As I reflect on the past eight weeks I have had the opportunity to take a closer look at myself, as a teacher, and evaluate my teaching methods with regards to the new literacy skills. I believe it is essential for me, in this fast-paced changing world of technology, to prepare my students for what awaits them in the future. Ian Jukes and Bruce Macdonald state that “the primary task of the educational system must be to give learners the right tools and provide them with a critical mind; so that they can ask the right questions and make the right connections” (Jukes & Macdonald, 2007, p. 1). It is no longer just necessary to read, write, speak, and calculate. Students must also have the capability to tackle new skills such as questioning, searching, evaluating, synthesizing, and communicating (Laureate, 2009).
My most striking revelation within this course was the amount of detail involved with each literary skill. I did not realize the depth of each area and the tools available for students to become productive members of society. For example, I was enlightened as I learned to become a better researcher. As a teacher, I became more confident using various search engines and followed steps to determine the authenticity of information found within the great world-wide Web. I now plan to pass this information onto my students. While accomplishing this task, it will be extremely important to model for them and give my class numerous opportunities to explore and practice using each skill in order for them to be successful. I will provide experiences that stimulate their curiosity and build confidence in investigating, problem solving, collaborating, and communicating. Of course, I will not assume that all students have mastered each skill. Through various forms of assessment (formative and summative) students will be observed, questioned, and perform self-evaluations. This will occur throughout the school year to allow me to focus on the students who do not have a full understanding of the information being presented and provide interventions to ensure success. It will also allow me to challenge those who have met expectations and need to focus on higher-level thinking skills.
Currently my school district has developed a technology committee that is reviewing and developing technology goals for our elementary school. Although I am not a part of the committee, my goal is to share my knowledge from this course with fellow colleagues and students. The information I have to share will definitely benefit my grade level team, as we construct lessons to incorporate into our current curriculum and meet the goals set by our technology committee.
References
Jukes, I. (2007). 21st century fluency skills: Attributes of a 21st century learner. Retrieved from http://www.committedsardine.com/handouts/twca.pdf
Laureate Education, Inc. (Executive Producer). (2009). Program Four. Teaching Online Literacy Skills [Motion Picture]. Supporting Information Literacy and Online Inquiry in the classroom. Baltimore: Author.
Sunday, June 27, 2010
Sunday, February 28, 2010
Reflection
As I reflect on the past eight weeks and my personal theory of learning, I recall several new teaching strategies that I was introduced to. I explored new technology that I plan to use in my classroom in order to engage my students in learning. Blogs, podcasts, wikis, voice threads… are only a few that I plan to further explore. While using these various tools, my students will become actively involved, curious, and in charge of their learning. I have always believed that students who are actively involved in project-based learning are able to build on their prior knowledge (schema). Collaborating with others also allows for each individual to develop their social skills and share important information with others. To allow this to occur, I have already adjusted my teaching by incorporating more time for my students to explore technology individually. Instead of using technology as an instructional tool, I use it more as a learning tool (Orey, 2001). Providing students with web quests, virtual fieldtrips… allows each child to become engaged.
Two tools that I look forward to using are voice threads and wikis, which will incorporate more collaborative learning. 1.) Using voice threads will allow students to create artifacts and the ability to visualize information that can be shared with fellow classmates. As discussed in my lesson plan, my students will be creating character maps for novels we read in class and then collaborate to explore and present the characters characteristics. 2.) Wikis can also be used in Language Arts. Students will be assigned a literature exploration job (word wizard, discussion director, literary luminary, connector, reporter, or illustrator),while reading a novel, and then create a portion of a wiki in a creative and unique way. I look forward to seeing how each student will present their information.
Two long term goals I have are:
Goal #1- Incorporate virtual field trips into my Science curriculum
I have discovered that there are several opportunities for me to use virtual field trips within my Science lessons. Part of my fifth grade curriculum is teaching the solar system, a place that few, if any, will ever travel to. Giving my students the chance to explore our universe or even speak with individuals from NASA allows for learning to take place. Some of the virtual field trips actually allow students to speak one-on-one with professionals, but they are usually expensive. I will need to find those that are inexpensive (or free), yet informational.
Goal #2- To find additional time to use technology
Unfortunately, our school district is not able to purchase lap tops or additional classroom computers, so I struggle with finding additional time to use computers. Four days a week, I have computer lab for forty-five minutes, but I have several students who also meet with a reading specialist during this time. I hope to teach those in attendance and then allow them to re-teach the students who are not present. A long term goal I have is to work with other colleagues to write a grant for a mobile computer lab.
This course has been extremely beneficial for me. I am anxious to incorporate technology into daily lessons and look forward to observing how my students interact and move forward using technology. I feel more prepared to share and assist my fifth grade students for a future filled with various forms of technology.
Two tools that I look forward to using are voice threads and wikis, which will incorporate more collaborative learning. 1.) Using voice threads will allow students to create artifacts and the ability to visualize information that can be shared with fellow classmates. As discussed in my lesson plan, my students will be creating character maps for novels we read in class and then collaborate to explore and present the characters characteristics. 2.) Wikis can also be used in Language Arts. Students will be assigned a literature exploration job (word wizard, discussion director, literary luminary, connector, reporter, or illustrator),while reading a novel, and then create a portion of a wiki in a creative and unique way. I look forward to seeing how each student will present their information.
Two long term goals I have are:
Goal #1- Incorporate virtual field trips into my Science curriculum
I have discovered that there are several opportunities for me to use virtual field trips within my Science lessons. Part of my fifth grade curriculum is teaching the solar system, a place that few, if any, will ever travel to. Giving my students the chance to explore our universe or even speak with individuals from NASA allows for learning to take place. Some of the virtual field trips actually allow students to speak one-on-one with professionals, but they are usually expensive. I will need to find those that are inexpensive (or free), yet informational.
Goal #2- To find additional time to use technology
Unfortunately, our school district is not able to purchase lap tops or additional classroom computers, so I struggle with finding additional time to use computers. Four days a week, I have computer lab for forty-five minutes, but I have several students who also meet with a reading specialist during this time. I hope to teach those in attendance and then allow them to re-teach the students who are not present. A long term goal I have is to work with other colleagues to write a grant for a mobile computer lab.
This course has been extremely beneficial for me. I am anxious to incorporate technology into daily lessons and look forward to observing how my students interact and move forward using technology. I feel more prepared to share and assist my fifth grade students for a future filled with various forms of technology.
Wednesday, February 3, 2010
Voice Thread
Here is the link to my Voice Thread. Please visit and listen to the issue I am having with regards to weekly reading logs. How do I convince my students that reading and making connections to what has been read will assist them in becoming life long learners?
Connectivism and Soical Learning in Practice
I believe that cooperative learning must take place in today’s classrooms. Students must learn to collaborate and work together to accomplish a common goal. In the future our youth will need to be prepared to function in a fast-paced world full of changes, technology, and individuals with unique ideas. My students must understand what it means to complete tasks while sharing ideas, respecting each group member’s individuality, and working in a civilized manner.
Technology plays an important role in cooperative learning, because if facilitates group collaboration, provides structure for group tasks, and allows member of groups to communicate even if they are not working face to face (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Using technology prepares students to become lifelong learners.
As a teacher of fifth grade students, I find myself being drawn to several of the instructional strategies using technology and social learning. Working in small groups allows for a "knowledgable other" to be present, everyone possessing responsible, and group consequences given for unacceptable work. My only concern is having the time to teach my students how to use the various types of multimedia- Voice Thread, podcasting… Working in a small school district has some disadvantages. We have three computer labs, but the labs are scheduled with classrooms throughout the day. An open computer lab does not always connect with my rotation times. My ultimate dream would be to have several laptops that could be used within my classroom, along with the four classroom computers I currently have. Unfortunately, this is not an option at this time. I am looking for ideas. Any suggestions?
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Technology plays an important role in cooperative learning, because if facilitates group collaboration, provides structure for group tasks, and allows member of groups to communicate even if they are not working face to face (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Using technology prepares students to become lifelong learners.
As a teacher of fifth grade students, I find myself being drawn to several of the instructional strategies using technology and social learning. Working in small groups allows for a "knowledgable other" to be present, everyone possessing responsible, and group consequences given for unacceptable work. My only concern is having the time to teach my students how to use the various types of multimedia- Voice Thread, podcasting… Working in a small school district has some disadvantages. We have three computer labs, but the labs are scheduled with classrooms throughout the day. An open computer lab does not always connect with my rotation times. My ultimate dream would be to have several laptops that could be used within my classroom, along with the four classroom computers I currently have. Unfortunately, this is not an option at this time. I am looking for ideas. Any suggestions?
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, January 27, 2010
Constructivism in Practice
I strongly believe that ALL students need to be engaged in learning activities. To ensure a positive learning experience problem-based and project-based learning experiences can be used. They are powerful when incorporated into daily classroom lessons. This type of learning is much more effective than having an instructor stand in front of a class lecturing. I recently listened to Dr. Orey speak about constructivism and constructionism. These are theories of knowledge that state that each individual actively constructs his or her own meaning to information given and that individuals learn best when they can build an external artifact that can be shared with others. We, as teachers, all strive for this type of learning to occur. Our goal is to allow our students to make connections and relate their learning to their own personal lives.
In the book, Using Technology with Classroom Instruction that Works, generating and testing hypotheses is discussed. Immediately, a picture of my fifth grade Science class appeared in my head. Little did I know. This strategy can be used in all subject areas. “When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 202). Students are able to state questions, make predictions, and collect data… This is where technology is beneficial. Spreadsheets can be created to collect data, research is conducted by visiting websites, and then various graphs can be created using appropriate computer programs.
As teachers, we must create valuable lessons and then select the most appropriate technologies to support those lessons and engage our students who possess multiple learning styles.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
In the book, Using Technology with Classroom Instruction that Works, generating and testing hypotheses is discussed. Immediately, a picture of my fifth grade Science class appeared in my head. Little did I know. This strategy can be used in all subject areas. “When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 202). Students are able to state questions, make predictions, and collect data… This is where technology is beneficial. Spreadsheets can be created to collect data, research is conducted by visiting websites, and then various graphs can be created using appropriate computer programs.
As teachers, we must create valuable lessons and then select the most appropriate technologies to support those lessons and engage our students who possess multiple learning styles.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, January 20, 2010
Cognitive Learning Theories
As teachers, what is our ultimate goal when teaching new information to students? Do we want them to receive a "good" grade by placing information in their short term memory or place the information into their long term memory for future use? I guess we probably want it all, but...
According to Dr. Orey, each idea is connected to another idea, so when receiving information we must use various strategies to teach the subject matter (Laureate, 2009). Material must be presented visually, through movement, sound, writing, communication, and discussion to reach all learning styles. For this reason, a virtual field trip would be an added asset to any lesson plan. Allowing students to interact and become part of the learning/teaching process.
"The instructional strategy summarizing and note taking focuses on enhancing students' ability to synthesize information and distill it into a concise new form" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.119). It is extremely important that students organize the information they are receiving and put it in their own words. Another strategy is to use cues, questions and advance graphic organizers. I do this often by relating subject matter to life experiences, by asking questions, and providing the entire class with graphic organizers, such as concept maps. This gives students the opportunity to become familiar with what is being taught. I believe that this can be accomplished in all grade levels and with all types of information. There are several computer programs that can be altered to fit its purpose.
Laureate Education, Inc. (Executive Producer). (2009). 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.
According to Dr. Orey, each idea is connected to another idea, so when receiving information we must use various strategies to teach the subject matter (Laureate, 2009). Material must be presented visually, through movement, sound, writing, communication, and discussion to reach all learning styles. For this reason, a virtual field trip would be an added asset to any lesson plan. Allowing students to interact and become part of the learning/teaching process.
"The instructional strategy summarizing and note taking focuses on enhancing students' ability to synthesize information and distill it into a concise new form" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.119). It is extremely important that students organize the information they are receiving and put it in their own words. Another strategy is to use cues, questions and advance graphic organizers. I do this often by relating subject matter to life experiences, by asking questions, and providing the entire class with graphic organizers, such as concept maps. This gives students the opportunity to become familiar with what is being taught. I believe that this can be accomplished in all grade levels and with all types of information. There are several computer programs that can be altered to fit its purpose.
Laureate Education, Inc. (Executive Producer). (2009). 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.
Wednesday, January 13, 2010
Using Technology with Classroom Instruction that Works: "Reinforcing Effort" and "Homework and Practice"
Behaviorism
When discussing behaviorism I immediately think of students, their behavior, and how they respond to various elements within my classroom. I am a firm believer that behavior can be controlled, but I will not bribe or beg. I build strong relationships, have high expectations, and model appropriate behavior. When building relationships I demonstrate and encourage honesty and trust. Students are given the freedom to make choices and understand the consequences when good choices are not made.Reinforcing Effort
Again, building relationships and informing students of your expectations allows each student to better understand the endless possibilities when GREAT effort is given. Having students complete an Effort Rubric and tracking their assessments and daily work allows students to see the relationship between the two. I have also found that it is beneficial to show students my computer when entering grades. It is often an eye opening experience to see how quickly grades can drop and the large amount of time it takes for grades to exceed expectations. Honesty is usually the best policy!
Homework and Practice
As stated, "Homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills" (Piller, Hubbell, Kuhn &Malenoski, 2007, p. 187). Can this be done without assistance from a parent or teacher? Multiple exposure to information can deepen a students understanding, but as I remind my students- "Practice makes permanent!" Homework using technology must be practice for a skill that has somewhat been mastered and then feedback should be given immediately before students continue. Technology provides a wealth of resources for learning outside the classroom, but they must be used properly and to streghten skills that are already part of a child's knowledge base.
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