My Final Blog Post EDUC-6713I-6 (Integrating Technology Across the Content Areas)

While reviewing the evolution of my GAME plan I noticed a progression towards a more organized set of goals. In order to achieve a goal it must first be clearly defined. My GAME plan has helped me to become more organized and identify the areas I would like to improve upon. I saw my plan progress from a rough draft which consisted of several basic ideas to a refined plan that focuses on specific goals. As my GAME plan progressed I also began to reevaluate the way I currently run my classroom. For example: I have been reminded that there is more to assessment then simply generating grades. Cennamon, Ross, and Ertmer (2010) describe assessment as “doing more than just determining grades; it is information that can be used to inform teachers and improve learning” (p.137). A simple adjustment allows me to use the assessment process to its full potential.

When considering the impact new learning will have as a result of this course my thoughts go to the online learning / social collaboration section. I have learned through this course just how valuable a teaching and learning tool online collaboration can be. The integration of online collaboration tools such as blogs and wikis not only makes a lesson more interesting to my students but it also aids in accommodating different learning styles. This type of forum allows for many choices such as: video, audio, and text. In the week six media Vicki Davis mentions that students will gravitate towards certain types of expression based on their strengths. The options students are given is an important accommodating factor.

The importance of social networking was also evident in the collaborations I experienced with my classmates during this course. Their feedback and ideas for lessons have proven to be very valuable! For example: Susan Lorenzini uses a site to create online surveys for students and parents; (www.surveymonkey.com). I plan to use it in a similar way to evaluate my lessons effectiveness with students and communicate with parents.

My GAME plan has helped me to organize my goals and focus on specific areas of my lessons to make them more effective. One of the goals in my GAME plan focuses on Facilitating and Inspiring Student Learning and Creativity. An immediate adjustment to my instructional practices will be to incorporate an electronic portfolio project into the lesson plan to help achieve this goal. Barrett, and Garrett, (2009) refer to Portfolios as “a students own stories of what they know, why they believe they know it, and why others should be of the same opinion (p.2). This is an artifact students can be proud of and continue to add to each year during their time at the middle school.

References:
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning

Laureate Education, Inc. (Executive Producer). (2009).“Spotlight on Technology Social Networking and Online Collaboration, Part 1” [Educational video]. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009).“Spotlight on Technology Social Networking and Online Collaboration, Part 2” [Educational video]. Baltimore: Author.

Online Personal Learning Environments: Structuring Electronic Portfolios for Lifelong and Life Wide Learning by Helen Barrett & Nathan Garrett - a work in progress in GoogleDocs (October 2007) Published in On the Horizon Vol. 17 No. 2, 2009, pp. 142-152, © Emerald Group Publishing Limited, ISSN 1074-8121 http://docs.google.com/Doc?id=dd76m5s2_39fsmjdk

Game Plan Process: Proficiency in NETS-S (WEEK 7)

I believe that there are steps or a process to achieving a goal, and the first step is to identify the goal. The GAME plan process is a way of identifying a goal and then setting the plan in motion to achieve it. The first performance indicator or goal I chose to focus on for improvement is: Indicator #1 Facilitate and Inspire Student Learning and Creativity. Soon after identifying this goal I began creating lesson plans designed to achieve the goal.

The lesson on bridge design encourages students to consider; what I have taught them, what they believe is true, and through collaboration what others know on this topic. With my guidance they will use critical thinking and problem solving skills to form their own opinion. I am trying to create lifelong learners who consider the information they have and form a conclusion based on higher order thinking skills.

The use of technology has been integrated into my lessons in productive ways. Cennamo, Ross, and Ertmer (2010) have noted that: “technology is well suited to supporting problem-based and inquiry learning approaches ”(p.271). The use of blogs and power point presentations for communicating ideas is an example of this. The lesson also requires students to demonstrate their creativity through the creation of an artifact; the balsa wood bridge.

My evaluation of students is designed as a way of enhancing the learning process, not just to assign a grade. Kuhlthau, Maniotes, & Caspari (2007) have noted that: “assessment is part of the learning process, not just an evaluation tool”(p.116). This has been an important adjustment to my GAME plan and will continue to be a consideration when creating future lessons.

References:

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided inquiry: Learning in the 21st century. Westport: Libraries Unlimited.

Revising My GAME Plan (Week 6)

Reading through my classmates blogs I have been able to come up with some new ideas and resources. For example: Susan Lorenzini uses a site to create online surveys for students and parents; (www.surveymonkey.com). I believe I can use it in a similar way to evaluate my lessons effectiveness with students and communicate with parents.

A major concern which was brought to my attention while going over the resources in week six of this course is that my knowledge of social networking is needs improvement. My goal is to become better educated in this area so I can successfully implement changes to my lessons. I plan to do so by examining the way my Walden courses are set up and also reading what ideas my classmate have regarding this area. Their feedback and ideas for lessons has proven to be very valuable! I am open to any suggestions my classmates may have on the implementation of social networking into lesson plans.

Right now would not be a good time to set new learning goals. I do not believe it would be a good idea to do so until I am comfortable with the goals I am currently working on. As I mentioned previously, a big hurdle I will need to make is becoming comfortable with social networking. Based on NETS-T a learning goal I have pertains to Indicator #4 Promote and Model Digital Citizenship and Responsibility. My school has become very concerned about teaching safe and ethical use of digital information they are often very reluctant to allow changes such as a school wide social networking plan. In the online article: “How To: Use Social-Networking Technology for Learning” Fran Smith mentions: “Administrators have to facilitate change, they have to decide this is valuable for the whole community”.

My plan is to speak with the principal in my school to get her approval to begin using some social networking tools in my classroom. In the resource media from week six Vicki Davis recommends the social network site “think.com”, she mentions it a very safe platform and requires a teacher to login every thirty days or it is canceled. Understanding how concerned the administration is with digital responsibility I believe this may be a good starting point. My plan is to get approval to try it out with one class to start.

References:

Edutopia: How To: Use Social-Networking Technology for Learning located at http://www.edutopia.org/print/3980.

Laureate Education, Inc. (Executive Producer). (2009).“Spotlight on Technology Social Networking and Online Collaboration, Part 1” [Educational video]. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009).“Spotlight on Technology Social Networking and Online Collaboration, Part 2” [Educational video]. Baltimore: Author.

Evaluating My GAME Plan Progress Week 5 (EDUC-6713I-6)

I have seen considerable progress during the past week. A goal I am working towards involves Performance Indicator #1 Facilitate and Inspire Student Learning and Creativity in my classroom. I have come to realize that my classroom is the perfect setting to achieve this goal. Several of the lessons culminate with the creation of an artifact. Wood shop we build small scale bridges, in graphic design class the finished product is a mouse pad the students design and print themselves. Students are motivated to complete the projects which results in an increase of learning. I am still considering how to best determine the forming of groups for the wood shop projects.

I have learned how valuable and important it is to create a real life situation which my students view as important. This has helped keep my classes focused as well as enthusiastic about the projects we are working on. For example: students are much more motivated to learn the graphic design program I teach when they realize the end result is a mouse pad they will design and take home. Dr Ertmer notes some of the characteristics of PBL as:
1) Allowing students to collaborate with each other.
2) Students become self directed.
3) Final outcome is the creation of an artifact.
Problem based learning is another instructional approach which is well suited for my classroom. It actually makes the lessons more enjoyable for everyone!

I am still looking into a way to incorporate an electronic portfolio project in to my lesson plans. My goal is to have students start the project in grade six and continue to update their progress through grade eight. I have started to discuss the possibility of having this be a project which spans across several content areas.
I am also planning on using Microsoft Word as a tool to create an artifact. I believe note taking is a very valuable learning tool providing it is not over used. Beecher (1998) notes: “There is growing evidence that note-taking combined with critical thinking facilitates retention and applications of the information.” I believe this activity will set the foundation for productive inquiry by my students.

One of my obstacles is the time factor, or the lack of time. When I create a new lesson another one must be removed. Modification of lessons is the best answer; however, I do see myself removing some lessons from my current plan. It is a case of streamlining my units to make the most of the limited time (90 minutes per week) I have with each student.

References:
Beecher, J. (1988) ERIC Clearinghouse on Reading, English, and Communication Digest #37 http://www.indiana.edu/~reading/ieo/digests/d37.html*

Laureate Education, Inc. (Executive Producer). (2009). “Spotlight on Technology: Problem-Based Learning, Part 1” [Educational video]. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009). “Spotlight on Technology: Problem-Based Learning, Part 2” [Educational video]. Baltimore: Author.

Monitoring My GAME Plan Progress Appl. 4 (EDUC-6713I-6)

During the few weeks I have been working on my game plan a major insight has been in relation to the assessment process. I have been reminded that there is more to assessment then generating grades for a report card. Cennamon, Ross, and Ertmer (2010) describe assessment as “doing more than just determining grades; it is information that can be used to inform teachers and improve learning” (p.137). This has been a wake up call for me to consider that I may not be using the assessment process to its full potential!

Most of the resources I need to achieve my goal of Promoting and Modeling Digital Citizenship and Responsibility are available in the middle school I teach at. I have not had the opportunity to collaborate with my colleagues as of yet. The plan is to meet with teachers, the librarian, and the local police officer who visits our school. I believe a team effort is needed to teach the importance of digital responsibility to all students at our middle school. I want my students to understand that technology is a relevant part of all our lives, every day of our lives. “ The best teachers you ever had were not merely those who were smart or knew a lot; they found myriad ways to make their subjects relevant to your life” (Kottler, Zehm, & Kottler, 2005, p.153).

Modification of my plan needs to be on the methods I use to assess my student’s work and also how I use this information to improve my lessons. For example: poor grades which are consistent through out a class can be an indication of a lesson plan which needs to be revised.

I also want to consider using participation and effort as a form of assessment during the instructional phase of a unit. Many of my lessons are hands on and I have noticed students are not as involved in the class discussion phase of a project. I believe if they understand I am looking for their opinions this will encourage students to become more involved.

A new question or consideration I have is on the use of portfolios in my classroom. One of the goals in my GAME plan focuses on Facilitating and Inspiring Student Learning and Creativity. I believe the electronic portfolio project can help achieve this goal. Barrett, and Garrett, (2009) refer to Portfolios as “a students own stories of what they know, why they believe they know it, and why others should be of the same opinion. A portfolio is opinion backed by fact... Students prove what they know with samples of their work.” (p.2). Considering I see the entire school (grades six through eight), this could be an ongoing project my students work on from year to year and hopefully inspires them to continue in high school.

References:

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning

Kottler, J. A., Zehm, S. J., & Kottler, E. (2005). On being a teacher: The human dimension (3rd ed.). Thousand Oaks, CA: Corwin Press.

Online Personal Learning Environments: Structuring Electronic Portfolios for Lifelong and Life Wide Learning by Helen Barrett & Nathan Garrett - a work in progress in GoogleDocs (October 2007) Published in On the Horizon Vol. 17 No. 2, 2009, pp. 142-152, © Emerald Group Publishing Limited, ISSN 1074-8121 http://docs.google.com/Doc?id=dd76m5s2_39fsmjdk

Carrying Out My GAME Plan WEEK 3 EDUC-6713I-6

The intended learning strategy is: Discovering what makes up a strong bridge structure. This will be accomplished through a group effort consisting of internet research, compilation of data, and a presentation of the results in a multimedia program such as powerpoint.

Resources needed are: The first resource is access to the internet; luckily this is available in one of my classrooms. I plan on creating a teacher’s blog site which will contain step by step instructions on the bridge project. It will also have information such as links to web sites containing important information on bridge structures. I am fortunate that each computer has a powerpoint program on it for students to demonstrate what they have learned.

One of my strategies or goal is: to determine the learning preferences of my students so I may properly place them in groups which consist of diverse talents that compliment each other. My goal is to create teams of learners with different skills so they can help each learn the entire bridge design curriculum rather then watering it down. Cennamon, Ross, and Ertmer (2010) confirm this by mentioning “As a teacher, you develop learning goals for your students that allow them to obtain the skills and knowledge required by curricula and standards”(p.121).

So far I have been able to confirm each computer does have a working version of powerpoint, and the web links from last year are still valid. I plan on taking an informal survey to see how many students do NOT have internet access at home. This will be an important factor when determining if (and what type of homework) I can assign.

References:

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

My Personal GAME Plan (EDUC-6713I-6)

The process of developing my personal game plan and successfully implementing it can best be achieved through a step by step process. Initially it appears to be an overwhelming task, however, when broken down into steps the process becomes manageable. I am taking the advice I give to my students when ever they feel intimidated by the scope of a project. “A step at a time will get you to where you need to be”

The first performance indicator I have chosen to focus on for improvement is: Indicator #1 Facilitate and Inspire Student Learning and Creativity.

According to Dr. Peggy Ertmer confidence is an important variable when teaching technology. If I am to successfully promote innovative thinking, and inventiveness then I must be comfortable as well as confident in my own abilities to make use of the technology needed to facilitate the experiences. My plan is to introduce one additional piece of technology to my bridge building lesson which will promote student reflection, planning, and creativity. The powerpoint program can be a useful mindtool which will fit this situation nicely. Computers are available on a daily basis so I will always have access to this technology. Cennamon, Ross, and Ertmer (2010) describe a mind tool as “a computer application that enables learners to represent, manipulate, or reflect on what they know” (p.56).

The important part of using technology as a teaching tool is to be comfortable with it prior to implementing it into the lesson. Students can sense when a teacher is hesitant about doing something new. The action I will take to achieve this goal is to become more familiar with the powerpoint program by running through each step of the lesson as if I were a student, remove any pitfalls, and create a working sample which I can use as a teaching tool. I will monitor my progress by comparing results of lessons conducted prior to the implementation of the new technology with results of the revised lesson. I will be looking for an increased level of student engagement, creativity, and problem solving.

The Second performance indicator I have chosen to focus on for improvement is: Indicator #4 Promote and Model Digital Citizenship and Responsibility

This goal gives me the opportunity to collaborate with other teachers in my school. Teaching safe and ethical use of digital information has become a top priority at many schools. My goal is to prepare students for high school and beyond. Eagleton and Dobler (2007) mention that: “to prepare today’s students to be successful in school and to compete in tomorrow’s workplace we had better start teaching them to be web literate”(p.119) .

My classroom is the perfect setting to promote and model digital etiquette as well as proper social interactions as they relate to technology. Students too often cut and paste information without giving proper credit to the author, or post inappropriate information on sites such as facebook.

To achieve this goal I would first need to become more educated in this area. My librarian is highly skilled in the area of referencing material and creating citations. I believe we could work as a team to teach these skills to all students at our middle school. Internet safety is touched upon by a local police officer who does a presentation once a year. I would like to collaborate with the officer and take this into my classroom where they have the use of computers.
Monitoring and evaluating my progress in this area will be a challenge. My learning will be extended through collaboration with my peers; I believe we could all learn from each other. I am open to any suggestions on how to evaluate my progress.

References:

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

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

Laureate Education, Inc. (Executive Producer). (2009). “Enriching Content Area Learning Experiences with Technology, Part 1” [Educational video]. Baltimore: Author.

REFLECTIVE ASSIGNMENT Supporting Information Literacy and Online Inquiry in the Classroom

Introduction

Each of the preceding six courses I have taken prior to this have all proven to be a valuable learning experience. This course stands out from the others because of the awareness which has been brought to my attention of the responsibility I have as a teacher to instruct my students on not only the new, but essential literacy skills they must possess in order to be successful.

While teaching the new literacy skills to my students my biggest revelation was how much we all needed to learn. I found myself learning along with my class. I was amazed at the amount of wasted time my students can spend searching for information, and when the search was complete there was not any guarantee the information they found would be accurate. Eagleton and Dobler (2007) mention that: “to prepare today’s students to be successful in school and to compete in tomorrow’s workplace we had better start teaching them to be web literate”(p.119) . I came to realize this was an issue which needed to be addressed immediately.

The knowledge I have gained during the course has already taken affect. It is reflected in the changes to my lesson plans and the way I conduct my classes. I am fortunate to have a classroom full of computers which are connected for internet research. My students do some very interesting multimedia projects during the year, and now they will be much more productive because of what I have learned during this course. I believe my students will become more efficient in their web browsing techniques and it will be reflected in their work.

I work in the technology department at a middle school. My job is to expose students to various types of technology. For example computer technology, bridge building, and typing skills to name a few. The professional goal I have already begun to pursue is to promote the use of technology in all areas of my school. I believe it is critical that all teachers regardless of the subject they teach understand the importance of promoting new literacy skills through out the day. In the past it has been viewed as the responsibility of my department to do this. The steps I have begun to take are designed to encourage other teachers to integrate technology in their classrooms. For example: I collaborate with teachers to use their subject matter in my technology classes, and offer my computer room to them when it is not occupied.

Conclusion

To be successful in promoting new literacy skills it should be a common goal of an entire school. The use of technology does require a learning curve and the acceptance of change to a teachers routine. It does require a change in the culture of the school, however, in the long run teachers and students both receive the benefits.

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

Think Out Loud Evaluations Application 4 (EDUC - 6712I - 4)

Hello,
Just click on the link or title line to view my think out loud application on Screen Toaster.

Hope you enjoy!

Thanks,
John M

Reflection on my Personal Theory of Learning (WEEK 8)

My personal learning theory from week one was focusing on the correct outcomes, however the path chosen to reach those goals needs to be adjusted. My consideration has always been the student’s needs and how to make the lessons interesting to keep their attention. A modification to my learning theory will be to take a closer look at which methods work best with my students and not which way I learn best. I often begin my engineering / technology classes with a brief lecture requiring students to take notes in Microsoft Word. Each student is seated at a computer so this arrangement works well. I am not so sure if this is the best way to begin a lesson. An adjustment may be to reduce the note taking session to a shorter period of time. Lever-Duffy, and McDonald (2008) have noted that “a teacher must have an awareness of his or her own teaching style to be able to adjust it to meet the needs of the learners” (p.26). I realize that this type of lesson is reflective of how I best learn and must also be aware of my students’ needs.

Due to the nature of the courses I teach and the technology available to me I am comfortable with using Powerpoint, Excel spreadsheets, and drawing programs such as Corel Draw. Two new tools I would like to make use of are both web based. They are the virtual field trips and voice threads. I believe they will enhance my students learning by creating new and interesting avenues for them to learn and express themselves. I view both tools as a database of knowledge which all teachers can access.
My long term plans are to work with teachers outside my technology content area to:

1) Educate my peers on some of the options they have to create lessons using the technology tools I have learned during this course.

2) Then collaborate with others to create lessons for my technology classes which integrate subject matter from other areas, such as math and science.

I have always believed it to be my responsibility to encourage and teach my peers how to make use of technology effectively in their classrooms. I often have other teachers use my classroom to do online research and project power point presentations for the entire class to view. My long term plan will be another enhancement to this which will certainly benefit teachers as well as students.

References:

Laureate Education, Inc. (Executive Producer). (2009). “Brain Research and Learning” [Educational video]. Baltimore: Author.

Lever-Duffy, J. & McDonald, J. (2008). Teaching and learning with technology (3rd ed. pp. 2–35). Boston: Pearson.

MY VOICE THREAD

Hello Everyone,
Just click on the above title "MY VOICE THREAD" and you will be taken to my voice thread.
I hope you enjoy! Thanks for viewing.
John M

WEEK 5 Connectivism & Social Learning in Practice

There is a wealth of information in the resources, most of which will take more then a week to fully explore. It all relates to the social learning theory which revolves around the idea that people learn primarily through interactions with others and their surroundings. Dr Orey speaks of the Zone of Proximal Development. I believe this is an important concept to consider when planning any activities revolving around the social learning theory. This “zone” is based on determining what a student is able to learn at this time and not teaching beyond that zone. We all have a Zone of Proximal Development and are familiar with what happens if we are required to work too far out side this zone; we become overwhelmed and usually lost.

I believe cooperative learning is a powerful tool if used properly. The reason I mention “if used properly” is I have seen classrooms where it is applied incorrectly and the result is a very chaotic classroom environment. Cooperative learning and technology are terrific partners and enhance the social learning process. The focus of cooperative learning is on getting students to interact with each other, compare their ideas and ultimately learn from their peers. The use of a multimedia tool such as Powerpoint is a great way to integrate technology into cooperative learning. A single presentation of this type will require groups to take on many tasks such as: researching, word processing, organizing ideas, and collaboration with their group to combine all the pieces into a final project.

There are several types of communication software which allow us to learn cooperatively. Pitler, Hubbell, Kuhn, & Malenoski, (2007) have noted that: “now more then ever technology allows students to collaborate on projects without the constraints of time or geography” (p.153). There are collaboration and networking tools such as Webquest and Facebook available which allows us to interact with others in different parts of the world. Our work here at Walden University would not be possible if it were not for the several collaboration, productivity, and social networking tools available to us each day.

My concern with technology is that we can sometimes become paralyzed when it is not available to us. I teach Engineering / Technology classes and see what happens when internet access is down. I understand we are never going back to the days of listening to your favorite radio show by candle light, and I don’t want to. I would just like to teach children to use a dictionary when spell check is not available, and not to panic when the battery on their Ipod dies.
References:
Laureate Education, Inc. (Executive Producer). (2009). Social Learning Theories [Educational video]. Baltimore: Author.

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

Week 4 Application: Constructivism in Practice

I find the DVDs in this course to be very helpful in explaining key terms and concepts. This week was no exception. Dr Orey discusses the principles of constructivist and constructionist learning theories and how they can be applied to lessons. His lecture is accompanied by an actual classroom application of a six grade class and their teacher Lynda Donovan. In my opinion this is an example of one method of instructing a class in an effective manner.

Another way to engage students in the learning process is to have them create an artifact. Dr Orey suggests that; when students make use of technology to create artifacts it helps them to achieve a balance between differences in external reality and there own beliefs. This week, the text Using Technology with Classroom Instruction that Works the authors: Pitler, Hubbell, Kuhn, and Malenoski, (2007) suggest using the method of creating and then testing a hypotheses as way of “engaging students in a complex mental process, which will enhance their overall understanding of the content” (p.202). I believe this is a highly effective method because it correlates with the principles of constructivist/constructionist learning theories by requiring students to actively construct their own meaning of the hypotheses being tested.

This chapter also involves the implementation of multimedia tools such as spreadsheet software, web research, organization of graphics, and data collection. The project based learning tools in this weeks resources make use of the same tools and involve students in the process of creating an artifact. For example: NASA Solar System Simulator is a great starting point for a lesson. It has plenty of links for students to conduct research based projects, and test Hypotheses. I find the links in this weeks resources to be a source of ideas when developing new lessons.

References:
Laureate Education, Inc. (Executive Producer). (2009). Constructionist and Constructivist Learning Theories [Educational video]. Baltimore: Author.

Online resource NASA Solar System Simulator
http://space.jpl.nasa.gov/faq.html

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

Cognitivism in Practice

I am drawn to some of the instructional strategies in this week’s text because of the subject matter I teach. My responsibility at the middle school is to teach students how to use technology to become better organized and therefore better prepared for the future. I am a technology / engineering teacher. In this week’s text Pitler, Hubbell, Kuhn, and Malenoski (2007) discuss the value of using word processing and spreadsheet software and mention that; “they are extremely versatile and well suited as tools to create advance organizers” (p.75). Two of the programs I focus on in class are Microsoft Excel and Word.

Cognitive learning theories revolve around information processing. In the DVD “Cognitive Learning Theories” Dr. Orey notes that there is a limit to how much information a person can process at one time. The goal is to transfer this information from short term memory into long term memory. I believe the use of instructional strategies which involve Microsoft Excel and Word can be very helpful because they are also great organizational tools.

Visual representation is also a very important part of cognitive learning practices. People retain information better when it is associated with a visual representation. This brings me to the next learning tools: concept mapping and virtual field trips. Both incorporate the visual aspect of presenting information along with other methods such as cues, questioning. These tools are ideal for introducing new material as well as activating prior knowledge.

REFERENCES
Laureate Education, Inc. (Executive Producer). (2009). Cognitive Learning Theories [Educational video]. Baltimore: Author.

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

Week 2: Application Behaviorism in Practice

The behaviorist learning theory is based on reinforcement of positive behaviors and punishment of undesirable ones. Dr. Orey stresses that reinforcement is much more powerful then punishment and should be the focus of this theory. I found the instructional strategy of using Excel spreadsheets very interesting. Part of my class time is spent teaching Excel. Pitler, Hubbell, Kuhn, and Malenoski (2007) have noted that; “not all students realize the importance of effort, many attribute their success or failure to external factors” (p.156). I can reinforce their by using Excel to create a spreadsheet which shows students the relationship between effort and grades. I am showing them the impact their effort has on their success. Lessons like this are also a great way of showing students a history of how others have overcome obstacles and an example of the behaviorist theory with positive reinforcement at work.

Another issue discussed in this weeks reading is homework and practice. I have always viewed homework as a productive learning tool providing it is not over used. Dr. Orey mentions behaviorist techniques must be combined with other learning experiences to be effective. In this case homework and practice are great tools providing they are not the only tools used.

Practice can also be accomplished by completing the same assignment in a different way. For example; a written report can be graded then redone for a better grade as a power point presentation. The student is performing repetition and practice, and then being rewarded for it without feeling they are redoing the same task more then once. The positive reinforcement of this project is a better grade, the end result is a more productive student. Pitler, Hubbell, Kuhn, and Malenoski (2007) support my comments by stating that; “having students practice a skill or concept enhances their ability to the expected level of proficiency” (p.188).

References

Laureate Education, Inc. (Executive Producer). (2009). Behaviorist Learning Theory [Educational video]. Baltimore: Author.

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