My personal learning theory has been enhanced and validated by this course, although I do not think it has really changed too much. On November 8, 2009, in my first paper, I discussed my personal theory of learning and it is there that I stated, “I believe students learn through personal connections and interactions with the lesson. Dr. Wolfe’s lessons on how the brain works and how it learns complement my personal theory on how students learn” (Brittingham, 2009). The DVD segments presented by Dr. Wolfe and Dr. Orey both helped me realize that my natural instincts and my teaching experiences are correct and the information learned in this course from research has validated my personal learning theory.
In my paper I also stated, “The importance of personal interaction and connections with a subject solidifies true learning. I believe my personal theory is a blend of Orey’s description of constructivism and social learning theories. (Laureate Education, 2009). Creating something a student can see, and working in collaborative groups, is a concept that I incorporate into my classes.” The nature of what I teach, which is rich in the use of technology daily, helps me to incorporate social and constructivist learning theories. This course has helped me to feel more confident in my teaching strategies in the fact that I know that I am utilizing strategies that will be beneficial to my student’s academic development based on what I now know about how the brain learns.
Another point that I noted in my original personal theory of learning was, “My personal theory of how students learn has also been influenced by the fact that I am a parent. “I found that they (my children) also learned best when they were involved in the lesson and were encouraged to involve others. They learned songs that went with their reading books and they taught them to us all at dinner. My own children learned by sharing what they had been exposed to in the classroom and by being involved in the lesson in a sensory way. These experiences have shaped the way that I deliver my instruction in my classroom.” (Brittingham, 2009). This point is important for me as an individual and as a teacher. I feel I am a better teacher because of my experiences as a parent. I understand first hand the home and school connection. If I had taught when I was younger and did not have children, I would not have had the personal experience to design lessons that make students want to share the information with their families. Before taking this class, I knew that having children share what they learned was important, but I did not realize how it could aid in retention until Dr. Wolfe spoke about it on the DVD (Laureate, 2009).
Although my personal learning theory has not changed, I feel surer about it, and it is stronger. I will use what I have learned to incorporate many new technology based tools into my instructional arsenal. I would like to use the virtual field trip as an instructional tool. I feel I could use it as a way to generate ideas for our video stories. Students could go to “virtual places” (to which we could never actually go), and make a video about their experience and what they learned. I also would like to incorporate the use of the Voicethread site for teaching storyboarding. In using this software, students could give feedback on other students’ storyboard images and the creator would know if he/she was effective in telling a story in pictures. Both of these tools would support student learning as they would incorporate internet searching in a multi-step task and students would create artifacts, which would promote discussion between their peers. These are important aspects of social and constructivist learning.
One long-term goal that I have regarding the integration of technology is that I would like to place students in the role of teacher as often as possible. This could be done by having a student model a technology skill that she has mastered. In addition, I would like to work with my administrators and county technology supervisor to make the latest websites and software more available to students through the school internet. So much “good stuff” is still blocked and not available for students to view and incorporate into their projects.
This class has been very informative and worthwhile. I have learned a lot about the brain and how it works. It seems that this information should be “required reading” for new teachers as part of the teacher preparatory programs at the undergraduate level. However, on the contrary, perhaps a teacher needs some “real world” experience to connect this important information to and then use it to design effective lessons. At any rate, the information is important and I am glad to have been exposed to this educational data and research.
Sunday, December 20, 2009
Wednesday, December 2, 2009
Social Learning Theory
Below is my voicethread project for you to take a look at, leave me a comment.
http://voicethread.com/share/782668/
Social Learning Theory is enhanced by using many new and unique learning strategies. On the "Social Learning Theories" DVD, Dr. Michael Orey discusses collaborative and cooperative learning as "working together as a group while applying strategies such as the jigsaw where each member of the group is responsible for a portion of the learning" (Laureate, 2009). This type of learning encourages conversations and interactions between students while they teach eachother a section of the lesson.
Chapter seven of our text, Using Technology with Classroom Instruction that Works, the authors discuss multimedia and web resources. The web is no longer "an electronic reference book; today, it's a thriving medium for collaboration in business, education, and our personal lives." (McRel, 2007). I love the idea of the JASON Project where students can "engage in hands-on scientific discovery" (McRel, 2007). What an exciting opportunity for students to become a part of the research community and make the learning a socially charged event where conversations can take place as artifacts are constructed electroncally. How often do students have an opportunity to ask questions of experts, especially my students who live in a more rural area of the country. The web has opened up the world to students everywhere.
My students are preparing to participate in C-span's Student Cam competition which is a video contest for middle and high school students. We have been discussing topics and the importance of getting strong interviews. I helped the students realize that they can Skype anyone and post that interview in their documentary. Therefore, the door is wide open to famous and important people who can be their experts and be included in their pieces.
The social networking available through the internet and multimedia are great resources for social learning and should be incorporated as much as possible into instruction.
http://voicethread.com/share/782668/
Social Learning Theory is enhanced by using many new and unique learning strategies. On the "Social Learning Theories" DVD, Dr. Michael Orey discusses collaborative and cooperative learning as "working together as a group while applying strategies such as the jigsaw where each member of the group is responsible for a portion of the learning" (Laureate, 2009). This type of learning encourages conversations and interactions between students while they teach eachother a section of the lesson.
Chapter seven of our text, Using Technology with Classroom Instruction that Works, the authors discuss multimedia and web resources. The web is no longer "an electronic reference book; today, it's a thriving medium for collaboration in business, education, and our personal lives." (McRel, 2007). I love the idea of the JASON Project where students can "engage in hands-on scientific discovery" (McRel, 2007). What an exciting opportunity for students to become a part of the research community and make the learning a socially charged event where conversations can take place as artifacts are constructed electroncally. How often do students have an opportunity to ask questions of experts, especially my students who live in a more rural area of the country. The web has opened up the world to students everywhere.
My students are preparing to participate in C-span's Student Cam competition which is a video contest for middle and high school students. We have been discussing topics and the importance of getting strong interviews. I helped the students realize that they can Skype anyone and post that interview in their documentary. Therefore, the door is wide open to famous and important people who can be their experts and be included in their pieces.
The social networking available through the internet and multimedia are great resources for social learning and should be incorporated as much as possible into instruction.
Tuesday, November 24, 2009
Constructionism
The resources that we read about this week in Pitler, Hubbell, Kuhn, and Malenoski's Using Technology with Classroom Instruction that Works, the authors discuss how students may integrate technology when generating and testing hypotheses. I was especially intrigued by teacher Dave McDivitt's history game that focused on World War II. He created his own experiment and hypothesis when he used the interactive website with one class and not with the other. He found that "those students using the simulation software not only recorded higher test scores, but also - and perhaps more important - showed overwhelming enthusiasm while learning the material" (2007, McRel).
Dr. Orey spoke about the importance of creating an artifact in constructionism. The brain makes more of a connection when this artifact can be shared. In Mr. McDivitt's simulation game, the students collaborated, created an electronic scenario of their country in which they became personally involved with the outcome, and thus retained the knowledge as evidenced by the test scores.
This is yet another example of how episodic memory is key to students' retaining knowledge that is recalled and stored. The multiple step, sustained over time nature of this activity has all of the characteristics of constructionism and it worked for these students. Another aspect of why the students bought into this activity is due to the use of technology over traditional teaching methods. Their level of interst was piqued immediately which activated their short-term memory when they incorporate their sensory skills in using the computer software.
Dr. Orey spoke about the importance of creating an artifact in constructionism. The brain makes more of a connection when this artifact can be shared. In Mr. McDivitt's simulation game, the students collaborated, created an electronic scenario of their country in which they became personally involved with the outcome, and thus retained the knowledge as evidenced by the test scores.
This is yet another example of how episodic memory is key to students' retaining knowledge that is recalled and stored. The multiple step, sustained over time nature of this activity has all of the characteristics of constructionism and it worked for these students. Another aspect of why the students bought into this activity is due to the use of technology over traditional teaching methods. Their level of interst was piqued immediately which activated their short-term memory when they incorporate their sensory skills in using the computer software.
Tuesday, November 17, 2009
Cognitive Theory
In the DVD, “Cognitive Learning Theory,” Dr. Michael Orey describes the cognitive theory of “Paivio’s Dual Coding Hypothesis which states that students remember images better than text”(Laureate, 2009) when storing information in long term memory. Images are stored as well as text labels which tags the memory for retention. In Pitler, Hubbell, Kuhn and Malenoski’s Chapter 4, “Cues, Questions and Advance Organizers” of Using Technology with Classroom Instruction that Works, the authors discuss the use of multi-media tools as advance organizers. Video clips activate the senses of vision and hearing as well as helping kinesthetic learners to connect with the clips shown. Mrs. Simpson, language arts teacher, realizes that, “the visuals will help her affluent students, who have no real idea of hunger or hopelessness, gain a better sense of the hardships of that time period” (ASCD McREL, 2007). Prior knowledge can be activated by the video in preparation for the connecting of new knowledge which occurs in cognitive theory learning.
Multi-media is also mentioned as effective support of cognitive theory in the “Summarizing and Notetaking,” chapter 6 of Using Technology with Classroom Instruction that Works. The authors discuss high school students use of a “wiki to collaborate on a project where they create a teaser for a movie about Julius Caesar” (ASCD McREL, 2007). Notes are taken separately by students and then combined to create a script for a video project. This type of collaboration also engages students’ creativity and sets the stage for episodic memory to be created. All students contribute personal knowledge, and through the use of technology, sort and summarize their contributions. This assignment becomes a social endeavor as they give of their creativity and knowledge to decide on the best use of the information and present it in the most interesting manner to the group.
My daily experiences with using multi-media sources is that it excites the learner and becomes personal to him/her. The down-side is that teachers “must ensure that students stay focused on distinguishing trivial content from essential content” (ASCD McREL, 2007). When my students collaborate and create their video projects based on research and free creativity, they involve their sensory receptors which help place the information in short-term memory and then long-term memory as further connections are made to the topic and knowledge is stored as supported by the cognitive learning theory.
Multi-media is also mentioned as effective support of cognitive theory in the “Summarizing and Notetaking,” chapter 6 of Using Technology with Classroom Instruction that Works. The authors discuss high school students use of a “wiki to collaborate on a project where they create a teaser for a movie about Julius Caesar” (ASCD McREL, 2007). Notes are taken separately by students and then combined to create a script for a video project. This type of collaboration also engages students’ creativity and sets the stage for episodic memory to be created. All students contribute personal knowledge, and through the use of technology, sort and summarize their contributions. This assignment becomes a social endeavor as they give of their creativity and knowledge to decide on the best use of the information and present it in the most interesting manner to the group.
My daily experiences with using multi-media sources is that it excites the learner and becomes personal to him/her. The down-side is that teachers “must ensure that students stay focused on distinguishing trivial content from essential content” (ASCD McREL, 2007). When my students collaborate and create their video projects based on research and free creativity, they involve their sensory receptors which help place the information in short-term memory and then long-term memory as further connections are made to the topic and knowledge is stored as supported by the cognitive learning theory.
Wednesday, November 11, 2009
Behaviorism and Instructional Strategies
Behaviorist learning theory, as explained by Dr. Michael Orey's DVD segment "Behaviorism", refers to operant conditioning which uses reinforcement of desirable behaviors and punishment of negative behaviors(Laureate, 2009). Chapter 8, "Reinforcing Effort" and Chapter 10, "Homework and Practice" of Using Technology with Classroom Instruction that Works by Robert J. Marzano both encourage the use of Behaviorist theory. The Effort Rubric is a checklist that allows the student to gauge his effort level in several specific areas of skills for classroom achievement (Marzano, 2007). Over time, the student can easily see that if he puts in greater effort his achievement will go up. It is a plain and simple tactic that charts success. If a reward were given for the improvement shown, this rubric would be very similar to the online resources we explored this week which used positive and negative sounds for behavior change. Chapter 10 discusses the role of technology in homework and practice sessions. The technological resources mentioned in this chapter also correlate well to Behaviorist learning theory. "Multiple exposures to material help students deepen their understanding of content and become proficient with skills" (Marzano, 2007). The drill and practice routines described encourage implementing tutorial websites and programs which makes these strategies a part of effective Behaviorist theories.
Monday, August 17, 2009
Final Reflection
I have learned a lot of new skills through this course. I had never created or particpated in a blog or a wiki and I had never created a podcast. All of these technology applications have taught me a great deal about how to present information to students and have exemplified the importance of collarboration. My knowledge of the teaching and learning process has deepened in being required to actually create the wiki, blog and podcast as my students would have to do. I have always found it effective that when I design a new activity to try and do it as if I were one of my students. I really learned a lot through this class due to the hands on nature of the activities and that translates into a deeper understanding of the teaching and learning processes.
All of the classes I teach involve a great amount of computer and software applications, so I feel that my perspective has been learner-centered since I lecture little and have the students creating projects daily. I do feel more empowered by the notion that it is acceptable for teachers to also learn along with their students. In the past, I have felt pressure to be the expert on all things in my classroom. The exposure to new materials through this class has helped me to believe that I can still be in control while allowing more self-discovery and peer teaching throughout the classroom.
I believe that in completing my master's program in Integrating Technology in the Classroom, I will continue to gain knowledge of ways to use technology for student achievement. The saying, "Knowledge is power" is a cliche', but with technology use, it is very important to continue to learn and then use that knowledge to improve instruction. Two goals that I have for my classroom are to become paperless and to be able to post student videos on the web through a classroom blog. The barriers I will face are the blocking of websites and the fear factor for allowing access to students from those on the world wide web. I will continue to push for more access through my teacher tech resource specialist and my media specialist. I plan to try and model acceptable practices for students' safety and netiquette lessons to prepare my students for safe use of web applications in the classroom.
The answers on the week one checklist have changed for me. The area for "participating in developing a vision for technology integration" was marked sometimes, but now I have a much better idea of what that vision should consist of and what students truly need to know to use technology effectively. I can particpate better now since taking this class as I am armed with the knowledge necessary to be an involved participant in this conversation.
All of the classes I teach involve a great amount of computer and software applications, so I feel that my perspective has been learner-centered since I lecture little and have the students creating projects daily. I do feel more empowered by the notion that it is acceptable for teachers to also learn along with their students. In the past, I have felt pressure to be the expert on all things in my classroom. The exposure to new materials through this class has helped me to believe that I can still be in control while allowing more self-discovery and peer teaching throughout the classroom.
I believe that in completing my master's program in Integrating Technology in the Classroom, I will continue to gain knowledge of ways to use technology for student achievement. The saying, "Knowledge is power" is a cliche', but with technology use, it is very important to continue to learn and then use that knowledge to improve instruction. Two goals that I have for my classroom are to become paperless and to be able to post student videos on the web through a classroom blog. The barriers I will face are the blocking of websites and the fear factor for allowing access to students from those on the world wide web. I will continue to push for more access through my teacher tech resource specialist and my media specialist. I plan to try and model acceptable practices for students' safety and netiquette lessons to prepare my students for safe use of web applications in the classroom.
The answers on the week one checklist have changed for me. The area for "participating in developing a vision for technology integration" was marked sometimes, but now I have a much better idea of what that vision should consist of and what students truly need to know to use technology effectively. I can particpate better now since taking this class as I am armed with the knowledge necessary to be an involved participant in this conversation.
Saturday, August 1, 2009
Podcasting - wow!
Below is the link to my very first podcast. I found this to be a time consuming assignment, but really engaging and fun. The content of the podcast is academic and follows the assignment requirements for my master's class, but the process is one that I think students would enjoy. I am considering making podcasting an assignment for my communication arts class as it would be a great project to do while teaching the lesson on interview skills. With a podcast, the emphasis is on audio, so the students would not get bogged down with setting up shots and editing the video; they could focus completely on asking creative, open-ended questions and learn how to edit audio only using Audacity.
Click on this link to go to my podcast: Those of you who are not in my master's class may not understand the vocabulary used ("digital natives" - kids who are born into the world of technology and do not know a time when computers and all of the tech tools did not exist - - - "digital immigrant"-adults and those of us who have had to learn technology as it came out - those who learned to type on typewriters, like me!!)
Click on this link to go to my podcast:
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