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.
Tuesday, January 26, 2010
Tuesday, January 19, 2010
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.
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.
Sunday, January 10, 2010
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.
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.
Friday, June 26, 2009
Reflection: Final Blog Posting
This course has helped me to develop my technology skills in a few different ways. It has given me exposure to areas I would not normally use. Blog and wikis are now things I am comfortable with and can use in lessons I have modified. I also have a better understanding of what I need to do to prepare my students for the future.
I feel I have a deeper knowledge of the learning process through this course because my view of what needs to be accomplished in class is much more defined. I can create much more effective lessons when I know what the goal of each lesson should be.
I believe that my perspective has changed from teacher-centered to learner-centered because I have discovered that I need to explore new technology in order to simply keep up with some of my students. It is a learning process and a journey which I will make with my students.
I will continue to expand my knowledge by completing my masters program and also working as the technology advisor in my school.
I have set two long term goals, they are as follows: Goal 1: continue to encourage the schools system to update the computers in my classroom. I am in charge of the budget for my area, if I can show we have the funds this could become an attainable goal. Goal 2: My classroom environment is also based on the school atmosphere. I would like to encourage other teacher to use technology more often in their classrooms. This can be accomplished by creating lessons that teach across the curriculum.
I reviewed my check list from the beginning of this course and one item I would change is an increase in activities requiring student collaboration to accomplish a joint task. I have realized the great importance and value of have students collaborate with each other.
I feel I have a deeper knowledge of the learning process through this course because my view of what needs to be accomplished in class is much more defined. I can create much more effective lessons when I know what the goal of each lesson should be.
I believe that my perspective has changed from teacher-centered to learner-centered because I have discovered that I need to explore new technology in order to simply keep up with some of my students. It is a learning process and a journey which I will make with my students.
I will continue to expand my knowledge by completing my masters program and also working as the technology advisor in my school.
I have set two long term goals, they are as follows: Goal 1: continue to encourage the schools system to update the computers in my classroom. I am in charge of the budget for my area, if I can show we have the funds this could become an attainable goal. Goal 2: My classroom environment is also based on the school atmosphere. I would like to encourage other teacher to use technology more often in their classrooms. This can be accomplished by creating lessons that teach across the curriculum.
I reviewed my check list from the beginning of this course and one item I would change is an increase in activities requiring student collaboration to accomplish a joint task. I have realized the great importance and value of have students collaborate with each other.
Tuesday, June 2, 2009
PODCAST Application 5
Hello,
Just click on the wording above "PODCAST Application 5" to listen to my podcast.
I hope you enjoy it.
Thanks,
Just click on the wording above "PODCAST Application 5" to listen to my podcast.
I hope you enjoy it.
Thanks,
Tuesday, May 26, 2009
APPLICATION 4
Partnership for 21st Century Skills
I was impressed with the reading sources available on the web site. It is easy to navigate and I like the drop downs at the top of the main page. It didn’t take long before I found an article which is of interest to me. The Middle School Journal was very informative. I teach at this level and printed a few copies for the teacher’s room.
I was surprised to see that the site consists of more then just a data base of reading resources. A great deal of time and effort was put into developing and maintaining this site. For example visitors are encouraged to join a Cyber Summit which will take place starting June 1st, it sounds like a good way to learn more about the 21st Century Skills Movement and how I could improve my teaching methods to support this.
I did notice that the site stress a particular point of view and does not leave much room for debate regarding some topics. For example Core Subjects are listed on the site, directly below is the 21st Century Themes that the creators of this site feel should be woven into the core subjects. As a teacher I always examine information objectively, using what I feel will be helpful and leaving out what I feel will not be beneficial to my students. Much of this is a matter of opinion and not a proven fact. The site seems to present some of the information as a proven fact and not just a suggested way of doing things.
The implications for students and teachers are that we will all need to adjust to the changing times. Teachers need to educate and evaluate their students differently. Students need to shift their thinking from personal to team oriented goals. It is obvious that students and teachers must become more “tech savvy”, however, this will not be enough. When our students enter the work force they will be expected to possess strong communication skills. Collaboration with coworkers will be an important part of most jobs.
Partnership for 21st Century Skills
I was impressed with the reading sources available on the web site. It is easy to navigate and I like the drop downs at the top of the main page. It didn’t take long before I found an article which is of interest to me. The Middle School Journal was very informative. I teach at this level and printed a few copies for the teacher’s room.
I was surprised to see that the site consists of more then just a data base of reading resources. A great deal of time and effort was put into developing and maintaining this site. For example visitors are encouraged to join a Cyber Summit which will take place starting June 1st, it sounds like a good way to learn more about the 21st Century Skills Movement and how I could improve my teaching methods to support this.
I did notice that the site stress a particular point of view and does not leave much room for debate regarding some topics. For example Core Subjects are listed on the site, directly below is the 21st Century Themes that the creators of this site feel should be woven into the core subjects. As a teacher I always examine information objectively, using what I feel will be helpful and leaving out what I feel will not be beneficial to my students. Much of this is a matter of opinion and not a proven fact. The site seems to present some of the information as a proven fact and not just a suggested way of doing things.
The implications for students and teachers are that we will all need to adjust to the changing times. Teachers need to educate and evaluate their students differently. Students need to shift their thinking from personal to team oriented goals. It is obvious that students and teachers must become more “tech savvy”, however, this will not be enough. When our students enter the work force they will be expected to possess strong communication skills. Collaboration with coworkers will be an important part of most jobs.
Friday, May 8, 2009
Idea for using Blogs in my classroom
I teach computer technology classes to grades six through eight. The blog would be used for my eight grade classes.
I polled several 8th grade classes to see if many of them have used blogs as an instructional tool with other teachers, most have not done this. Considering most students are familuar with blogs but have not used them for instructional purposes I have decided to formulate a plan to start simple and then later create more detailed uses of the blog format. My reasoning behind this plan is to build the confidence of students and avoid possible frustration that may occur if students begin to struggle.
I will begin introducing my classes to blogs with an on line demonstration of how they work and what they can be used for in school. I am fortunate to have my computer linked to a projector which displayes what is on my monitor to a large screen in the front of class. Using the blog as a place for students to interact about content would be a good starting point. My plan would be to post questions on the blog which pertain to the week’s lesson that students are required to answer. To get them started they could begin during class and would be required to finish for homework. Most students do have access to the web at home, however, I would need to make modifications for those who do not. Untimately I would like to use the blog to publish student’s work. Several of their projects are digital files so this would work nicely.
The use of a blog in my class is a good tool for instructional content because it not only covers the particular assignment but also reinforces the use of computer skills such as web browsing, and word processing.
Using a blog will allow students to make up work they have missed due to absense from class. I see each class only twice per week so it is difficult for students to make up assignments. Using a blog to post projects would allow students and parents to see what is required. The blog could also be used as a way of posting exceptional projects; this could serve as a form of motivation to students. This will be a definite enhancement to my lesson.
I polled several 8th grade classes to see if many of them have used blogs as an instructional tool with other teachers, most have not done this. Considering most students are familuar with blogs but have not used them for instructional purposes I have decided to formulate a plan to start simple and then later create more detailed uses of the blog format. My reasoning behind this plan is to build the confidence of students and avoid possible frustration that may occur if students begin to struggle.
I will begin introducing my classes to blogs with an on line demonstration of how they work and what they can be used for in school. I am fortunate to have my computer linked to a projector which displayes what is on my monitor to a large screen in the front of class. Using the blog as a place for students to interact about content would be a good starting point. My plan would be to post questions on the blog which pertain to the week’s lesson that students are required to answer. To get them started they could begin during class and would be required to finish for homework. Most students do have access to the web at home, however, I would need to make modifications for those who do not. Untimately I would like to use the blog to publish student’s work. Several of their projects are digital files so this would work nicely.
The use of a blog in my class is a good tool for instructional content because it not only covers the particular assignment but also reinforces the use of computer skills such as web browsing, and word processing.
Using a blog will allow students to make up work they have missed due to absense from class. I see each class only twice per week so it is difficult for students to make up assignments. Using a blog to post projects would allow students and parents to see what is required. The blog could also be used as a way of posting exceptional projects; this could serve as a form of motivation to students. This will be a definite enhancement to my lesson.
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