Reflection: Final Blog Posting – EDUC 6711- Bridging Learning, Theory, Instruction, & Technology

As an educator in the twenty first century, it is my responsibility to aid in the education of the learner to the best of my ability. To accomplish this challenging endeavor, the teacher must be the leader of the classroom. A true leader motivates and uses various methodologies to stay abreast of latest trends in education over and above, enhancing the student’s sense of self, in a safe and controlled classroom environment. Instructors in all subject matters must facilitate the use of pedagogies that support the different learning styles of their students. Aiding students by differentiating instruction, utilizing the latest in brain research, as well as educational strategies enhanced by technology, rigorous and relevant knowledge that can be imparted on our students.

This is an excerpt from my Personal Theory of learning from week 1. I would not make any major changes in the philosophy aspect of my learning theory but would in the implementation portion of it. From the many different technologies that we have employed in this class, I plan on using Voice Thread and different concept mapping tools such as Webspiration.com, in each discipline I teach as well as the different tracks levels.

I have found Voice Thread to be a wonderful tool that allows the students to express their creativity and knowledge in a variety of ways. It allows them to use Web technologies collaboratively, within the realm of the classroom, as well as in the comfort of their home. After having used it within this course, I found it to have a relative ease of use, which can be helpful when 35 students are in a class.

Another instructional practice I hope to use in a different manner is the concept map. Concept maps are graphical tools for organizing and representing knowledge (Novack, J. 2008). This allows the learner to visually connect the information presented and decipher the relationships that have occurred from this display. I have always used them in class however, after creating my own and manipulating it, through www.webspiration.com, I plan on having the students create their own as a way of review and reinforcing classroom concepts.

Two long term goals that I hope to achieve within the next few years, within my classroom, are first to utilize more Web 2.0 technologies and integrate them into the curricula, for my students. Secondly, to write a grant to obtain a set of Apple iPod Touch’s for classroom use. New software tools for educational purposes make it possible for people to perform and learn in far more complex ways than ever before (Orey 2007). It is imperative to use many different methodologies to facilitate student learning. Virtual field trips, concept maps, and other Web 2.0 technologies are cognitive tools, when used effectively, allow lower level thinking skills to be managed in order for higher order thinking skills to be stimulated Orey, 2007). These technologies, along with effective note taking and summarizing, can scaffold student learning enhancing a student’s ability to synthesize information and distill it into a new and concise form (Pitler, Hubbell, Kuhn, & Malenoski, 2007)

I plan to achieve this by continuing to utilize my course work from Walden University, which will keep me up to date on the latest Web 2.0 technologies. I also will be collaborating with other teachers and administrators to work on a grant proposal. I hope to take advantage of their expertise in writing proposals and aid my school in this endeavor. I believe these to be excellent way to bring technology into the classroom and a way to bridge cross-curricular connections.

References


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

Orey, M.(Ed.). (2007). Emerging perspectives on learning, teaching, and technology. Retrieved November 17, 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

Week 5- VoiceThread

Hello Everyone~
The is the link to my VoiceThread. Let me know what you think!
voicethread.com/share/785357/
~Michele

Connectivism and Social Learning in Practice

I love the strategy that was expressed by Dr. Orey on the Laureate DVD is week. He described how students should be put into groups to become experts on a topic. Then be separated and put into a different group to then teacher their peers the information learned. They then are the expert on that topic and must convey that knowledge to their peers and aid in their learning. I have found this to be an excellent method in my freshman science classes. The student’s besides attaining knowledge and socially interacting with their peers, learns how compile knowledge and present it. I use this in the beginning of the school year so the student’s get used to working with each other but also become familiar with the workings of my classroom and my expectations of a high school student.

I believe that this correlates directly with the principles of Social Learning Theories:
1. Defines how learning occurs in a social setting.
2. There is a cognitive capacity where rich networks are bridged
3. The Zone of Proximal Development is utilized and students are informed of the big picture (rigorous and relevant tasks) (Siemens, 2009.)

Reference:Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author

Constructivism in Practice –Week 4

Since I am a high school science teacher, formulating hypotheses, drawing conclusions, and providing support for a stance taken, is the norm within my classroom. I try to utilize data collection tools such as motion sensors, pH sensors, as well as graphs produced from excel spreadsheet data (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. 2007). Just as Dr. Orey stated in the Laureate DVD, the constructionist approach allows the learner to build external artifacts and can share then with others. The different resources mentioned this week are not just great constructionist strategies but excellent teaching practices. Those mentioned previously are common practice in the lab and I am trying to make this the norm within my classroom itself. I believe that allowing the students to construct and take ownership of their projects/assignments allows for student’s to use higher level thinking skills and creates a more rigorous and relevant curriculum.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

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

Cell Concept Map

http://mywebspiration.com/view/266205a360b2

This concept map will go well with this virtual cell site:

http://www.cellsalive.com/

Hope this helps all science teachers!
~Michele

Week 3 Post

The examples mentioned in the resources this week, are excellent ways to use technology and also bridge learning from conceptual one to reality. As Dr. Orey stated in the Laureate DVD, integrating multiple senses in a presentation improves learning. I try to engage the learner by utilizing multiple methodologies and also incorporate ways to aid the various learning styles in front of me. I have found my freshman need to use graphic organizers more in the beginning of the year to organize various amounts data. The students need to "map" out the concept to organize their thoughts and the connections between the various material. Concept maps support dual coding and support the connections between the ideas (Laurate, 2008). As the year progresses, they adapt to the various amounts of information presented and am able to integrate other Web 2.0 technologies and various other methodologies to support student learning.

Virtual field trips are another excellent way to increase student learning especially in a science classroom. Students can see and interact in a reality that can be dangerous without ever leaving the classroom. I am currently looking at new virtual lab software to aid absent students and those oposed to animal disection. This allows the students to "do" the lab and learn content without ever coming in contact with and organism. I am also looking into this for the Chemistry sections of my Physical Science classes. This will allow for greater understanding of volital elements & materials without having them in the building or disposing of them.



Reference

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

Week 2 Post

Instructional Strategies and the Behaviorist Theory

I believe that the Behaviorist Learning Theory will always be present in the classroom. Behaviorist learning theories emphasize change in behavior that result from stimulus-response associations made by the learner (Standridge,2008). It achieves the desired result, most of the time, and would be the go to method for most teachers. In saying that, I believe we must strive to motivate our student intrinsically to allow for rewards to all students, not just the ones who finish a worksheet first or get 100 on a spelling test.

As for the examples from the Laureate DVD, I would even be bored completing those tasks. Technology is to be a vehicle of expression and a means to confer knowledge. This is not a way to fix test scores. Technology should be utilized in a way to allow students to explore subject matter content and use higher level thinking skills. The remedial preparation seen on the video was unfortunate. Sites such as http://www.webmath.com/k8drill.htm and http://www.dctech.com/physics/student_help.php, are great sites!! They are wonderful vehicles for teachers to use to reinforce knowledge but should not be the only methodology implored to reinforce said content. Students should also be making rigorous and relevant connections to everyday life and the world they live in through these means but also using traditional methodologies such as homework, cooperative learning activities, and writing activities.

I also am a firm believer in memorization. This “normal” instructional strategy that has been used for years, should not go by the waste side. Once students have firm foundation in a content area, technology and Web 2.0 tools should be utilized to aid the learner. This is an excellent way for students to collaborate and give opinions on topics. It also allows students to express themselves by being creative, show cross curricular connections and showa different side of themselves to the educator and their peers.


References
Laureate Education, Inc.(Producer). (2009). Behaviorist Learning Theory [Motion Picture]. Bridging learning, theory, instruction, and technology. Baltimore: Author.

Standridge,M. (2008, Feburary)What is Behaviorism? Emerging Perspectives on Learning,Teaching and Technology. Retrieved November 11,2009, from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Hello Friends from Walden!!

Hello Group1!!
This is my blog. Just as many of you have, I am using a blog from a previous class.
Have a great day & rest of the school year!
~Michele

Reflection ~ EDUC 6710

In reflecting back on this course, I have found that I have stepped out of my comfort zone and succeeded. I have used technology and different resources that I have never utilize before. I feel comfortable and confident that I can successfully apply these within the confines of my curricula. I have reexamined the idea that we never stop learning and hope to continue to make great strides to implement and discover more Web 2.0 technologies in the future.

Educators today have so much to cover during the school year; it is difficult to step out of the teacher centered aspect of learning. I will try to make a conscience effort to change some of my practices and be more attuned to my students needs. I also believe that self reflection for the students is needed more in my classroom. This will then allow them to take a stance on topics and then give evidentiary support for their position.

Currently, I am in the technology cohort for the archdiocese and hope to inspire and instruct my colleagues on these latest methodologies. I feel just as Will Richardson stated in Blogs, Wikis, and Podcasts does. He stated, [I}n order for us to prepare our students for what is without question a future filled with networked learning spaces, we must first experience those environments for ourselves. I feel if you play with the technology enough and become familiar with it, one can then apply it easily to the pedagogy. I have first hand experience now and hope to learn from my colleagues as well, as we start out on this 21st Century Skills journey together.

Students in this day and age are constantly connected. I believe as an educator, I need to stay current with the media and technology the students are connected to show new ways of using those tools. This in turn, will keep the students focused and questioning. If they question they can then learn to support their stances on a global stage that is the web as well as learning responsible and effective web etiquette.

I feel this is just the beginning for me. I hope to use my degree to ascertain more leadership roles within my school and utilize web 2.0 tools on a grander scale. I know the dioceses and school is on board, it is just a matter of experimentation and implementation of ideas. Smart Boards, projectors, wikis, and Youtube.com are just the first step. I hope to have the students using Glogster.com, and Facebook.com within the next few years. I have to just get moving and play!

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

Perrin, Robert. (2008). Pocket Guide to APA Style (2nd ed.). Boston: Houghton Mifflin.

First Podcast!

Here is a link to my first ever podcast! How crazy is it to listen to yourself?!!!
Enjoy!!
Michele
http://mrscahoone.podbean.com/

Partnership the 21st Century Skills

After reading and reflecting on the website Partnership for the 21st Century Skills; http://www.21stcenturyskills.org/images/stories/otherdocs/p21up_Report.pdf
I was taken back by the amount of information and resources that are available to aid those not as versed with technology and web 2.0 tools in regard to the classroom. I was also elated to see that there is a movement forward to progress with the times and that people understand that this will be a process that we will continue to grow and change.
I was pleasantly surprised when the site started discussing how we have to make our students aware of civic literacy and financial, economic, and business literacy. Before reading the site I thought that this was going to just discuss web and 2.0 tools in the classroom. But it did much more then that. It gave plans for making our students become productive members of society not just students. A student of the future must be well rounded and be able to collaborate. This site shows what specific states are proposing as well as were we are heading to keep us contenders in the job market in the future.I believe they will have to be much more worldly then they are now. I did not agree with anything in particular but I wish that there skills could be implement. There are so many variables to attend to with this. I hope that things settle down and get done, not just talked about.
I love using technology within my classroom. We must remember that technology is ever changing. Staying focused on our aiding our students and moving forward should be a few of our goals. Our students deserve the best and we should have the resources to aid them in this venture. The Internet has changed our lives and the work force. We have to change with it and use it to help our students.

Blogging in the Classroom

I hope to use my blog in my classroom to poll, and have the students take a stance on different science topics. Biotechnology, genetic engineering, and using science in there everyday life are just some of the ideas I have begun to explore. I think this a way for them to learn to take a position and support their decisions. This would be a great way to make cross curricular connections and practice effective writing. This would count as a homework assignment, and will create a rubric for this. I hope this will be another way to prepare them for higher education while still covering course content.
~Michele

Hello everyone! I am a Physical Science, Algebra, & Biology teacher. I have found the use of technology an integral part keeping my classes engaged and on task. They even question the use of textbooks. They can't stand them. They feel that using them is work and that web 2.0 use isn't work. Anyone have that situation?

Hello!

Hello Everyone!!!
Welcome to my Blog! Hopefully I can give you a suggestion or to and I can have great input from all of you!
Talk at you later,
Michele