Integrating Technology with Instruction

Connectivism and Social Learning in the classroom are two models commonly used by the 21st century educator.  Both encourage team or group participation, higher order thinking skills, and collaboration to meet a common goal for a finished product.  There are many strategies that support these models such as jigsaw, think-pair-share, literature circles, CPS projects, and more.  For the purpose of this assignment, PowerPoint, Voice Thread, and Glogster were used.

         Cooperative learning is a successful teaching strategy in which small groups, each with students of different levels of ability, use a variety of learning activities to discuss and explore an understanding of a subject or topic. The group members for this assignment were multi-leveled grouped.  Each group had an even number of high, medium, and low students. In addition to the grouping techniques, each member of the group were responsible, not only for learning what is taught, but also, for helping each other learn.  Students assessed each other through a rubric and they were required to include positive attributes to the project. Students worked through the assignment until all group members successfully understood and completed the task and concept. 

        According to Pitler, Hubbell, Kuhn, and Malenoski, 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 (2007).  Thus, using technologies such as power point and then embedding this with voice thread, students were given the opportunity to create a group project and make a virtual field trip, with their voices embedded into the project.  Students were able to share their Ecosystems with other classrooms by publishing the Voice Threads on teacher web pages.  Some students did not have parental approval to publish to the internet; therefore, the Voice Threads were not made public. 

Reflection on Implementation

Dr. Michael Orey states that constructivism is a theory of knowledge derived from each individual actively constructing his or her own meaning (Laureate, 2010).   For these reasons, I chose PowerPoint and Voice Thread to give students the chance to explore with picture and text.  The greatest advantage of using PowerPoint for classroom lessons is that you can modify them and use them over and over again, each time you teach those lessons. Voice Thread allowed students to create a virtual museum, and the students shared these museums with other classrooms.  Glogster is another interactive technology tool that allowed students to combine text, pictures, graphics, video, and audio into an interactive online poster. It can be used to create a “glog” which is basically an online poster web page.  This Web 2.0 tool's visual, audio, and textual elements help to develop the visual literacy skills needed by 21st century learners.

Several of these technology tools were discussed during the course of this class.  As the students used the technologies, I was able to demonstrate a deeper understanding of the subject matter and its real world application.  Furthermore, I was able to understand the theoretical foundations of technology used in instruction and learning.  For example, PowerPoint was very easy to teach.  It was familiar to me and I have taught it many times with the students.  On the other hand, Glogster involved more time because it was a new technology and the students wanted to explore.  Voice Thread made the lesson come to life by letting the students actually hear themselves during the presentation.  As an educator, we spend a lot of time getting written work, but we do not foster a lot of verbal conversation.  I believe this is one reason students have difficulty with oral presentations. 

            Overall, the students were actively engaged in the lesson.  The lesson adapted easily to every learning style and helped to encourage student participation.  The groups learned to help one another with the various parts of the lesson and collaborate together.  After all, variety is the key to helping students foster a love for learning.

Connectivism and Social Learning in Practice

    Connectivism and Social Learning in the classroom are two models commonly used by the 21st century educator.  Both encourage team or group participation, higher order thinking skills, and collaboration to meet a common goal for a finished product.  There are many strategies that support these models such as jigsaw, think-pair-share, literature circles, CPS projects, and more.  

    
     In addition to the above mentioned strategies, cooperative learning is a successful teaching strategy in which small groups, each with students of different levels of ability, use a variety of learning activities to discuss and explore an understanding of a subject or topic. Each member of the group is responsible not only for learning what is taught, but also, for helping each other learn.   Students work through the assignment until all group members successfully understand and complete the task and concept. 

  

     According to Pitler, Hubbell, Kuhn, and Malenoski, 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 (2007).  Thus, using technologies such as power point and then embedding this with voice thread, students will have the opportunity to create a group project and make a virtual field trip, with their voices embedded into the project.  Another example of using cooperative learning and voice thread is by problem solving.  Students can be placed into teams to solve problems and the teacher can facilitate the problem by creating power point with the instructions read verbally to the students.  This will allow the students full access to the material in an individual group setting. 

       

     I recently created a voice thread / power point for a group collaboration project.  The project that I chose includes the basic levels of Bloom’s Taxonomy.  My students complete a problem solving unit each nine weeks.  By adding the voice thread, as the teacher, I will no longer be required to repeat the instructions or read the instructions to various group members.

Voice thread:  Survival

References:

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

Creative Problem Solving

This week, I explored various technology uses that support the constructiveness/constructionist learning theories in the classroom.  Power points, web resources such as virtual learning assimilation, and data collection are a few ways that teachers can provide learning that fosters creative learning.  One strategy that I have found that really engages student learning is a process called Creative Problem Solving, or CPS.  This strategy encourages creative thinking while providing students the opportunity to work with a group of students for collaboration.  I am including a recent sample of student work from a CPS.

CPS: The Birthday Present   

Cognitive Learning Theory in the Classroom

A component of the Cognitive learning theory would be to explain how the use of technology can allow students to discover and apply concepts that can be learned through experimentation on a digital level and manipulated with technology tools .  For example, Glogster is an interactive multimedia image which looks like a poster, but readers can interact with the content. The user inserts text, images, photos, audio, videos, special effects and other elements into their glogs to generate a multimedia online creation. Very similar to concept mapping, Glogster allows students to take an idea and grow it into an interactive web design. Otherwise, instead of using a poster board for a project, students can be given the opportunity to create an interactive computer poster on a topic.  Wiki’s, blog’s, and pod casts are just a few examples of how technology can be used to bring our classroom into the 21^st century.  

Glogster Example:  this is an example that a student created while studying the elements of the periodic table - just click on the words...

A Glogster about Calcium

Pretty cool, huh?

Behavioral Learning and Instructional Strategies

Instructional strategies in the classroom should mandate and reflect the learning styles of students.  Furthermore, behaviorism offers a defined perspective on how learning occurs and how teaching impacts that process.  Orey (Laureate Education, 2010) states that reinforcement of the correct behaviors is more powerful than punishment.  What does this mean for a 21^st Century Classroom teacher?  An interesting read, excerpt - Reinforcing Effort from the book Using Technology in the Classroom, discussed the importance of having students to recognize effort and through this strategy, students’ attitudes and beliefs about learning can be changed.  For example, a struggling Math student may tell the teacher “I do not like Math because I am not good at it.”  Moreover, a student’s background or home life can play a factor in less effort.  However, with high stakes testing, students need to achieve topics and units of study.  . According to the authors of the book,  research indicates that students can change their beliefs and make a connection between effort and achievement (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007)  .  One way to enforce effort is through an effort rubric, kind of a like a self-assessment and reflection about effort put into the topic.  Spreadsheets can also be created as a visual tool to help the student recognize shortcomings or advancements and mindset changes.  Another idea would be to survey the students before the unit to see how they view the topic of study.  After the unit, give them the same survey to let them see the difference in their thinking. As an educator in my master’s class, I am required to reflect before the class, during the middle of the class, and at the end.  This strategy has definitely worked for me! 

When a teacher hears the words “homework and practice”, reinforcement of skills is most likely what comes to mind.  When a parent hears “homework and practice”, sometimes, it is an unsettling feeling.  Busy work or frustration often results.  Parents and students should know that homework should not be extra work, but an extension of the classroom.  One great advantage that students have today is technology.  There are many sites available to help students with practice in all subjects.  On my teacher web, I have several sites listed for student help.  I also have enrichment type projects.  Some of my parents want their children doing more at home with academic help and they do not have the resources or ideas to implement and foster this yearning to learn more.  Through my teacher webpage, students have opportunities to advance knowledge through webquests, projects, technology journey’s and explorations.  

Reference:

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

Laureate Education, Inc. (Executive Producer). (2010). Behaviorist Learning Theory. [ Webcast]. Bridging

Learning Theory, Instruction, and Technology. Baltimore MD: Author.

EDUC-6710I-3 Understanding the Impact of Technology on Education, Work, and Society Analysis

Through taking the course, Understanding the Impact of Technology on Education, Work, and Society with Walden University, I have learned many new and innovative technology skills.  Technology is becoming a visible part of childrens lives.  From classroom settings to home use, computers are now a part of how children learn, play, and communicate with each other.

Living in the digital age, Computers can be used as devices for communicating with people literally a world apart. For example, Skype and Podcasts allow users to transform a telephone conversation into real-life conversation.  Wikkis allow teachers and colleagues to communicate and work on the same projects while living miles apart.  Other tools, such as blogging sites allow users to communicate in a diary type form.  Blog's can be used to help understand a topic and allow visitors to offer solutions and suggestions.  These technology advances can be used as tools to create instructional materials or as presentation devices to provide information in ways never before possible in our classrooms. 

Furthermore, through technology, classrooms are able to reach students of all learning styles, as well as be more efficient. Technology induces students with interest and motivation.  Students are much more receptive to using technology than a simple pencil and paper activity, thus this makes its usage in schools important.  All teachers understand how important a students’ individual learning style may be.  Educators better prepare students for the future when using technology aimed at addressing each learning style. This recognition has helped me to become for learner centered as opposed to being teacher centered.  As a motivational tool, technology positively impacts student attitudes toward learning, self-confidence, and self-esteem because students are interested. Educators must continue to learn various technologies to keep up with the digital babies that we teach.

Two Long Term Goals that I plan on investing to transform my classroom environment:

1-     Use Wikkis, weekly blog, and podcasts in my classroom.  Although I have learned how to create these technologies, I now must plan on using them effectively in my classroom to teach students how to do these.  I already have the resources to use; I will need to find the time to implement them.

2-     I want to become a Technology Teacher for students and work with grade levels to help the teachers with projects aligned to the standards. This goal will be much harder.  Technology positions are very hard to find in my area.  In the meantime, I will continue to work with my team teachers, offering suggestions and comments from what I have learned about how to use technology in our schools.

   

At the beginning of this course, I responded through a checklist that I was not very technology savvy.  I am proud to say that I feel more comfortable using technology in my classroom.  I have always used power points and word documents with students, but these are minor compared to the skills I have learned in this course.  I feel confident that I will be able to better Provide students with multiple and varied opportunities for using technology tools and resources to support the learning.

Technology Survey for Students

The following podcast reports the demographic profile of my classroom population and the students interaction with technology. Included in the podcast are sound bites from three student interviews that support my findings.


Podcast: Student Technology Survey

Although I enjoyed the end result of this assignment, I had to complete a lot of research to figure out how to do this.  I enjoyed learning about Podcasts; I just did not realize that it was more than a click here or here. There were several steps involved and thank goodness for Google!  I did not have anyone to help me with this and I had to use trial and error to figure it all out.  Podmachine was a waste of time.  I could not get everything to work.  Podbean was very user friendly.  I understand that Mac computers are much easier to use due to Garage Band. I have a PC, so I was forced to improvise.  I used Audacity and then I had to download a MP3 Converter.  Once this was complete, I then compiled my files and uploaded to Podmachine.  This site was very confusing, so I then tried Podbean.