Reflection—EDUC 6713—Integrating Technology Across the Content Areas

This course has been a wonderful learning experience for me. It has provided an opportunity to examine with discernment how best to integrate technology tools in order to bring deeper, richer understanding of content to my students. By using the GAME plan to design, organize, and structure my own learning as well as my students', I now am able to view technology with increased sensitivity and better judge how it will best serve our learning needs. Throughout this course, I have focused on the traits and skills needed to become a self-directed learner and have begun to pass those same skills on to my students. In this way, they will have the tools they need to continue the process of life-long learning. Cennamo, Ross, & Ertmer (2009) add that self-directed learners: "think about thinking and apply strategies to regulate and oversee their learning" (p. 3). The most significant contribution that this class has given me is that I now have a framework that allows me to help my students learn how to learn.

While exploring the facets of the GAME plan, I was able to engage in the cyclical process of setting goals, taking action, monitoring, and evaluating. This is invaluable for my own professional growth and will also provide the means to meaningful, relevant discovery for my students. Marc Prensky (2008) offers: "…in addition to using technology in school, students like having goals they want to reach, doing rather than listening, getting involved with the real world…"(p. 45). The ability to customize and differentiate my lessons more effectively has evolved through this course and by utilizing the GAME plan. Being able to choose appropriate technology tools that will extend learning and help me to tailor my instruction to specific student needs has been supported through this process.

In my personal GAME plan, I was able to begin to make changes in my instructional practices by offering my students more authentic, technology-infused activities. Royer & Richards (2008) add this perspective on the pairing of technology and real-world activities: "Students create authentic 21st century multimedia literacy products similar to those they encounter and value outside of school" (p. 31). During this course we have discovered, discussed, and developed lessons incorporating problem-based learning, social networking or online collaboration, and digital storytelling. Building collaboration skills was a major component in all three of these lessons. "In a collaborative environment, students are actively engaged in the exchange of ideas and are not only responsible for reaching their own academic goals, but the goals of others in the group" (Tech4Learning, Inc. 2007). In addition to increasing teamwork skills, all of these strategies foster creative thinking and provide powerful channels for students to connect with content.

In our DVD, a perfect summation of this course was offered: "Use technology to accomplish your goals" (Laureate Education, Inc. 2009). Rather than use technology for the sake of technology, this course has endorsed aligning our technology use with our vision for teaching, the goals of our students, and the enrichment of our content. My objective for my classroom is to help my students become active, involved, and immersed in their own learning. I will strive to help my students erase the line between what happens in school and what happens beyond by offering exposure to activities that are authentic and address my content. Technology is the implement I can use to accomplish this.

References

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

Laureate Education, Inc. (Producer). (2009). Program twelve. Spotlight on Technology: Digital Storytelling, Part 1 [Motion picture]. Integrating Technology Across the Content Areas. Baltimore: Author.

Prensky, M. (2008, March). Turning on the lights. Educational Leadership, 65(6), 40-45.

Royer, R., & Richards, P. (2008, November). Digital storytelling. Learning & Leading with Technology, 36(3), 29-31.

Tech4Learning.com: Digital Storytelling Across the Curriculum located at http://www.tech4learning.com/workshops/kolk/digitalstorytelling

Using the GAME Plan Process With My Students

During the last several weeks, we have focused on creating and implementing our own personal GAME plans to help us learn about technology and technology resources. This plan has set the foundation for developing self-directed learning skills that are important for both teachers and students. This lifelong practice includes "planning, monitoring, and evaluating learning activities" (Cennamo, Ross, & Ertmer, 2009, p. 3). When learning through this approach, we manage our contributions and participation in developing new skills or obtaining new knowledge. By passing this framework of learning how to learn on to our students, we are offering the tools they will need to apply knowledge to new situations.

To help my students increase their proficiency with technology, I will have them utilize the GAME plan as well. We will start my reviewing the current technology standards (NETS-S, 2007) and setting individual goals based on background knowledge. Next we will address preferred learning styles and how they might match current or new classroom activities. This will lead us to our action plan. Student feedback is so important at this stage because when they are allowed to make choices about their own learning, they become more engaged and outcomes are improved.

Once we have our action plans in place and are beginning to implement them, our next step is to monitor our progress. This reflective practice will be challenging for many students but is necessary in order to align actions with goals. I will encourage journaling in our class blog or discussion board to promote the positive aspects of collaborative networking. Making adjustments can help to place students on an improved path toward accomplishing their goals. Finally, we will evaluate our progress by revisiting our goals and measuring gains realized and also how we might alter our approaches the next time.

Modeling and scaffolding all of these steps will be important as I link my own goals to those of my students. Cennamo, Ross, & Ertmer (2009) add: "…as you are considering ways that you can meet the required teacher standards, you can simultaneously consider ways to help your students meet the required student standards" (p. 7). We will initially discuss and create GAME plans in a whole class situation and then students will be encouraged to design their individual plan. Through the use of a GAME plan, students will be better equipped to transfer and apply learning skills to the constant flow of technology changes that they will experience in their lives.

Concentrating on one or two goals at a time will make this implementation more feasible for my students, but I also want them to envision themselves continuing this cycle throughout their lives. Our GAME plans will need to be an ongoing process as we steadily improve in existing areas and tackle new ones. Collaboration and brainstorming will be key interaction tools that I utilize in order to help students benefit from others' ideas. I look forward to watching my students deepen and enrich their understanding of our course content through their GAME plans and will consider the plans successful when my students are able to take initiative for their learning, consider and learn from others' perspectives, and exhibit confidence in discovering new areas of technology.

References

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

National Education Standards for Students (NETS-S) located at http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm

Revision and Extension of My GAME Plan

A few weeks ago, I created my GAME plan to help me learn about technology and technology resources. Although I have made gains, my goals will remain active as I try to steadily improve in these areas. Evaluating my progress means that I appraise, or reflect on, my plan to note both strong and weak areas and make the necessary adjustments. Cennamo, Ross, & Ertmer (2009) add: "Key to effective reflection is the ability to go beyond a simple description of what happened to consider why it happened, how it is connected to other events, and what adjustments should be made to subsequent actions based on this understanding" (p. 11). Our weekly blog entries have been a great way to journal about our progress and consider the effectiveness of our GAME plans.

To improve my instructional practice, I have been able to really consider how my current lessons can be improved by technology and authentic activities. Each day I am able to consciously scrutinize how my classroom environment can become more beneficial and rewarding for my students. Cennamo, Ross, & Ertmer (2009) add: "As a reflective learner, you will think about what has been effective in the past, but also continually monitor and evaluate what is effective for you now" (p. 11). One of the most positive attributes of creating a GAME plan has been the awareness it has given me in my approaches and strategies.

My goals are ongoing, but as my comfort level increases with my continued implementation, I will also add new goals. One such goal that I would like to add is "develop and model cultural understanding and global awareness" through "digital-age communication and collaboration tools" (NETS-T, 2008). As my classroom is becoming more diverse, it is important for me to be able to demonstrate for my students how to appropriately express ideas with people from other cultures. Using technology tools to accomplish this will help to balance any differences. Kottler, Zehm, and Kottler (2005) offer: "It is part of the passionately committed teacher's moral responsibility to cultivate knowledge and appreciation of cultural diversity and to teach others to do the same" (p. 154).

To extend what I have learned so far, I will not only pool resources with colleagues on best practices, but will also branch out to include technology and education experts. Through this networked community, I will seek advice and share facets of successful technology integration. One component that I did not use in my current GAME plan but would like to implement in the future in order to further improve my learning is to include textbook authors, publishers, and software developers in my gallery of knowledgeable professionals. Through increased collaboration, I will be able to work in partnership to learn the new skills I need in order to become a more effective, creative, and committed teacher.

References

Cennamo, K., Ross, J., & Ertmer, P. (2009). 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.

National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final

Evaluation of My GAME Plan

Moving on to the evaluating phase of my GAME plan, I now need to measure my gains in order to see where additional changes and actions can be made. Cennamo, Ross, & Ertmer (2009) add that this step asks: "were you successful?"…"did you learn enough?"…and "How can you extend what you learned?…" (p. 5). This reflection process is necessary to appreciate improvements, recognize professional growth, and provide direction for future self-directed learning.


My GAME plan actions have helped me to reach a comfort level with my goals and recognize that it will be an unending process as technology and technology resources continue to change. Through the varied resources and collaboration channels in this course, my exposure has been significant; and I feel ready to incorporate them more into my instruction. Learning to offer choices in order to reach all learners, to make activities authentic to my students, and to use the tool of reflection as a means and measurement of understanding have supported my instructional practices the most.

An area that still needs concentration is to include more problem-based learning activities that will help my students utilize and develop their creative-thinking skills. This week we developed a lesson plan that uses this type of activity and helps students to use technology as "mindtools" (Cennamo, et al., 2009, p. 56). Solving problems and delving deeper through technology is my goal for my students. Rethinking my existing activities with this thought in mind will help me to extend my lessons and enrich the learning experience. According to Dr. Peggy Ertmer, problem-based learning has "multiple benefits" (Laureate Education, Inc. 2009). A new goal is to now direct my focus on providing those benefits through the use of more problem-based learning.

As teachers, a big portion of our jobs is to evaluate and assess our students. It is equally important to examine our own practices for areas of strength or weakness. Making note or reflecting on our own effectiveness as well as that of our lessons and chosen technology will help to guide us. One personal component to continue my growth process and reach my goals will be to address them with colleagues. It is in this networking process that we are able to solve problems together, contribute, create, share, and learn more effectively.

References

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

Laureate Education, Inc. (Producer). (2009). Program eight. Spotlight on Technology: Problem-Based Learning, Part 1 [Motion picture]. Integrating Technology Across the Content Areas. Baltimore: Author.

Monitoring My GAME Plan Progress

To continue reporting on my GAME plan progress in learning about technology and technology resources, I have made some gains. In this monitoring phase, I am evaluating my plan to determine advancement as well as critically looking at possible changes. Cennamo, Ross, & Ertmer (2009) suggest examining the plan to "reflect on whether the strategies you have chosen are working" (p. 4). This portion of the GAME plan will help me to redirect my efforts if they are not aligned with my goals.

With the help of this course, my blogging has increased, and I am also trying to keep current with a professional blog: http://theedublogger.com/. Reading and posting to blogs is giving me practice with reflecting and journaling—skills that I want to pass on to my students.

Constructing a lesson plan using UDL (Universal Design for Learning) has also helped me to look closer at how I can bring technology into my classroom in ways that will support and be meaningful for all students. With technology always changing, I will need to be persistent with this action step as I search for new tools and beneficial ways to use them. "Explore how other districts, schools, classrooms, teachers, and students are using the technology" (Consortium for School Networking, 2006, p. 15). I have learned how to offer choices and make variations in my lesson plans to allow for diverse learners. Again, the diversity changes with each new group of students, so this plan needs to be flexible.

A question that has arisen because of this process is whether or not the software my classes use is best suited to the goals and objectives of the class. I plan to look at alternative ways to use the software as well as other software that might be available. In one particular course, the publisher is seeking feedback, and I have exchanged a few emails on elements that I would like to see changed. I plan to continue this process of analyzing current materials and making modifications if necessary.

In the last few weeks, I have also met with some community employers who share their perspectives on potential jobs and needed job skills in our area. This, too, can be unpredictable at times so it will be important to make this type of collaboration ongoing. In order to provide authentic instruction, I will need to know what the real-world activities entail as well as what technology they use or plan to use. "With technologies evolving rapidly, it's difficult to predict which ones will be the must-haves and exactly how they will be used. But administrators, teachers, parents, and students will be on the front line of figuring out effective, productive, and engaging ways of using technology innovations" (Consortium for School Networking, 2006, pp. 14-15).

References

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

The Consortium for School Networking. (2006, August). Hot technologies for education: What's happening now and later? Middle Ground, 9(4), 12-15.

Focusing on Action in My GAME Plan Cycle

It's time for action! After determining areas of instruction dealing with technology integration and course content that need improvement, I am now continuing the process and examining what resources and additional information might be helpful as well as what I have accomplished so far. Cennamo, Ross, & Ertmer (2009) define this process: "You identify what you already know about the task at hand and develop a plan of attack, otherwise known as a learning strategy" (p. 3). With this action plan, my learning is self-directed, within my control, and enables me to gain skills that I can then share with my students.

My first area of adjustment is to help my students become more reflective with collaborative tools. I have chosen to use a blog for this, and the resource that I feel would be most helpful is to become increasingly involved with blogging—particularly with other teachers and professionals. In this way, I will be able to sharpen my own blogging/reflection skills. Practicing what I will be asking my students to do will give me insights on how to guide and encourage them. In addition to this course, I need to continue to investigate blogs that would foster this type of reflective interaction. My progress in this area is the blogging I am doing for this course—composing my own posts, reflecting on the GAME plan, and then reading, reflecting, and responding to my cohorts. Also, in my own classroom, we use a blog and I am beginning to post more reflective prompts for my students to address. My continued involvement in this exchange will strengthen my skills and serve as scaffolding for my students.

The second and fourth areas involve designing learning experiences that incorporate digital tools and resources, and communicating with students via digital tools. Some resources needed to continue exploring these areas are: consulting with my school IT department on acceptable resources, conferring with my colleagues on tools they have used successfully, and reading current literature on new technology and classroom strategies. In addition to the information gained from this class and program, I have also addressed these topics with a few teachers at my school and plan to make this an ongoing practice with more colleagues.

My third area of improvement deals with customizing my instruction to meet the diverse needs in my classroom. Resources that will help me accomplish this will be to initially determine what those needs are and then begin to restructure my lesson plans to accommodate them. Examining student data, observing my students, talking with prior instructors, and asking for advice from the school special needs coordinator will be beneficial. Creating options for students is my goal, and a valuable resource will be searching for current lesson plans online that will help me to see applications for my own classes. My progress so far has been to create a background knowledge questionnaire for one of my classes that includes questions dealing with how students learn best or what they feel they need in order to be successful in the course. In this way, I hope to gain a little more perspective on how to structure the class.

Howard (2004) offers that every student should "have access to the curriculum in a way that promotes the most learning for that individual" (p. 26). Three of my four action steps deal with tailoring my instruction and technology use to be a better fit with the needs of my students. All of my action steps, however, are intended for the same target—to help my students better understand and personalize our class content.

References

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

Howard, K. L. (2004, February). Universal design for learning: Meeting the needs of all students. Learning and Leading with Technology, 31(5), 26-29.

My Personal GAME Plan

In order to increase my efficacy as a teacher, I need to continually examine my practices to make sure that I am adeptly preparing my students and growing professionally. Turning my evaluating and assessing skills inward will help me to be able to reflect on my own strengths and weaknesses and begin to make corrections. This on-going process is called self-directed learning, and is essential for me to use in order to meet my own personal learning goals. To guide me in this practice, I will use the GAME plan. According to Cennamo, Ross, & Ertmer (2009): "The GAME plan enables you to customize your approach to learning tasks, to develop relevant skills that are important to you, and prepares you for lifelong learning" (pp. 3-4). The four elements included in this plan are: goal setting, taking action, monitoring, and evaluating. By managing my own self-directed learning, I hope to be able to model the same techniques for my students.

After visiting the ISTE Web site and reviewing the standards and performance indicators for teachers, I recognize areas where I need improvement. Here is my GOAL plan to help me make the necessary adjustments and strengthen my proficiencies:

NETS-T-1. Facilitate and Inspire Student Learning and Creativity
c. promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning, and creative processes

Goals—Utilize digital tools for reflective purposes in addition to collaboration
Action—Make use of journaling and/or posts through our class blog, a wiki, email, or specialized software to assess student understanding. Encourage students to respond to classmates' reflections by offering their own views.
Monitor—Become an active participant in this reflective process by providing guidance and feedback.
Evaluate—Determine if reflections are reinforcing content by "facilitating group and community learning" (Cennamo, Ross, & Ertmer, 2009, p. 79).

NETS-T-2. Design and Develop Digital-Age Learning Experiences and Assessments a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

Goals—Increase authentic experiences and activities for my students that endorse creative thinking
Action—Consider how digital resources can enhance student engagement and autonomy and match available tools with real-world activities. Investigate having students build databases, create digital stories, and design concept maps
Monitor—Continually examine and scrutinize success of activities to determine if students are meeting goals and mastering skills
Evaluate—Determine if the technology tools and activities are good matches, if they support the course content and learning goals, and if they are being used in purposeful ways. Determine what changes need to be made to improve.

NETS-T-2. Design and Develop Digital-Age Learning Experiences and Assessments c. customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources

Goals—To consider the unique and diverse needs of my students when planning activities
Action—Use student data and observation to adjust activities to match abilities, learning styles, and backgrounds
Monitor—Perform ongoing assessments to determine if students are reaching potential
Evaluate—Determine if grades, understanding, and performance correlate. Examine technology tools, lesson plans, and allotted time to make necessary modifications.

NETS-T-3. Model Digital-Age Work and Learning
c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats

Goals—To make use of a variety of channels to communicate with my students
Action—Investigate assigning students to update our class blog daily with assignments and pertinent class information. Increase use of email for whole-class messages. Consider using Voicethread to share information and ideas. Investigate designing class Web page.
Monitor—Request feedback from students on new channels of communication and track use
Evaluate—Based on comments concerning new communication formats, make adjustments to better suit suggestions, criticism, and views.

Initiating these changes will help me to improve my classroom environment and better address the needs of my students. Cennamo, et al., (2009) offer these additional suggestions for improvement: "Be open to creative ideas…Provide feedback…Be explicit…Be consistent in expectations...Be patient" (p. 80). The ISTE standards are a guideline for all teachers, and we need to persistently reflect and strive to connect our vision for teaching with these recommendations.

References

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final

Reflections on Gained Awareness and Insights from EDUC 6712

Supporting Information Literacy and Online Inquiry in the Classroom

This course has been a remarkable learning experience for me. It has encouraged me to discover the new definition of literacy, what the new literacies entail, and how I can offer opportunities for my students to acquire those literacies. Modeling and offering exposure to these new skills will help to equip my students with 21st century skills that will be viewed as assets in the workplace as well as in their personal lives. November (2008) offers this insight: "We can teach students critical thinking and how to be socially responsible when they use the Internet to have a globally connected voice" (p. 3). Making informed decisions in a technology-changing environment will require our students to be proficient in these skills, and this course has helped me to see how to consciously and seamlessly include them in my daily activities.

The most surprising revelation that I had about teaching the new literacy skills to my students is how motivating it can be. When students begin to personalize their learning and engage in the discovery process, they genuinely become active participants who are managing their own learning. Creativity flourishes, student interest increases, and expectations are exceeded. This course has helped me to better understand that by making learning relevant, my students are able to make connections that will arm them with the tools they will need for their futures. Kuhlthau, et al., (2007) add: "Inquiry does not stand alone; it engages, interests, and challenges students to connect their world with the curriculum" (p. 2). Because of this course, I now appreciate that students can make significant learning gains through inquiry-based projects and also enjoy the process.

My newfound grasp of the power of inquiry-driven projects will have a major impact on my future teaching approaches and activities. Placing emphasis on making meaning, deeper understanding, and the acquisition of ideas instead of memorizing facts is my goal. Eagleton & Dobler (2007) add: "Inquiry projects can convert classrooms and schools into communities of practice" (p. 16). I plan to utilize the combination of "modeling, scaffolding, practice, and feedback" in order to help my students become effective with the inquiry process. (Eagleton & Dobler, 2007, p. 27). I will not abandon the traditional literacies, but will merge them with the new literacies to further enhance the preparation my students receive.

One professional development goal that I have is to increase my own personal participation in inquiry-driven projects. In this way, I will be better able to assist and guide my students and perhaps anticipate problem areas. My own inquiries can be class related as well as personal since my students would benefit from both types of experiences. I plan to explore educational blogs, Web sites, books, and articles that provide information, encouragement, and support on addressing the new literacies and utilizing inquiry-based projects. In addition, I plan to collaborate with colleagues to share ideas and broaden my scope in this area.

Connecting what students do or will need to do outside of school to what they do in school is the driving force of the new literacies and inquiry-based projects. This course has validated my obligation to adapt instruction to the needs of my students. Our role as teachers is to offer guidance on effective strategies for finding, appraising, and managing information in ethical, principled ways. By providing these opportunities, we will help our students to become truly literate.

References

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

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

November, A. (2008). Web literacy for educators. Thousand Oaks: Corwin Press.

Final Reflection on Insights Gained

EDUC 6711—Bridging Learning Theory, Instruction, and Technology

In this course, we have discovered and discussed theories on how students are best able to learn. By examining these varied beliefs of learning theories, I have been able to reflect on my own perception about how my students assimilate knowledge best. Each of the learning theories explored offer logic, reasoning, and validity that I can now utilize in my own personal theory of learning. Lever-Duffy & McDonald (2008) add: “Learning is a complex activity that can be explained differently depending on one’s perspective on how and why people do what they do” (p. 12). Throughout this course, I have learned that by selecting specific components from the established theories of learning, I will be able to enhance the learning of my students by offering unique approaches, options, and choices to them.

Initially, my personal theory of learning had a narrower focus and limited range. I now view it as a more comprehensive compilation of elements taken from the learning theories explored in this course. Since my students have diverse learning styles, preferences, strengths, and weaknesses, I should also have a wider assortment of learning theories and strategies to utilize. My personal model for learning theory has evolved into one that recognizes the diversity and range disparity in my students, and can be altered or modified to better fit their learning variations. Regardless of the learning styles of my students or the strengths they exhibit in certain areas, my objective is to help them to become involved, absorbed, and active in their own learning. Technology is an implement I can use to achieve this.

An immediate change that I can make in my classroom when incorporating technology tools is to restructure assignments to make certain the tools are being used by my students. By keeping in mind that an instructional tool is something I would use, and a learning tool is what my students would use; I will analyze my approaches or strategies, make the necessary changes, and remember that my technology decisions should keep my students first. Pitler, Hubbell, Kuhn, & Malenoski (2007) offer: "Most teachers are eager to embrace new technologies, as they have seen their students' excitement and motivation increase when they do so" (p. 1). The criteria I use when selecting tools should be based on being interactive and meaningful for my students. Their particular needs will guide my technology tool decisions in order to provide them with activities that are relevant, motivating, and constructive.

Two technology tools that I would like to utilize are concept maps and wikis. Both of these tools provide the freedom and benefit of being used from the classroom, home, media center, or wherever there is Internet access. Concept maps offer a very visual way to organize and bring clarity to thoughts as well as link new information to existing knowledge. By allowing my students to build their own maps, they will be able to use a graphic hands-on activity to become engaged in the formation of their own learning. Novak & Cañas (2008) offer: “We believe one of the reasons concept mapping is so powerful for the facilitation of meaningful learning is that it serves as a kind of template or scaffold to help to organize knowledge and to structure it” (p. 7).

My second tool, wikis, provides a vehicle to work collaboratively with group members to design and manage projects. Richardson (2009) adds: “In using wikis, students are not only learning how to publish content; they are also learning how to develop and use all sorts of collaborative skills, negotiating with others to agree on correctness, meaning, relevance and more. In essence, students begin to teach each other” (p. 61). My students will be exposed to a very effective method of building teamwork skills while also building their knowledge base.

Two long-term goal changes that I would like to make are to continue with my shift toward a more student-centered environment and also to remain current in upcoming technology so that my students will be exposed to both the skills and tools they will need for their futures. By assigning a high priority to these two goals, my classroom will move toward a more horizontal flow of information, and my students will be more prepared and competitive as they search for jobs.

In order to implement these goals, I will seek, create, or re-work assignments—such as project, problem, and inquiry-based—that allow my students to play a more active role in their learning. Utilizing aspects of the cooperative learning strategy and the social learning theory will take precedence to achieve this goal. To stay current, I will continue to learn about how to use technology effectively in my classroom through dialog with colleagues, reading pertinent articles and journals, and taking courses or receiving up-to-date training.

Creating my unique theory of learning from the collection of recognized theories will help me to tailor my instruction to match the needs and learning styles of my students. Making wise technology tool choices will also help to satisfy their varying abilities and preferences. This course has helped me to recognize how these two areas can enhance their learning experience and help them to maximize their potential.

References

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

Novak, J. D. & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

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

Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.

VoiceThread--Technology and Cheating

Here is the URL to view my presentation on VoiceThread:

http://voicethread.com/share/499779

I am looking forward to your comments!

Social Learning Observations

Social learning strategies, cooperative learning, and connectivism are united by the commonality of students interfacing and communicating with each other in order to learn more effectively. Attaining the necessary teamwork skills utilized in these approaches will enable our students to be better prepared for future work demands. Pitler, Hubbell, Kuhn, & Malenoski (2007) add: "To be prepared for the fast-paced, virtual workplace that they will inherit, today's students need to be able to learn and produce cooperatively" (p. 139). When we offer our students activities based on the social learning strategies, they not only need to work together toward a common goal, but they also gain experience with positive interactions with others.

These interactive strategies are based on each member of the group serving and assisting other members. Herrell & Jordan (2008) offer: "Cooperative learning provides an opportunity for communication, planning, research, and oral and visual presentations in the classroom" (p. 110). Our students gain experience in developing multiple strengths to complete tasks and solve problems together. The fundamental goal of using these strategies in our classrooms is to help create a community of learners who are able to communicate, collaborate, and cooperate while constructing and developing new knowledge.

Our resources included social learning strategy examples that have an added or extended dimension of integrating technology. Pitler, Hubbell, Kuhn, & Malenoski (2007) add: "Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face" (p. 140). Many of my students are active in Facebook, and as a class we have explored Google Docs. Voicethread is another online collaborative tool that enables students to communicate in several ways with each other—typing, via phone, or voice. All of these tools provide students with an opportunity to share, work, or build together. George Siemens refers to this networked approach as connectivism (Laureate Education, Inc. 2009). In this methodology, students learn by making connections and constructing with others in an environment that is filled with information that is ever changing. Orey (2001) offers this insight: "New technology forces the 21st century learner to process and apply information in a very different way and at a very different pace from any other time in history" (p. 1). This sort of social learning format requires students to recognize and manage relationships and precedents as they develop their current framework of knowledge.

The basic rationale for providing our students with exposure to social learning is to prepare them for the skills they will need in school, on their jobs, and in their personal lives. They will need to be able to construct together, communicate about the construction, and utilize technology to facilitate the real-life process.

Here is a link to help you explore connectivism a little more:
http://design.test.olt.ubc.ca/Connectivism

References

Herrell, A., & Jordan, M. (2008). 50 strategies for teaching English language learners (3rd ed.). Upper Saddle River, NJ: Pearson.

Laureate Education, Inc. (Executive Producer). (2009). Program nine. Connectivism as a Learning Theory [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

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.

Linking Instruction to Constructivism/Constructionism

The constructionist learning theory is based on constructing or developing something that helps students become active in their own learning. Dr. Michael Orey suggests that it is a theory based on people learning best when they build artifacts they can share with others (Laureate Education, Inc. 2009). How does this link to or perhaps change our instructional strategies? We need to offer our students tools to use in this building process. These tools can range from application software such as Word, Excel, Access, PowerPoint, and Publisher to Web sites or Internet searches. It can also include content specific software or simulations.

Any tools students can use to construct and be engaged in their learning would connect with constructivism/constructionism. The focus is to make learning more hands-on and tailored to each learner. Orey (2001) offers: "Instruction is only effective when the learners can relate personally and take something away from it" (p. 2). The constructivist theory was initially developed by Jean Piaget and addresses that each learner's understanding is unique and based on their experiences. His building blocks of learning include: assimilation, accommodation, equilibration, and schema (Laureate Education, Inc. 2009).

Constructivism/Constructionism's framework is that learning takes place in a more learner-centered environment as opposed to a teacher-centered environment. In our resources, there were many examples of how our students can become committed and enthusiastic about their learning through the process of exploring, designing, and solving real-world problems. One example was in the use of simulations to replicate real-life situations. Pitler, Hubbell, Kuhn, & Malenoski (2007) add: "Simulation software also can provide incredibly engaging learning environments, resulting in increased motivation and retention in learning" (p. 213). An instructor's role would be to make sure all students understand both the expectations and also the various methods to be utilized when constructing their artifacts. Teachers need to become managers of the projects their students are developing.

Instructional strategies for constructivist/constructionist-based activities rely on students taking ownership and becoming accountable and responsible for their knowledge while teachers are the guides in this process and offer direction. Orey (2001) adds: "In effect, this cognitive mentorship helps students organize the direction of their learning as well as understand how their strategies connect to the broader goal of solving the overall problem" (p. 6). Project-based, problem-based, and inquiry-based activities are instructional strategies that all utilize the concept of our students using tools to create and build their own base of knowledge.

Here is a link to read more about Jean Piaget and his learning theories: http://webspace.ship.edu/cgboer/piaget.html

References

Laureate Education, Inc. (Executive Producer). (2009). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

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.

Thoughts on the Cognitive Learning Theory

Cognitive learning is based on finding a hook or link that already exists in our students and connecting new information to it. It involves helping our students see designs or patterns and understand their development. Expanding our students' learning capabilities with higher order thinking activities and new technology tools is also an important element of cognitive learning. Students can now utilize technology to gather, examine, organize, design, and explore. By using cognitive learning tools in our classroom, students are more motivated and better able to see the meaning and relevance of lessons that replicate what they will be asked to do on the job. Dr. Michael Orey suggests that such tools afford our students a richer learning experience (Laureate Education, Inc. 2009). The cognitive learning theory is an approach to learning that focuses on building a framework so that our students are better able to learn, recall, and use information.

Cues, questions, and advance organizers are tools that can be used to shape the cognitive learning theory in our classrooms. Cues and questions help students recall previous knowledge, and advance organizers help students to categorize, summarize, and manage new information. According to Pitler, Hubbell, Kuhn, & Malenoski (2007): "Cues, questions, and advance organizers should focus on what is important rather than what is unusual" (p. 74). Application software like Word, PowerPoint, and Excel as well as concept maps are effective tools for our students to use when organizing or analyzing their work. They also help satisfy the varying learning styles of our students. Staying in line with the cognitive learning theory, these tools all aid in enhancing the learning experience and expanding on existing concepts.

Summarizing and note taking involve sifting through the information in order to classify, sort out, or categorize it. Again, the application software (Word, PowerPoint, and Excel) and concept mapping can assist our students as they determine how to manage new information. Cognitive learning concentrates on enabling our students to better understand and remember concepts, and summarizing and note taking are two tools that offer increased exposure, higher-level thinking, and decision-making skills. Wikis and blogs are also helpful collaborative tools when students want to share information or learn from each other.

The cognitive learning theory helps our students identify academic relationships, organize them, and govern their use. When we follow this approach, our students are better able to develop and increase their level of learning.

References

Laureate Education, Inc. (Executive Producer). (2009). Program five. Cognitive Learning Theories [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

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

Here is a link on the cognitive learning theory that you might like to explore:
http://www.learningrx.com/cognitive-learning-theory-faq.htm

Connecting Technology, Instruction, and Behaviorism

Behaviorism is based on the assertion that actions or behaviors are learned routines that can be observed or assessed. One way to develop a routine or habit is through practice or conditioning. B. F. Skinner developed the concept of operant conditioning. According to Orey (2001): "His model was based on the premise that satisfying responses are conditioned, while unsatisfying ones are not" (p. 2). When this perception is combined with technology in our classroom instruction, our students are able to engage in an activity that allows them to practice new skills, receive instant responses, and concentrate their efforts where they are needed most. In other words, students have specific goals to focus on and are able to react positively toward accomplishing those goals. Here is a link to some information on operant conditioning that you might like to check out: http://psychology.about.com/od/behavioralpsychology/a/introopcond.htm

One component of the behaviorist theory is that the learning should be measurable. By interlacing technology with our classroom instruction, the process of accessing student work becomes easier. Pitler, Hubbell, Kuhn, and Malenoski (2007) offer: "Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback" (p. 156). The educational software that my students use—keyboarding and introduction to computers—is tutorial in nature and has the advantage of being used in the classroom, in the media center, or from home. In this way, students can work on improving their skills at a location or time that is most convenient for them. Pitler, Hubbell, Kuhn, and Malenoski (2007) add this insight: "Technology facilitates homework and practice by providing a wealth of resources for learning outside of the classroom, making it easy for students to work on collaborative homework assignments and providing "drill and practice" resources that help students refine their skills" (p. 189). In addition, my students are given support from the software, a timely measurement of their skills, and a prescription or suggestions for improvement.

The various educational technology resources available are similar in that they provide exposure and practice at the learner's pace as well as cues and feedback on their achievements. They also utilize the behaviorist theory of stimuli and response. It is important to remember that these technology resources are tools and should be used to increase and enhance the learning experience for our students. Our goal when incorporating them into our lessons and classrooms should be to enable our students to expand their skill sets, extend their knowledge, and become active in their learning.

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.

An Update

I have been busy at school getting ready for a new quarter. Last quarter we switched our online delivery system from Blackboard to Angel, so that has been an interesting transition. My challenge for the coming quarter is to become familiar with a new program called Myitlab. It will be utilized in our Introduction to Computers classes and seems to have a lot of potential. It should be very helpful in dealing with issues in varying skill levels of my students.

At Walden, my current class is on creating an effective classroom environment. This is a great class, and I consider myself lucky to be able to renew and refresh my teaching skills at this time. This week a cohort and I have been putting finishing touches on a wiki we created together. One great moment recently occurred at a training session at my school. The instructor spoke on Web 2.0 resources, and I felt so comfortable--I had worked with everything he was talking about!

Reflections on Insights Gained From EDUC 6710

Reflections on Insights Gained From EDUC 6710

Understanding the Impact of Technology on Education, Work, and Society

This course has been a wonderful learning experience for me. It has challenged me to explore new technology that I can begin using today in my classroom. Although I had never created a blog, wiki, or podcast; this course afforded me the opportunity to try something current, relevant for my students, and new for me. With the help of our class resources, my classmates, and through experimentation, I discovered tools to foster collaboration, creativity, and problem solving—all skills that my students will need in the workplace. These discoveries have aided me in seeing both the significance and the relative simplicity in incorporating tools that will help my students in learning 21st century skills. In addition, I have realized the benefit of this technology for me as I plan curriculum and collaborate with other teachers on ways to utilize these practices in the classroom.

Learning about the different distinctions and learning styles of digital natives versus digital immigrants has caused me to review my teaching to see where adjustments can be made. Knowing how today's students prefer to learn and how they excel at learning has helped me to start to review and refresh my current practices. Marc Prensky adds this observation: "Teachers must practice putting engagement before content when teaching. They need to laugh at their own digital immigrant accents, pay attention to how their students learn, and value and honor what their students know" (p. 10). By incorporating the new technology into my lessons, I have learned that students will be more engaged and motivated; and the overall effect of the activity will be enhanced. Insights on how to limit, if not entirely eliminate, the disconnect between school and work have been very helpful to me as well.

Another profound gain from this class is the awareness that the flow of instruction should change from vertical to horizontal in pattern, with students taking responsibility and ownership of their own learning. According to Richardson (2006): "The classroom of the Read/Write Web is one of seamless transfer of information; of collaborative, individualized learning; and of active participation by all members of the class" (p. 131). Activities need to be more project-based to simulate real-world applications. In an atmosphere where students are allowed to explore with technology, they begin to realize connections between school, skills, and the workplace. In my classroom, I am trying to take the necessary steps to follow this trend by planning activities that closely mimic the style and nature of work that students will be required to do on their jobs.

In order to continue learning about emerging technology and how I can use it to facilitate 21st century skills, I plan to explore educational blogs, Web sites, books, and articles that provide information, encouragement, and support. In addition, I plan to share new and relevant technology news and tips with my colleagues in order to broaden my scope and ultimately pass that knowledge on to my students.

Two goals that I have to modify my classroom environment so that it more closely matches the expected workplace are to include Web 2.0 tools (blogs, wikis, and podcasts) into every class, and to help my students see that what they are learning is transferrable. Including the Web 2.0 tools will be a task that, although initially time consuming, is embraced by my administration and colleagues. Current classroom activities will need to be reformed to include multitasking and problem solving where students find, evaluate, and use information to make their learning authentic. In this way, teacher-directed activities can be replaced with student-directed activities. In order to accomplish my second goal of helping the students to see the transfer of skills from school to work, I plan to create activities that replicate as closely as possible the abilities and proficiencies employers will be seeking. Feedback from prospective community employers will aid me in this effort.

Probably the most surprising aspect of this class for me was the enjoyment I have had in stepping out of my comfort zone and learning something new. Although apprehensive at first, my feelings of accomplishment have been significant, and my confidence has been boosted. This class has given me the incentive to continue this discovery and make changes in my classroom that will provide my students with the skills and training they need to be successful.

References
Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4), 8-13.

Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.

Creating Podcasts

This week we are creating podcasts, and I hope that you check out mine. Developing this podcast was a wonderful learning experience for me. It is the first one I have made, but now that I know how, I look forward to making many more. Audacity is the program that I recorded with, and its editing features made it a good choice for me. Gabcast is another fun program to use, but editing is limited. Although I am far from being an expert, I am willing to share my experiences in creating my podcast with anyone interested. I am looking forward to watching/listening to everyone's podcasts!

21st Century Skills

After visiting and exploring the Web site for the Partnership for 21st Century Skills (http://www.21stcenturyskills.org/), I was surprised at how encompassing and extensive this site is. Even so, it was easy to navigate and clearly organized. With an understanding of the discrepancies between what skills students will need to succeed in the workplace and what skills they are actually obtaining, this organization serves as a link between education, business, communities, and government. In addition, they have determined a set of skills that they deem necessary for students to obtain. This list focused on the following topics: communications; financial or economic; problem solving; and social, interpersonal, global, and civil literacy skills.

One aspect that surprised me about this site's content was the fact that only ten states have become P21 Leadership States where they are able to demonstrate a commitment, submit an application, and determine a plan of action. Although this is a start, certainly more states will need to begin this process, if they have not already, in order for all students in this country to be competitive and able to secure employment.

The professional enhancement opportunities at this site were numerous. As teachers, this is a great resource for us to utilize. There are publications to read and subscribe to, an online reference section, a speaker's bureau that includes workshops and seminars, and a list of professional development affiliates with contact information.

This site will provide me with a framework to shape my classroom instruction on. When planning and developing lessons, I can refer to the many suggestions provided by qualified and practiced individuals interested in furthering the cause of promoting 21st century skills.

Classroom Blogging

Classroom Blogging

Although I have not used a blog in my classroom yet, I am awaiting permission from my IT department to create and use one. I would like to use a blog to discuss and share ideas on work ethics. Classes at my school are ten weeks long, and we emphasize ten good work ethics words/traits. Each week I would pose a question concerning the "word of the week".

Currently, we use a discussion board that is part of the online delivery at our school, or we debate the merits face to face in class. Participating in a blog would/could open the discussion to more classes/students and offer more points of view.

Potential problems might be remembering to show respect while discussing; remembering to use correct grammar, spelling, and punctuation; and remembering to stay on the subject. I think that by initially (and maybe continually) reviewing expectations, these problems would be minor. Also, I would like to set up the blog so that I have control over what is published; and, for privacy, students use only first names.

The age range in my classes this quarter is from 17-60. Some students feel very comfortable with the possibility of blogging and others are uneasy. I think that most students would enjoy participating in this new way to communicate once they are able to try it and are offered instruction on proper usage.

Greetings!

Hi! This is my 33rd year as a Business Education teacher. Designing this blog has helped me to explore and begin to understand the skills my students will need when they create and participate in their own blogs. I welcome any comments and suggestions on ways to utilize blogs to enrich the classroom experience for my students. How will you be using them?