 21st Century Skills (P21) web site, http://www.21stcenturyskills.org, contains information about the need for change in education. According to the site, one of their goals is to "provide educational leaders with tools, examples, and a strategy for action, not more rhetoric." One of the tools available from P21 is a Skills Map (available for Science, Geography, English, and Social Studies) to aid educators in incorporating 21st century skills into the classroom.
The outcomes described in the Science Map do incorporate 21st century skills and science skills, but they do not seem to fit easily into the curriculum that is already required for my ninth grade Biology students in the state of Virginia. Outcomes are listed for three grade levels: 4th, 8th, and 12th. As my students are in ninth grade, I should be preparing them for the 12th grade outcome, but there are no examples listed for integration into ninth grade. While the Skills Maps are a step in the right direction for helping educators to adapt their teaching style to match 21st century skills, I think that outcomes should be listed for other grade levels, as well as strategies for meeting that outcome.
The P21 web site also contains a Tools & Resources section, but finding an actual strategy that can be applied to my classroom has been difficult. Most of the resources are just links to other web sites where you can... search for resources. It seemed like a never-ending search that produced no tangible results.
While I was unable to find the "tools, examples, and strategy for action" promised by P21, the site is an excellent resource for learning about what skills are necessary in the 21st century work place. Educators and students alike need to be aware that job skills are changing; education should therefore be changing, too.
Several states (my state of Virginia not included) are part of the P21 Partnership. These states are re-writing their standards and assessments to include 21st century skills. If education is truly going to change to include skills necessary to be competitive in a global job market, all states need to follow this lead. The Virginia Department of Education Office of Educational Technology does supply a list of technology standards for students in Virginia public schools. However, these standards are separate from the content standards that teachers must already cover. The Virginia Department of Education should consider making a single list of standards that incorporate both technology and content. In this world of high-stakes standardized testing, educators are doing all they can to prepare their students for success. Educational policy-makers need to ensure that the standards they provide will indeed prepare students for success after school.
Resources:
The Partnership for 21st Century Skills (P21) web site, http://www.21stcenturyskills.org, contains information about the need for change in education. According to the site, one of their goals is to "provide educational leaders with tools, examples, and a strategy for action, not more rhetoric." One of the tools available from P21 is a Skills Map (available for Science, Geography, English, and Social Studies) to aid educators in incorporating 21st century skills into the classroom.
The outcomes described in the Science Map do incorporate 21st century skills and science skills, but they do not seem to fit easily into the curriculum that is already required for my ninth grade Biology students in the state of Virginia. Outcomes are listed for three grade levels: 4th, 8th, and 12th. As my students are in ninth grade, I should be preparing them for the 12th grade outcome, but there are no examples listed for integration into ninth grade. While the Skills Maps are a step in the right direction for helping educators to adapt their teaching style to match 21st century skills, I think that outcomes should be listed for other grade levels, as well as strategies for meeting that outcome.
The P21 web site also contains a Tools & Resources section, but finding an actual strategy that can be applied to my classroom has been difficult. Most of the resources are just links to other web sites where you can... search for resources. It seemed like a never-ending search that produced no tangible results.
While I was unable to find the "tools, examples, and strategy for action" promised by P21, the site is an excellent resource for learning about what skills are necessary in the 21st century work place. Educators and students alike need to be aware that job skills are changing; education should therefore be changing, too.
Several states (my state of Virginia not included) are part of the P21 Partnership. These states are re-writing their standards and assessments to include 21st century skills. If education is truly going to change to include skills necessary to be competitive in a global job market, all states need to follow this lead. The Virginia Department of Education Office of Educational Technology does supply a list of technology standards for students in Virginia public schools. However, these standards are separate from the content standards that teachers must already cover. The Virginia Department of Education should consider making a single list of standards that incorporate both technology and content. In this world of high-stakes standardized testing, educators are doing all they can to prepare their students for success. Educational policy-makers need to ensure that the standards they provide will indeed prepare students for success after school.
Resources:
Levy, F., & Murnane, R. (2006, Summer2006). Why the changing American economy calls for twenty-first century learning: Answers to educators' questions. New Directions for Youth Development, 2006(110), 53-62. Retrieved July 22, 2009, from Academic Search Premier database.
Thursday, July 16, 2009
Wiki - Wow!
As I learn about wikis and their possible uses in the classroom, there is one aspect that I think makes it an EXCELLENT tool for the classroom. In most wiki programs, I, as the teacher, can view all of the edits that have been made to a page and I can also see exactly who made the edits. This is really helpful for any type of group project.
For example, students can create lab reports on the wiki with their group members, or they can post science fair projects reports, and I can see exactly who is accountable for what portion of the project. This seems like a dream come true, something that teachers have always wanted to have the power to do!
For example, students can create lab reports on the wiki with their group members, or they can post science fair projects reports, and I can see exactly who is accountable for what portion of the project. This seems like a dream come true, something that teachers have always wanted to have the power to do!
Tuesday, July 7, 2009
Blog Lesson
So after considering using the blog as a place for students to journal, I have come up with some more specifics...
I would like to use the blog as a place for my ninth grade Biology students to answer questions about content that require them to use critical-thinking skills and to make connections between new content and prior knowledge. Making connections to current events would be beneficial for them, as well. A blog is the perfect tool for this type of activity because according to Richardson (2009), "Blogs engage readers with ideas and questions and links. They ask readers to think and respond. They demand interaction" (p. 18).
At first, I will have them work in pairs or threes to construct their responses. I will also use a rubric and model an appropriate response to help them get started in the blogging world.
As students become comfortable with the process, I can post a new question every week. Students will be required to respond thoughtfully to the question as well as to other students in the class. I'm hoping that this will help them to develop technology skills as well as critical-thinking and writing skills.
Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
In what ways have you incorporated blogs into your classroom? Do you find that one blog for the class works best, or should each student create their own blog?
I would like to use the blog as a place for my ninth grade Biology students to answer questions about content that require them to use critical-thinking skills and to make connections between new content and prior knowledge. Making connections to current events would be beneficial for them, as well. A blog is the perfect tool for this type of activity because according to Richardson (2009), "Blogs engage readers with ideas and questions and links. They ask readers to think and respond. They demand interaction" (p. 18).
At first, I will have them work in pairs or threes to construct their responses. I will also use a rubric and model an appropriate response to help them get started in the blogging world.
As students become comfortable with the process, I can post a new question every week. Students will be required to respond thoughtfully to the question as well as to other students in the class. I'm hoping that this will help them to develop technology skills as well as critical-thinking and writing skills.
Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
In what ways have you incorporated blogs into your classroom? Do you find that one blog for the class works best, or should each student create their own blog?
Monday, July 6, 2009
Blogging can be fun, but is it educational?
First technology topic… now that I have researched, participated in, and even created my own blog, how can I use them to help my students?
I have always wanted to add a journaling component to my class. I have seen other science teachers use it as a way for students to take their understanding of the content to another level, but I have always avoided it because I dreaded collecting, reading, and responding to 140 journal entries!
I think the blog is here to save me from additional work while providing students with a place to respond to questions that inspire critical thinking. There will be nothing for me to collect – no journal notebooks to collect dust on my desk! The blog will also allow me to read and respond to students’ posts efficiently, since they will all be in one place. Additionally, students will receive feedback from their peers. More feedback, less work… am I missing something here? I absolutely need to try this!
Have you used blogs in your classroom? Share your ideas and tips!
Thursday, July 2, 2009
Welcome to my blog!
This is very exciting for me... I have never blogged before! As you saw in my info, I teach ninth grade Biology and I am learning about new ways to incorporate technology into my classroom. I have been teaching for five years, and I am so amazed at all of the ways technology can be used to enhance learning experiences. I'm also amazed at how much I am struggling to keep up with all of it! When I enrolled in my master's program, I didn't expect to find out that I am so out of touch with the technology explosion. When did technology pass me by, and how was I so oblivious to it? Is it too late to become tech-savvy enough to use it to connect with my students? Check back for updates and answers to these questions! Oh, and don't forget to post your own experiences, please! I'd love to hear how you are using technology in your classroom and if you are also struggling to keep up with the changing world of the web.
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