This last year of teaching I tried to incorporate more internet based research. Through this course I developed a unit plan that will get me started using the internet on a more regular basis. The most useful information that I received from this course is that “we had better start teaching” our students “to be web literate” (Eagleton & Dobler, 2007, p. 119). I implemented internet research within my class last year but I did not teach them how to use the web.
Through this course I plan on teaching my students how to use the web at the beginning of each year. This will allow me to use web literacy projects through out the whole year. I will also be more aware of how to help the students search for information on the web because of the knowledge I have gained about my researching and evaluating skills. Along with the information that I have gained from this course, I have also produced a unit plan that is a great starting place for me with introducing web literacy. This unit plan will be used next school year and is a starting place for producing more unit plans that include web literacy.
To pursue my learning of web literacy, my goal for this next year is to search the internet each week and find a useful website to share with my students. By showing my interest in searching the web, the students will hopefully become more interested. This will also improve my research skills in which I can use towards teaching my students how to search the web for reliable information. I am also hoping through this goal that my students will see how useful the internet is and use the sites that I provide for them. They might even find their own sites that will be useful for them and their classmates.
Monday, June 21, 2010
Wednesday, February 24, 2010
Reflective Essay
At the beginning of this class, I developed a Personal Theory that was focused on integrating technology to include all multiple intelligences and now that I have finished this course I would make some adjustments to that Theory. Technology provides many opportunities to reach all learners. There are a few topics I would like to add to my Personal Theory that were not included. The first would be to create more social learning environments, enabling students to rely on each others knowledge to build their own. Technology can be used in an array of group settings and can help students learn from each other. “The cooperative environment also develops a social support system for students” (Orey, 2001, p. 11). I would also like to include more detail about using technology as a way to provide graphic organizers, cues, immediate feedback, nonlinguistic representations, and reinforcing effort. Technology is versatile because it can be used in small ways and also for large projects.
This class has introduced two new tools, Concept Maps and Voice Thread, that I feel will be beneficial to my students. I have already integrated concept maps into my classroom, and I have found them to be helpful as they outline the chapter so my students are better able to see how the lessons relate to each other. They are also a “tool for organizing and representing knowledge” (Orey, 2001, p. 1). I leave extra bubbles so they can fill in examples so they know what types of problems go with each heading. This provides an easy way for my students to take notes. I have not had them make their own yet, I am trying to give them a couple of examples before I have them try it on their own. The second technology tool that I want to integrate into my classroom is Voice Thread. I have not introduced it yet, but plan to by the end of the year. This will allow my students to discuss topics which will promote a higher level of thinking. My students will truly understand a topic rather than just knowing enough to complete the homework. Voice Thread will also allow my students to ask questions when they do not understand; the teacher or their classmates can answer their questions.
The first long term goal that I have is to be more clear on my expectations and level of achievement with my technology projects. I have integrated technology in my classroom, but so far my biggest struggle has been giving my students clear expectations. In the future I plan to give my students a packet describing the project’s purpose and expectations. I will also attach rubrics that will be filled out by each individual. The rubrics will be used for self and group evaluation, and also for evaluating their finished product. Depending on the project, I will also have them evaluate the rest of their classmates’ projects. To achieve this long term goal, I will need to verbally explain the purpose and expectations of the project and the rubrics to the class. This will allow and opportunity for the students to ask questions before they start their project.
My second long term goal is to integrate technology into almost every lesson. Even if the students are not completing a project, technology can still provide a better learning experience for my students. I want to utilize more advanced organizers, cues, and immediate feedback. These help to focus “on enhancing students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 73). In the future, I will determine my learning objective for every lesson and then find a way that technology can play a role. I feel it is vital to dedicate time each day that is focused directly on integrating technology.
References
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
This class has introduced two new tools, Concept Maps and Voice Thread, that I feel will be beneficial to my students. I have already integrated concept maps into my classroom, and I have found them to be helpful as they outline the chapter so my students are better able to see how the lessons relate to each other. They are also a “tool for organizing and representing knowledge” (Orey, 2001, p. 1). I leave extra bubbles so they can fill in examples so they know what types of problems go with each heading. This provides an easy way for my students to take notes. I have not had them make their own yet, I am trying to give them a couple of examples before I have them try it on their own. The second technology tool that I want to integrate into my classroom is Voice Thread. I have not introduced it yet, but plan to by the end of the year. This will allow my students to discuss topics which will promote a higher level of thinking. My students will truly understand a topic rather than just knowing enough to complete the homework. Voice Thread will also allow my students to ask questions when they do not understand; the teacher or their classmates can answer their questions.
The first long term goal that I have is to be more clear on my expectations and level of achievement with my technology projects. I have integrated technology in my classroom, but so far my biggest struggle has been giving my students clear expectations. In the future I plan to give my students a packet describing the project’s purpose and expectations. I will also attach rubrics that will be filled out by each individual. The rubrics will be used for self and group evaluation, and also for evaluating their finished product. Depending on the project, I will also have them evaluate the rest of their classmates’ projects. To achieve this long term goal, I will need to verbally explain the purpose and expectations of the project and the rubrics to the class. This will allow and opportunity for the students to ask questions before they start their project.
My second long term goal is to integrate technology into almost every lesson. Even if the students are not completing a project, technology can still provide a better learning experience for my students. I want to utilize more advanced organizers, cues, and immediate feedback. These help to focus “on enhancing students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 73). In the future, I will determine my learning objective for every lesson and then find a way that technology can play a role. I feel it is vital to dedicate time each day that is focused directly on integrating technology.
References
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, February 3, 2010
Social Learning
Social learning can be done in many ways; one way that we looked at this week was cooperative learning. “Cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 139). In some of my classes I have my students in base groups where they use cooperative learning everyday when they are working on homework. This social aspect of their learning has helped them teach other students and has also helped them ask for help from their peers. They are continually working on their communication skills and building their knowledge. These base groups have helped to “build trust, camaraderie, and teamwork, and they are useful for checking homework and completing tasks and other routines” (p. 140).
The technology resources that were provided for us this week are ways for students to collaborate while they are not face-to-face. These types of tools are helping students collaborate to achieve a learning goal. The tools also provide for a continuous stream of communication between the students and help them learn from one another.
References
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
The technology resources that were provided for us this week are ways for students to collaborate while they are not face-to-face. These types of tools are helping students collaborate to achieve a learning goal. The tools also provide for a continuous stream of communication between the students and help them learn from one another.
References
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, February 2, 2010
VoiceThread
Here is my link to a voice thread that I created. In my voice thread I have podcasts that were developed by my students. These were created to help the students study and use as a resource. I did not see the benefits of having them complete this project. I am having a hard time getting my students to study.
http://voicethread.com/share/885348/
http://voicethread.com/share/885348/
Wednesday, January 27, 2010
Constructivist/Constructionist Learning Theories
A constructivist classroom sets “lesson/unit goals and expectations at the outset, so that learners understand what hey are trying to achieve and the level of that achievement” (Orey, 2001, p. 5). Once that is established, the students use their prior knowledge and resources to discover their objective. This can be done through project-based instruction, problem-based instruction, or generating and testing hypotheses. The online tools that I looked at under this week’s resources were a great way to come up with the objective of the lesson and then build off of that. Also, there were many lesson plans to get teachers going and more ideas on how to implement this type of instruction.
Project-based learning is a way to “engage learners in learning” which is a major component in constructivism (Orey, 2001, p. 6). These “projects are complex tasks, based on challenging questions, that serve to organize and drive activities, which taken as a whole amount to a meaningful project” (Orey, 2001, p. 9). Through the process of students developing projects, they are building off of their prior knowledge to collaborate and come up with new ideas. This type of instruction is student centered with the teacher acting as a facilitator.
Problem-based instruction “encourages question posing” that is related to real life scenarios (Orey, 2001, p. 6). It also “addresses broader learning goals that focus on preparing students for active and responsible citizenship” (Orey, 2001, 4). This type of instruction is a way for students to use resources to solve a problem or a question that is meaningful to them or their group. There is a purpose for their learning, which creates a high level of learning.
“When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 202). The first couple of times that students attempt this there will need to be some teacher interaction to help guide them through the process. As the students continually generate and test hypotheses, they will understand the process and become more in-depth in their learning. This helps the learner test their hypotheses and learn at a higher level.
Resources
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pittler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Project-based learning is a way to “engage learners in learning” which is a major component in constructivism (Orey, 2001, p. 6). These “projects are complex tasks, based on challenging questions, that serve to organize and drive activities, which taken as a whole amount to a meaningful project” (Orey, 2001, p. 9). Through the process of students developing projects, they are building off of their prior knowledge to collaborate and come up with new ideas. This type of instruction is student centered with the teacher acting as a facilitator.
Problem-based instruction “encourages question posing” that is related to real life scenarios (Orey, 2001, p. 6). It also “addresses broader learning goals that focus on preparing students for active and responsible citizenship” (Orey, 2001, 4). This type of instruction is a way for students to use resources to solve a problem or a question that is meaningful to them or their group. There is a purpose for their learning, which creates a high level of learning.
“When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 202). The first couple of times that students attempt this there will need to be some teacher interaction to help guide them through the process. As the students continually generate and test hypotheses, they will understand the process and become more in-depth in their learning. This helps the learner test their hypotheses and learn at a higher level.
Resources
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pittler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, January 20, 2010
Using cues, questioning, and advance organizers are a good way to start out a lesson to prepare the students for the new material. All three of them can be done at one time to “focus on what is important” out of the lesson (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 74). Advance organizers can go even deeper and create a project for the students to understand the material and to use it in a way to review previously learned material.
The next two instructional strategies that were looked at this week in the readings were summarizing and note taking. These strategies enhance the “students’ ability to synthesize information and distill it into a concise new form” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 119). Technology allows many ways for students to summarize material and take notes in a different format. The different formats are best used when students get the opportunity to use all of them and determine which type fits their learning needs.
Virtual field trips and concept mapping are also instructional strategies that allow students to summarize their information, review their information, and also organize their information. Concept mapping is a more specific way for students to summarize the information presented and also can be used for taking notes. A virtual field trip is a great way to provide cues and bring up questions.
According to the Cognitive Learning Theory students need to “learn “with” as opposed to “from” computers” (Orey, 2001, p. 2). The instructional strategies that I explained above focus on the use of technology to assist in the learning process. Cognitive tools are there to “allow students to interact with information in order to acquire, synthesize, create, and share new knowledge (Orey, 2001, p. 3).
References
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pittler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Jenna Eklund
The next two instructional strategies that were looked at this week in the readings were summarizing and note taking. These strategies enhance the “students’ ability to synthesize information and distill it into a concise new form” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 119). Technology allows many ways for students to summarize material and take notes in a different format. The different formats are best used when students get the opportunity to use all of them and determine which type fits their learning needs.
Virtual field trips and concept mapping are also instructional strategies that allow students to summarize their information, review their information, and also organize their information. Concept mapping is a more specific way for students to summarize the information presented and also can be used for taking notes. A virtual field trip is a great way to provide cues and bring up questions.
According to the Cognitive Learning Theory students need to “learn “with” as opposed to “from” computers” (Orey, 2001, p. 2). The instructional strategies that I explained above focus on the use of technology to assist in the learning process. Cognitive tools are there to “allow students to interact with information in order to acquire, synthesize, create, and share new knowledge (Orey, 2001, p. 3).
References
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pittler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Jenna Eklund
Wednesday, January 13, 2010
Behaviorist Theory
Researching the Behaviorist Theory in more depth has made me eager to increase my knowledge of this subject. This theory gives teachers a reason to keep teaching and encourages them to make an impact on their students’ lives. According to Dr. Orey (2001) “[i]f behaviors can be learned, then they can also be unlearned or relearned” (p. 6).
Many students do not have an understanding of how effort affects their achievement. There have been many misconceptions of how a person’s achievement is determined. As a teacher, I have the opportunity to impact my students by “shaping” or “gradually changing the quality of a response” they have to their daily efforts (Orey, 2001, p. 5). The idea that I am most interest in is providing my students with an effort rubric that will be used on a weekly basis. Having students get on a computer and create a spreadsheet to record their data will teach them many lessons as well as show them the impact that effort has on their learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 156-163). I am also going to give an on-line survey to my students before I use this idea to see what they believe. At the end of the year I am going to give the same survey to see if there is any variation in the results.
The second instructional strategy that was discussed should parallel the beliefs of most math teachers; to assign homework and practice. Behaviorists believe that a behavior can be learned and also extinguished. Helping students to learn and realize the benefit of practicing their school work will increase every students’ outlook on school and their achievement. The first step that needs to be taken is to give students resources that they can use at home and at school. These resources also need to be interesting to them; computer games are a good example. There also needs to be data available that shows students how their scores are progressing. Different sources of technology are able to collect data and give students and teachers immediate feedback. These “[m]ultiple exposures to material help students deepen their understanding of content and become proficient with skills” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 188).
Through technology, teachers will have more success in capturing students’ attention and producing positive learning experiences. Using the behaviorist theory allows students to “work for things that bring them positive feelings” and “change behaviors to satisfy the desires they have learned to value” (Orey, 2001, p. 6).
References
Orey, M.(ED). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Many students do not have an understanding of how effort affects their achievement. There have been many misconceptions of how a person’s achievement is determined. As a teacher, I have the opportunity to impact my students by “shaping” or “gradually changing the quality of a response” they have to their daily efforts (Orey, 2001, p. 5). The idea that I am most interest in is providing my students with an effort rubric that will be used on a weekly basis. Having students get on a computer and create a spreadsheet to record their data will teach them many lessons as well as show them the impact that effort has on their learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 156-163). I am also going to give an on-line survey to my students before I use this idea to see what they believe. At the end of the year I am going to give the same survey to see if there is any variation in the results.
The second instructional strategy that was discussed should parallel the beliefs of most math teachers; to assign homework and practice. Behaviorists believe that a behavior can be learned and also extinguished. Helping students to learn and realize the benefit of practicing their school work will increase every students’ outlook on school and their achievement. The first step that needs to be taken is to give students resources that they can use at home and at school. These resources also need to be interesting to them; computer games are a good example. There also needs to be data available that shows students how their scores are progressing. Different sources of technology are able to collect data and give students and teachers immediate feedback. These “[m]ultiple exposures to material help students deepen their understanding of content and become proficient with skills” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 188).
Through technology, teachers will have more success in capturing students’ attention and producing positive learning experiences. Using the behaviorist theory allows students to “work for things that bring them positive feelings” and “change behaviors to satisfy the desires they have learned to value” (Orey, 2001, p. 6).
References
Orey, M.(ED). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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