Reflecting on Technology

At the beginning of this course I had to come up with my “Personal Theory of Learning”. I discussed Vygotsky’s social development theory. I was introduced to this theory in my third education class in undergrad and I identified with it immediately. Especially the Zone of Proximal Development (ZPD) and More Knowledgeable Other (MKO). The ZPD is what a students can do on their own and what they can do when a teacher or another person that is more knowledgeable (MKO) on the subject or skill is helping them (Learning Therories.com, 2013). The other theory I discussed was Gardner’s multiple intelligences. In his theory, “every individual possesses some degree of each of the intelligences he details…If any one of the intelligences is of significant capacity, the result is a prodigy in that area.” (Lever-Duffy, 2008). Both of these theories are still very important to my teaching style. However, this course opened my eyes to other theories and strategies; some of which I was already using. The elaboration and dual coding theories are two that I have added to learning theory. Elaboration theory states that “content to be learned should be organized from simple to complex order, while providing a meaningful context in which subsequent ideas can be integrated.”(Learning-Theories.Com, 2013, para 1). Dr. Orey states that dual coding is information that is stored two ways, with a picture and the labeling of that image (Laureate, 2011). One of the strategies I did not realize I was using was project based learning. With this students are creating an artifact; they are working together, and I have been using this for several years. This class also introduced me to many different technologies such as concept mapping software, virtual field trips, Voice Thread, and more. These different technologies have are very exciting for me as a teacher, and the students are having fun and learning at the same time. I have already started using Kidspiration for concept mapping in a couple of my classes with a great deal of success, as well as viritual field trips. I am working with a 3rd grade to make fractured fairy tales and I am looking into the animation sites I learned about from our technology resources. I think that will be a wonderful way to keep students engaged and learning. I also want to use Voice Thread much more, as well as blogging and wikis. Many of my older students use different social media sites and I think a wiki for things such as a book discussion would be useful and fun for the students. One of my long term goals is to get a set of Ipads for my library. Not only can tons of books be downloaded to them but the educational apps are awesome. l have a personal Ipad that I use on my smartboard with airserver. The students love using my ipad, especially on the big screen. The apps are great learning tools, and are fun for the students. To get ipads for my classroom I am going to have to beg, borrow, and plead. I am working with my local library board to help with funding, and I am also looking into grant writing. My other goal is to get more computers in one of my libraries. I have two school libraries, one has ten computers and the other has two. So it is a must to get more computers in that library. To get this technology into the hands of my students I plan to ask for donations of old computers that I can fix up and I am sending out letters to local businesses asking for their old laptops and desktop computers. I am also looking into different grants to buy computers. Both of my goals involve getting technology into the hands of my students. Learning to use technology is a hands-on process. It is my job to make sure that they have that technology to learn on. References Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1 Learning Theories.Com. (2013). Social Development Theory (Vygotsky). Retrieved from http://www.learning-theories.com/vygotskys-social-learning-theory.html Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Cooperative Learning

Cooperative learning is an instructional strategy that is part of the Social Learning theory. According to the book Using Technology with Classroom Instruction that Works, “cooperative learning focuses on having students interact with each other in groups in a ways that enhance their learning (Pitler, Hubbell, Kuhn, 2012, p. 73). This strategy has students working together, teaching each other, helping each other, to learn and create a product. This type of learning leans itself very well to technology. Using multimedia in cooperative groups can involve making videos, animations and websites. Pitler, Hubbell, Kuhn state that this “is a complex task that requires many roles and responsibilities…By nature, both multimedia projects and cooperative leaning groups require attention to detail in the planning process.” (2012, p.75). Students can build websites or use different sites, such as wikis, Facebook to collaborate. Another type of activity that works well with cooperative groups is WebQuests. These are “inquiry-based activities that allow students in a class or multiple locations to work together to learn about a particular subject or to tackle a particular project or problem.”(Pitler et al. 2012, p.83). WebQuests are very structured and “are designed to use learners’ time well, to focus on using information rather than looking for it, and to support learners’ thinking at the levels of analysis, synthesis, and evaluation (Pitler et al. 2012, p.83). They require students to think critically and increase depth of knowledge. Web-enabled multiplayer simulation games use human interaction inside a game. “Gaming simulation is an interactive learning environment that makes it possible to cope with complex authentic situations that are close to reality. At the same time, gaming simulation represents a form of cooperative learning through teamwork” (Pitler et al. 2012, p.84). The possibilities for learning with these types of learning are endless. Two other multimedia items that can be used in cooperative learning are shared bookmarking and course management programs. Shared boo marking sites allow a person to set up an account and bookmark websites in one place that can be accessed from any device that has internet access. Cooperative groups can use such sites to bookmark sites for their projects and categorize them. (Pitler et al. 2012, p.86). Anyone who has taking an online course has used some form of course management program, such as Blackboard. These sites are set up by teachers and are used to access information about a class, submit projects, and can be used for corporative learning. These sites have areas for learners to interact and collaborate on projects. Below I have Voice Thread I made to use in one of my classes. Voice thread is an online conversation that incorporates video, pictures, and people. It allows people to cooperate on projects from anywhere they have internet access. The project I have created is for one of my 4th grade classes. Enjoy!

Constructionism

Constructionism is what I would call hands on learning. According to Dr. Orey, constructionism states “that new ideas are most likely to be created when learners are actively engaged in building some type of external artifact that they can reflect upon and share with others” (Orey, 2001). I think it can place a student in the ZPD (Zone of Proximal Development), which is the difference between what a student can do with a MKO (More Knowledgeable Other) and what they can do by themselves (Learning-theories.com, 2013). When students are creating as they learn they are able to ask questions, have that hands-on understanding, and create their own understanding. Constructionism involves many different elements including rubrics, “presentation of work, Learner collaboration, Learners engaging in "genuine," authentic real-world tasks” (Orey, 2001). In the resources this week I read about generating and testing hypotheses. Both of these ideas correlate with the ideas of constructionism. According to the book Using Technology with Classroom Instruction that Works it states “four processes that teachers can use to help students generate and test hypotheses are (1) system analysis, (2) problem solving, (3) experimental inquiry, and (4) investigation” (Pitler, Hubbell, Kuhn, 2012). These tasks have students doing research, presentation of that research, asking and answering questions, and working together. These require critical thinking skills and depth of knowledge that we want to engage our students in. Technology is an essential tool for making generating and testing hypotheses easier. With new software students “spend more time interpreting the data rather than gathering data”, it allows for more inquire based thinking (Pitler et al. 2012, p. 205). Learning-Theories.com. (2013). Social Development Theory (Vygotsky). Retrieved from Learning-Theories.com: http://www.learning-theories.com/vygotskys-social-learning-theory.html Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.

Cognitive Learning Theory

Many of the resources that I have explored this week deal with Cognitive Learning Theory, more specifically elaboration and dual coding. Elaboration theory states that “content to be learned should be organized from simple to complex order, while providing a meaningful context in which subsequent ideas can be integrated.”(Learning-Theories.Com, 2013, para 1). Dr. Orey states that dual coding is information that is stored two ways, with a picture and the labeling of that image (Laureate, 2011). When students are taught strategies that incorporate these ideas it helps them to make connections to material and it gives them the tools to retrieve that information. A few strategies that integrate these theories are cues, questions, note taking, summarizing, concept mapping (advanced organizers), and virtual field trips. Cues and questions are tools that help students during a lesson. In the book Using Technology with Classroom Instruction that Works it states, “Cues are “hints” to students about the content of a lesson, providing information on what the students already know as well as some new information on the topic” (Pitler, Hunnell, Kuhn, 2012, p.91). Questions, or essential questions, “allow students to access previously learned information on the topic, and teaches to assess what the students do not already know” (Pitler et al. 2012) p.91). These two tools help students make connections to prior knowledge. It helps to give them reference point when learning new material. Summarizing is another tool that correlates with Cognitive Learning Theory. Summarizing is organizing and condensing information, then putting it into your own words. Pitler et al. suggest teaching rule based summarizing which “provides students with a process to apply as they summarize and gives them a structure to guide them” (2012, p. 148). The steps include removing information that is not needed for understanding, remove words that are repeated, use one word to descried listed items that are alike (dogs instead of Doberman, Labrador Retriever, Boston Terrier), and topic sentence from the writing or make your own (Pitler et. al, 2012 p.149). This allows students to put information in their own words, using words that will help them to make those crucial connections to make retrieval easier. Dual coding uses words and images. Students need to see images that coincide with what is being taught, and ways to make connections to help get the new information into their long-term memory. Some strategies that involve both elaboration and dual coding are note taking, concept mapping (advanced organizers), and virtual field trips Note taking utilizes these ideas when note taking is more than just words. Pitler et al. states “A format that has a strong impact is combination notes, which employ outlining, webbing, and pictographs in addition to words” (pp.150-151). Concept mapping uses images, webbing, etc that help the learner make connections that enhance their ability to retrieve information. Virtual field trips use images and video that grab the student’s attention. All of these use images and labeling of those images. Pitler et al. (2012) states “Graphic representation has been shown to produce a produce a percentile gain of 39 points in student achievement” (p.151). All of these strategies help students to move more information into long term memory. It gives them tools to retrieve what they have forgot they know by making connections that trigger their memory. Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1 Com, L.-T. (2013). Elaboration Theory (Reigeluth). Retrieved from Learning-Theories. Com: http://www.learning-theories.com/elaboration-theory-reigeluth.html Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.

Behavioist Learning Theory

Behaviorist learning theory involves a change in the behavior of a person due to a stimulus-response by the learner. According to Standridge, “An individual selects one response instead of another because of prior conditioning and psychological drives existing at the moment of the action” (Smith, 1999). In the book Using Technology with Classroom Instruction that works, there are many strategies discussed that combine technology and behaviorist learning theory. One of the strategies discussed is reinforcing effort. According to Pitler (2012), “reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pg. 57). This strategy is about helping students to recognize the reward from hard work. Pitler (2012) states, “One easy way to help students make the connection between effort and achievement is by using a spreadsheet” (Pg. 58). Students are taught how to use a spreadsheet to graph their score on their classwork and an effort score. According to Pitler, the teacher needs to make an effort rubric that students will understand so that they have a true understanding of the effort they are putting forth (2012). Students need to make a real connection between the two. This corresponds to the behaviorist learning theory because it is teaching students to find their own reward or possible punishment. They learn if they put forth a lot of effort the graph increases and if they do not the graph decreases. In my school, data notebooks are used. Students graph their test scores and set goals. The students get excited to see their graph increase, however they are doing them by hand and do not discuss effort. I plan on introducing this to the teachers at my schools. Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD. Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm

Reflection

Before taking the course, Understanding the Impact of Technology on Education, Work, and Society, from Walden University I thought I was pretty tech savvy. While I discovered that I do very well when it comes to technology, I found that I still have a lot to learn. I discovered so many different ways to use technology in my classroom, and ways to use technology to enhance learning. Dr. Thornburg stated that technology allows teachers the “…..capacity to facilitate learning, rather than direct it in a really profoundly top down hierarchical mode that was common place in a textbook driven world.”(Laureate, 2010). Technology frees teachers to encourage students to explore and use critical thinking skills. It allows my classroom to become even more learner centered, and lets the students steer the lessons. With regards to, technology in my classroom, I hope to have a one to one computer ratio for students in my library. I want every student, in a class, to be able to sit down at a computer of their own to do research, play learning games, etc. I am now up to eight computers in my library, which is wonderful. That is three more than last year, but it is not enough. To achieve my goal I need at least 20 more computers. When I dream, I dream big. With the help of the community donations, spare computer parts that are donated, and fundraising, I hope to achieve my goal of a one to one ratio of computers for my students within the next two years. If every child has their own computer to work with, I can facilitate more. Another goal I have is to get ipads, e-readers and tablets in my library. Students need to learn how to use these devices, and the educational apps that can be purchased are amazing. Students love using the technology, and they are learning while having fun. Moreover, as a librarian the number of books that can be downloaded is astonishing. It is cheaper and always in stock. During the course of this class, I learned what 21st century skills are, and what it means in the classroom. Teachers are told to implement 21st century skills, but we are not always given a real understanding of what they are. I will continue to take any and all classes and professional development that will increase my understanding of technology so that I can model it in my classroom. To best prepare students for the future, I have to be as prepared as I can be to teach them using the newest technology. Laureate Education, Inc. (2010).The Changing Role of the Classroom Teacher: Part 1. Baltimore, MD: Author

Podcast Students and Technology

Partnership for 21st Century Skills

The Partnership for 21st Century Skills (P21) website, http://www.p21.org/index.php, has a lot of information that can be used in the classroom. It stresses all the skills that students need in the future, and discusses how to implement them in the classroom. However, I found the site to be confusing to navigate. I did find some wonderful resources and lesson ideas, but it was difficult to find them. In order to find the lesson ideas you had to read through tons of information on the P21 maps and Common Core kit. Yes, the information was useful and interesting but an area that has just lesson ideas is needed. Innovative lessons, resources, and ideas that are easily accessible would be very useful. Different ways to teach students 21st century skills is welcomed by most teachers. I realize that the purpose of the Partnership for 21st Century Skills is to create awareness, and to advocate for the skills that students will need in the future. But why does everything on their website start at 4th grade? I understand that somewhere between 4th and 12th grade U.S. students go from the top internationally to the bottom, but they should advocate for those skills to be taught to younger students as well. Starting at a younger age can only better prepare students for the future. It would seem that I am not a fan of what the Partnership for 21st Century Skills is doing. That is not true; I am thrilled that they are working to get states teaching students the skills they will need. My state, WV, was one of the first states to join the initiative in 2005. My state pushes 21st century skills, and has created areas on our state department website for teachers giving us tools to help teach these skills. My state has come a long way with the help of P21. As a teacher, and especially as a mother, I am grateful. P21. (2013). The Partnership for 21st Century Skills . Retrieved from The Partnership for 21st Century Skills : http://www.p21.org/index.php

I am an elementary school librarian and have been thinking about how I would use a blog. For preschool thru 5th grade I would use it to keep parents informed of things going on in the library. I could post links to different websites about books, reading, and learning games. It could also be used to inform parents of community library happenings, and such, For the upper grades, 4th and 5th, I think it would be wondering to tool to use to introduce them to blogging. In the book “Blogs, Wikis, Podcasts, and other powerful web tools for classrooms” it states that, “Posting to a Weblog can take many forms. Students can write about personal reactions to topics covered in class, post links, write reflectively, and summarize or annotate readings.”(Richardson, 2010) I have been looking at different books to use for a book discussion. I like the books by Carl Hiaasen, such as Chomp, Hoot and Flush for younger readers. They all have an environmental theme, and a lot of research ideas. I think I will use the blog like a discussing board, where I post a question and then each student has to respond to the question. They can post links, pictures, or reflections about the book as well. I will allow all of them to be author on the blog also. Once we get to the research phase, after we have read the book, they will post their research on the blog. According to Richardson, “blogs facilitate what I think is a new genre that could be called “collective writing”, a form that forces those who do it to read carefully and critically, that demands clarity and cogency in its construction, that is done for a wide audience , and that links to the sources of the ideas expressed.” (Richardson, 2010) This will require them to learn the research process, and to learn how to determine a reliable source. They will also have to respond to what their classmates write in response to their research. I think this is a wonderful way to get students excited about writing. Especially when they know that not just the teacher, but their classmates and the world can see their posts. I believe this will be a major motivator. I cannot wait to try it this year, and will post how it goes. Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin.