Course Reflection

Walden’s course, EDUC 6714, has definitely reaffirmed how important technology is in meeting the needs of diverse students. In the DVD, “Reaching and Engaging All Learners through Technology”, Dr. Stephanie Throne and Dr. Grace Smith (2007) explain the “benefits of technology in meeting the needs of diverse learners”. They explain that technology helps to keep students’ attention, gives them a chance to create real-world experiences, and prepares them for the future. Many of today’s students know more about technology than the classroom teachers. Not only does technology make learning fun, but it has become a necessity for the future workplace.

This course has introduced me to the Universal Design for Learning (UDL).According to www.cast.org , “UDL is a framework that can help you turn the challenges posed by high standards and increasing learner diversity into opportunities to maximize learning for every student. This framework to learning is definitely a resource that I will implement into my instructional strategies. In learning about the principles of UDL, I have better learned to teach information through a variety of instructional means. All students learn differently. My classroom consists of visual, auditory, and kinesthetic learners. Technology will help me in reaching all types of learners. Whether my students are viewing a PowerPoint, listening to a Voice Thread, or creating a concept map, they can learn the same information while I better meet their needs. Technology also allows me to provide adjustable formats for those students that need it. Providing options for my students is also something that technology allows me to do. I will continue to allow my students to choose their means of research and activities. Technology helps to keep my students engaged in learning. Every students in unique and has different interests.

Social networking has not been something that I have been accustomed to using in the classroom. The differentiated learning assignments have given me an opportunity to learn from others and to share my ideas. My group used twitter to share thoughts and ideas from the course. I feel like I have really gotten to know some of the other students. I also gathered some valuable resources that I will use in the future. Most of my students are very familiar with social networking. I am very excited about using this as a tool for learning.

Surveys are definitely something else that I have realized are very important in getting to know my students. In this course, I have learned how to customize my own survey. Students differ in interest, learning styles, intelligences, and learning profiles. Creating a survey using www.surveymonkey.com helps me in better meeting the needs of my students.

This course has given me helpful information that I will use to reach my students. As a teacher, I am a constant learner. While I am a facilitator, I also want my students to realize that we are a team and are all working toward a common goal. As I slowly integrate more technology into my classroom, my students will create electronic portfolios. This will serve as an assessment as well as a showcase that they can be proud of. My goal is for my classroom to be a place where my students are excited about learning and are challenged as individuals.

References:
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/ .

Survey Monkey. (2010). Retrieved from www.surveymonkey.com .

Throne, S. & Smith, G. (2007). Reaching and Engaging All Learners Through Technology,Laureate Education, Inc, DVD.

Final Blog Post

The GAME plan that I developed throughout this course motivated me to set goals in my classroom that will help my students prepare for the future. As a teacher, I have to stay up to date with the latest trends and teach my students to be successful learners. In integrating www.globalschoolnet.org into my curriculum, I have provided my students a way to collaborate with students from all over the world. This definitely prepares them for the future workplace. My students need to learn to work with different types of people. This is a life skill. Through my GAME plan, I have also found rubrics and checklists that will help my students choose sites that are reliable and trustworthy. In order for students to be successful researchers, they have to learn how to use the internet responsibly.

My students have visited www.globalschoolnet.org and they were really excited. They visited the Geogame link. This is an interactive website that helps students learn terms, maps, and cultural diversity. I also plan on having my students visit the online exhibitions. This is great for social studies. Students will be able to view history on the internet. What a great way to motivate them and keep them engaged in learning! There are many writing projects that are included on this site as well. Students can conduct research on current local issues and publish them. Students can also write articles and post them for the whole world to see. My students are improving in choosing websites that are appropriate and trustworthy. http://www.21cif.com/tools/evaluate/ is a site that allows my students to check the reliability of a source. Teaching my students this skill is significant. In the future, this will be a lesson that I teach at the beginning of the year. As teachers, we are implementing a variety of projects that integrate technology. We have to make sure our students are prepared for these types of assignments. The internet has become the primary source for research.

In Technology Integration for Meaningful Classroom Use, Cennamo, K., Ross, J., & Ertmer, P. (2009), explains that the “GAME plan requires you to think about and take steps to direct your learning process, specifically while learning about technology and how to integrate it into the curriculum.” Through this course, I learned how important it is to reflect on what is working and what areas need room for improvement. In order to grow as an educator, I have to be willing to make changes when necessary. A plan has to be put in place that will help me to stay focused and evaluate my progress. Just as we require our students to evaluate themselves through rubrics and checklists, a GAME plan is a way for educators to reflect, set goals, take action, monitor progress, and evaluate the results. In the future, I will keep a journal of activities that I integrate. If necessary, I will create a GAME plan to improve and better reach my students.

References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use. Ohio: Cengage Learning.

Using the GAME Plan Process with Students

Through my GAME plan, my students will collaborate with other students from all over the world using www.globalschoolnet.org. In using this site, my students will learn about other cultures and world issues. They will also have an opportunity to participate in world projects and international challenges. This will help my students to develop proficiency in creativity, communication and collaboration, and critical thinking. Participating in this will allow my students to work with different kinds of people and express themselves creatively.

Through my GAME plan, my students will also learn ways to stay safe when using technology. Using checklists and rubrics, my students will identify sites that are appropriate, effective, and reliable. This plan helps my students develop proficiency in decision making, digital citizenship, research & information fluency, and technology operations. In order for our students to be prepared for the future, we have to teach them how to be successful when using technology.

In reviewing my GAME plan, I feel like I have included two activities that will help my students to develop the NTES-S. This GAME plan has helped me to organize my thoughts and create two plans that will help to motivate my students through technology. I look forward to utilizing this GAME plan in the classroom.

References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use. Ohio: Cengage Learning.

Revising Your GAME Plan

In creating a GAME plan, I really need to focus on my goals and implement them in the classroom. Sometimes it can seem so overwhelming. Creating this GAME plan helped me to take steps, reflect, and make changes until I was successful. I have learned how to collaborate with students all over the world. There are so many great tools that can be implemented that can teach kids about other cultures and how kids from different areas are the same and different. I have also learned ways to teach kids to be safe when using technology. The checklists and rubrics that I found will help students with this. Also, there are wonderful links and PowerPoints that help explain this to the students. This is very helpful!

I am still working on getting more comfortable with implementing this new technology into my classroom. However, I have learned to make changes a little at a time. One way is to take a lesson that has been successful and add technology to it. In this way, I will enrich the lesson and better motivate my students to learn.

In viewing the NETS-T, one new goal that I have is to better communicate with parents and students through social networking. In the near future, I will implement a blog for parents and teachers to communicate. I will also create blogs that include questions for the students regarding stories that we are reading or a unit of study. In this week’s DVD, Vicki Davis (2007) explains how “Blogging gives everyone a chance”. Students and parents needs to be given a chance to ask questions and express themselves. When students are confident and students and parents feel comfortable asking questions, the students are more likely to be successful.

References:
Davis, V. (2007). Spotlight on Technology: Social Networking and Online Collaboration, Part 1, Laureate Education, Inc, DVD.

Davis, V. (2007). Spotlight on Technology: Social Networking and Online Collaboration, Part 2, Laureate Education, Inc, DVD.

Evaluating Your GAME Plan Progress

One goal that I have implemented into my GAME plan is teaching my students to collaborate with others. I am incorporating a website, www.globalschoolnet.com into my curriculum. This site with allow my students to learn through online exhibitions, interactive games, and writing about global issues. Through this site, my students will be able to collaborate with students from all over the world. One question that I had is what my school policy was regarding this type of website as well as if I needed parental permission to allow my students to take part in this. In speaking with my administration and reading though my school handbook, I found out that this website would be acceptable. Students were given a permission form at the beginning of the year to give students permission for internet access. Since researching this, I have introduces this site to my students. We have explored all of its features. My students are very excited about getting started on a collaborative project!

The other goal that I have implemented into my GAME plan is teaching my kids to be safe when using technology. In researching rubrics and checklists to use through this process, I have found quite a variety. Some of the information that I have found is explanations as to why this is so important as well as the steps to take during this process. Here is a list of websites that include information as well as rubrics:

http://lrs.ed.uiuc.edu/students/tbarcalow/490net/EvalRubric.htm
http://eduscapes.com/tap/topic32.htm
http://www.nhema.net/rubric.pdf
http://www.nhema.net/rubric.pdf

I have learned that evaluating websites is a skill that many teachers are trying to teach their students. Technology plays a major role in today’s classroom. Teaching students to stay safe when they are searching the web will help them research more efficiently and maximize learning.

As I continue to implement my GAME plan, reflection is very important. In Technology Integration for Meaningful Classroom Use, Cennamo, K., Ross, J. & Ertmer, P. (2009) state, “Key to effective reflection is the ability to go beyond a simple description of what happened to consider why it happened , how it is connected to other events, and what adjustments should be made to subsequent actions based on this understanding.” I need to reflect on what is working and what changes need to be made as I move forward with implementing my goals. Keeping a journal will help me in this process.

References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use. Ohio: Cengage Learning

Monitoring Your GAME Plan Progress

In Technology Integration for Meaningful Classroom Use, Cennamo, K., Ross, J., & Ertmer, P. (2009) state, “As you take action to achieve your learning goals, you’ll need to monitor whether you are making sufficient progress toward your goals and reflect on whether the strategies you have chosen are working.” My GAME plan includes collaborating with others using digital tools and resources and teaching students to be safe when using technology.

In teaching my students to collaborate with other using digital tools and resources, I am implementing www.globalschoolnet.org into the classroom. I am very impressed by this website and am confident that this will help my students to collaborate with others. In searching through this site, I have found online exhibitions, an interactive game to teach geography, and even a program that allows students to write articles for the whole world to see. This website gets teachers and students involved in developing all content areas. It also teaches students to be effective citizens and to understand other cultures. One question that I do have is what policy my school district has in participating in a program such as this. Parents would also have to give permission for students to showcase their work and collaborate with others on the web.

In teaching my students how to be safe when using technology, I plan on researching rubrics and checklists that would assist my students. In my research, I am amazed at how much is out there as resources. One site, http://21cif.com/tools/evaluate/ ,explains the steps of evaluating websites and leads students step by step through the process. This is just one of many sites that I have found. In teaching my students how to evaluate websites, I need to talk to others and find out how I can keep my fourth graders engaged in this process.

References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom
Use. Ohio: Cengage Learning.

Carrying Out Your GAME Plan

My first goal is to learn how to collaborate with others using digital tools and resources. The site www.globalschoolnet.org is designed to connect students with others around the world. What a great way to learn about other cultures and world issues! In order to carry out this plan, I would need to read more about this program. I will also talk to other colleagues that have used this and how to go about implementing this into my classroom. The fact that I am getting my masters in integrating technology in the classroom allows me to collaborate with other teachers on this topic in the hopes that they have used this program in the past. In researching this website, it is essential to check the reliability of the site and its references. So far, in viewing this site, it looks like a way to enable my students to collaborate with others. World projects and international challenges are just some of what is featured through this site.

My second goal is to learn how to properly teach my students to be safe when using technology and make sure that the information is coming from a reliable source. In Technology Integration for Meaningful Classroom Use, Cennamo, K., Ross, J., and Ertmer, P. (2009) state, “In evaluating resources, it’s useful to answer the standard questions of who, what, when, why, and how.” In teaching my students how to evaluate websites by using these standard questions, my plan is to find rubrics and checklists that will help them through this process. To do this, I must research and speak to other educators that have worked with their students on this same skill. Often as educators, we expect our students to find answers to questions on the internet without teaching them the correct steps to take. In teaching my students this evaluation process, it is important for me to determine how much practice, if any, they have had in doing this.

References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use. Ohio: Cengage Learning.

Developing My Personal GAME Plan

In examining the National Education Standards for Teacher (NETS-T), I have identified two goals that will help me build my confidence and skills in teaching technology. First, I want to gain the knowledge needed to collaborate with others using digital tools and resources. It will be great to teach my students how to collaborate with each other as well as with students from other parts of the country. In order to achieve this goal, I plan on becoming familiar with The Global Schoolnet. In Technology Integration for Meaningful Classroom Use, Cennamo, K., Ross, J., & Ertmer P. (2009) explain that this site is an “example of using the computer to connect students from around the world to explore community, cultural, and scientific issues that prepare them for the workforce and help them to become responsible and literate global citizens”. As I apply my knowledge to the classroom, I will reflect on how this will benefit my students. It is important for me to look at the benefits, how my students are learning, and ways that I could improve in this area. As my students and I integrate this into the classroom, I will add this to my portfolio. This will allow me to make changes in the future and look back on this for future tasks.

Another goal that will further develop my technology skills is learning how to properly teach my students to be safe when using technology and make sure that the information is coming from a reliable source. My students need to be aware of the copyright and whether it is an appropriate source of information. The action that I will take to meet my goal is researching available checklists and rubrics that will be helpful in teaching my students to evaluate websites. I will place my students in groups as they use these checklists/rubrics to evaluate a variety of websites. As I monitor their progress, I will reflect on how this is working and what changes need to be made. My students will also reflect. I evaluate this plan through the rubrics and student feedback.

References:
Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use. Ohio: Cengage Learning.

Reflection on Teaching New Literacy Skills

Before taking this course, I knew how essential technology is to education. However, this course has integrating the strategies needed in teaching my students how to use technology. Learning how to teach my students to question, understand resources, evaluate, synthesize, and transform are key to the 21st century. In creating a unit of study, I have developed strategies that will help my students to be successful in researching standards based topics and creating a well developed project that gets them excited about learning.

In the past, I have felt overwhelmed with researching a subject. I know that my students have felt the same way. Through this course, I have learned how to take it in steps. This way, it is not so overwhelming. In Reading the Web, Maya Eagleton and Elizabeth Dobler (2007) state, “We would be doing students a disservice by not preparing them to apply the inquiry process to the world’s most massive source of information, one that will impact their future daily lives in ways we cannot even imagine.” Technology is a major part of our society and will surely expand by the time our students face the working world. We have to give them the skills needed to be successful. In creating future lessons, I will use the “QUEST” model. In applying each of these strategies, my students will learn much more throughout their projects. Yes, the end result is important. However, the inquiry process allows them to really understand what they are researching, evaluate the information, and stay on topic.

In the DVD, “Its Not About the Technology”, David Warlick (2007) explains that it is not about how much technology a teacher has in his/her room or what kind of technology he/she implements. It is about creating an environment that allows students to make connections to what they are learning and communicate that to each other. Technology does help students to do this because students are actively working together or individually and making connections to the task. As Warlick explains, blogging is a great way for students to make connections and communicate with each other. This year, my goal is to continue to learn how to implement blogging into the classroom. I teach 4th grade and know that this will be very beneficial to my students. I can incorporate all subjects and it will help them to practice their writing skills. This school year, I would like to visit an elementary school classroom where the teacher has implemented blogging. I want to see how he/she incorporates this into the lessons. I am curious to see how much time it takes up in the classroom and how it is graded. Slowly, I will implement this into my own classroom. In taking steps, I will begin by creating one class blog where students will post comments to questions that I ask. My long-term goal is to teach them how to create their own blog. I am very excited about this goal. I can’t wait to see how much fun my students have while learning!

References:
Eagleton, M.B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.
Warlick, D. (2007). Its Not About the Technology, Laureate Education, Inc, DVD.

Reflection: Final Blog Posting

In reflecting on my personal theory of learning, I find that this course has helped me to develop ways to use technology to reach all learning styles. I based my theory on Howard Gardner’s theory of multiple intelligences. He believes that one intelligence stands out for each person more than another. Through this course, I have learned key strategies that will engage my students in learning through technology and cooperative grouping. This course focused on behaviorism, cognitivism, constructivism, and social constructivism and ways to help students be engaged in the learning process. In the DVD, “Brain Research and Learning”, Dr. Pat Wolfe (2007) explains that teachers have to create concrete experiences for students. She also explains that the brain is good at remembering through hearing and seeing. Technology is a way to create meaningful lessons for students, reach all learners, and prepare students for the 21st century.

This course has really helped me to understand how the brain works and how important it is for me to use technology as a way to get students involved in the learning process. Before taking this course, I had a very different idea of what it meant to integrate technology into the classroom. Presenting information through PowerPoint or using my ELMO is not enough. My students need to be out of their seats participating in lessons that integrate technology. I really enjoy allowing my students to work cooperatively on group projects in my classroom. This class has given me many ideas as to how to include technology into my projects. In the DVD, “Spotlight on Technology: Voice Thread”, Kevin Jarrett (2007) explains that technology makes a teacher’s day easier because it helps meet the needs of learners.

One technological tool that I would like to integrate into my classroom is VoiceThread. In creating a VoiceThread in this class, I felt that it was very user friendly. I can also see how beneficial that this tool will be in all subject areas. I teach social studies, reading, and math. Voice Thread is a great way to allow the students to express themselves, give each other feedback, and engage them in learning.

Another activity that I would like to integrate into my classroom is concept mapping. In The Theory underlying concept maps and how to construct and use them, Novak, J.D. & Canas, A. J. (2008) state, “Concept mapping is important because it serves as a kind of template or scaffold to help to organize knowledge and to structure it” (p.10). Having a graphical representation helps students to organize their thoughts and remember the information more easily. I can also use concept mapping in reading, social studies, and math. Requiring the students to identify the focus question, cross-links, and include examples of events or objects will help to create meaning for the students.

One long-term goal that I have is to incorporate one activity that involves technology into each social studies unit that I teach by the end of next school year. I feel that it is important that I make a big effort to add more technology into my instructional practice. I am gradually feeling more and more comfortable with technology and feel that this is a realistic goal. Another long term goal that I have is to create a classroom blog. I feel like this would be a great way to get my students and parents involved in the learning process. Next year, I plan on posting weekly questions on my blog in the hopes that parents and students will respond. These questions will range from their opinion on a book to their thoughts on classroom projects. I am very excited about this. Parents have to feel like they are a part of the classroom. It takes all of us to ensure that the students are successful.

References:
Jarrett, K. (2007). Spotlight on Technology: VoiceThread, Laureate Education, Inc, DVD.

Novak, J.D. & Canas, A.J. (2008). The Theory underlying concept maps and how to construct and use them, Technical Report IHMC Cmap Tools. 2000-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web Site.

Wolfe, Pat (2007). Brain Research and Learning, Laureate Education, Inc, DVD.

Voice Thread

This link will take you to my voice thread. I have included pictures of standards based bulletin boards in my voice thread. My school is in the process of becoming a standards based school. Each teacher must display the standard, essential question, and vocabulary that correlates to each lesson. Many of you might be working in standard based schools. I would love to hear your thoughts and suggestions as to how I can easily make the transition. Thanks!

Connectivism and Social Learning in Practice

Cooperative learning allows students to gain meaning though interacting with their peers in a learning environment. According to Dr. Michael Orey (2007), social learning theory is when students are “actively engaged in constructing things and in conversation”. Social learning theory allows students to apply what they know to real life situations and work together to come up with a solution. Through interaction, students will learn more, gain confidence, and express themselves creatively. Through cooperative learning, students are given the opportunity to learn from one another.

In incorporating technology into the classroom, students are introduced to a variety of ways to enhance their learning. Some of these projects include Multimedia, Keypals, WebQuests, creating a website, online learning communities, and games. When incorporating these tools into the classroom, it is essential to let the students know what is expected of them. Rubrics are very helpful in guiding the students and making sure that they know what is required. All of these activities are ways to get students actively involved through cooperative learning. Students are working together to meet a common goal. These activities would illustrate the social learning theory.

In Using technology with classroom instruction, Pitler, H., Hubbell, E., Kuhn, M, and Malenoski, K. (2007) explain the importance of preparing students for the future workplace that requires them to work cooperatively. It is essential for 21st century learners to be confident in their use of technology as well. In incorporating technology through cooperative learning, we are creating students that are creative, confident, and able to interact with others. These are all valuable skills for the 21st century.

References:
Orey, M. (2007). Social Learning Theories, Laureate Education, Inc, DVD.

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

Constructivist/constructionist learning theories

In the DVD, “Constructionist and Constructivist Theory”, Dr. Michael Orey (2007) explains the difference between the two. Constructivism is how the information that each person learns is “uniquely constructed in one’s mind.” The constructionism theory explains that students learn best when they are involved in producing something that they can share with others. This theory is very important to the educational setting. When students participate in creating an artifact, they are engaged and actively involved in the learning process.
There are several instructional strategies that correlate to these the theories. In Using technology with classroom instruction that works, Pitler, H., Hubbell, E., Kuhn, M., and Malenoski, K. (2007) state “When students generate and test hypothesis, they are engaged in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content”. They go on to explain strategies that get students involved in this process. These include systems analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making. There are ways to incorporate these into projects that are meaningful and engaging for students. Spreadsheets are great technological tools that can serve many purposes in various content areas. From creating a budget to creating a line graph, students can use critical thinking skills to create projects that get them involved in the learning process. Students can also use data collection tools that allow them to gather, graph, and compare/contrast data. These technological advances align with the constructionism theory. It is important for students to be engaged in project-based learning. When students can express their creativity, they are more likely to come up with ideas and are more excited about sharing those ideas.
The role for students has changed. The classroom is no longer primarily a place for paper/pencil activities. Students need to be given opportunities to be investigators. Being involved in the learning process helps them understand and retain information.
References:
Novak, J.D. & Canas, A.J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC Cmap Tools. 2000-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web Site. http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
Orey, M. (2007). Constructionist and Constructivist Theory, Laureate Education, Inc, DVD.
Pitter, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD

Cognitivism in Practice

In today’s society, we are provided with many tools to enhance student learning. Cognitive learning theory is a process of using prior information and organizing it in a way that is meaningful and memorable. Instructional practices have been developed that help students organize new material and understand new concepts.
In Using Technology with Classroom Instruction that Works, Pitler, H., Hubbell. E., Kuhn, M., and Malenoski, K. (2007) focus on two instructional strategies: “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking”. Cues and questions allow students to focus on what is important in a lesson. It also assists teachers in identifying what the students know and don’t know. Students are also given the opportunity to use their background knowledge to help make concepts more meaningful. Technology helps teachers to reach students of various learning styles. Advance organizers provide students with a way to organize information that they are going to learn.
“Summarizing and Note Taking” allow students to identify important information and put it in their own words. When students are able to put the information in their own words, it helps them to have a better understanding of the concept. Word processors provide features such as Track Changes, AutoSummarize, PowerPoint, summary frames, and templates. Teachers can have students summarize and take notes individually or collaboratively.
In The theory underlying concept maps and how to construct and use them, Novak, J. & Canas, A.J. (2008) define concept maps as “graphical tools for organizing and representing knowledge”. Concept maps helps students understand concepts and make them more meaningful. They can be used as a learning tool as well as an evaluation tool. Virtual field trips help students to make a connection to what they are learning. They are a great way to motivate students and make learning fun!
By using these instructional strategies, my students will develop a greater understanding of material that they are taught. It is important for me to include activities to reach all learners. There are instructional strategies that I can use to introduce topics, involve them in the learning process, and review the material. In teaching 4th grade reading, social studies, and math, I am excited about implementing these strategies into all of my subject areas.

References:
Novak, J.D. & Canas, A.J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC Cmap Tools. 2000-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web Site. http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

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

Behaviorism in Practice

In the DVD, “Instructional Theory vs. Learning Theory”, Dr. Michael Orey (2007) defines learning theory as “what’s going on in a person’s mind”. He goes on to explain that teachers should be aware of how students learn. This is essential in creating effective lessons and activities for students. Two instructional strategies that are addressed in Technology with Classroom Instruction that Works are “Reinforcing Effort” and “Homework and Practice”.
All students are unique and learn differently. In the chapter “Reinforcing Effort”, Pitter, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007) explain the importance of students realizing that the effort that they put into their work correlates to their achievement. In order for students to reach their full potential, they have to know that they are capable of reaching their goals. In “Reinforcing Effort”, students are made aware of this through technology. Teachers have helped the students create spreadsheets to show the correlation. One school even has a website that shows how hard work helps students to reach their goals. This is such a great way to build confidence in the students and help them realize their full potential.
For students to be successful in the learning process, they must practice the skills that they are taught. In “Homework and Practice”, Pitter, Hubbell, Kuhn, and Malenoski (2007) suggests ideas that teachers can use to integrate technology into homework. Examples of this include using tools from Word, spreadsheets, multimedia projects, web resources, and communication software. Incorporating technology into daily practice and homework helps to motivate students, allows them to be creative, and enhances learning. As a teacher, I am excited to integrate these ideas into my daily practice. Homework is practice. It is important for my students to see that the more they practice, the more likely they will be successful.
Students have to know that teachers want them to reach their goals. It is the teachers’ responsibility to find ways to help students learn. We have to help them understand that the harder they work, the more successful they will be. Technology is essential in reach 21st century learners. It not only needs to be applied in the classroom, but to all aspects of learning.

References:

Orey, M. (2007). Instructional Theory vs. Learning Theory (Laureate Education, Inc., DVD)

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

Back to Blogging

Hi everyone! I am excited to be blogging again. I have worked with some of you in a previous class, and I look forward to meeting the rest of you. I am motivated to learn more about today's technology and how to better integrate it into the curriculum.