Reflection

Reflecting upon learning theories give educators a foundation from which to build their own learning theories. Although all learning theories have their place in the classroom in some form, I still believe that constructionism outlines how most students learn and construct meaning. Important brain research proves that “[t]he brain is sculpted through experience” (Laureate Education, Inc., 2009), reinforcing the idea that no two students are exactly the same. According to Han and Bhattacharya, constructionists maintain “that new ideas are most likely to be created when learners are actively engaged in building some type of external artifact that they can reflect upon and share with others” (Orey, 2001, p. 4). Instead of simply assessing student knowledge through the use of standard assessments, learned concepts can be demonstrated by creating an artifact through the use of PowerPoint, VoiceThread, wikis, blogs, and any other application that encourages student creativity.

Based on my learning throughout this course, an immediate adjustment that I will make to my instructional practice is to utilize a portion of our time in the computer lab as a time where the students are reviewing previously introduced literacy and math concepts. “Practicing with multimedia allows students to shape the experience to their individual learning styles and increase their level of understanding to mastery” (Pitler et al., 2007, p. 192). Allowing the students to practice these concepts through the use of multimedia will increase engagement and will give me another method in which to assess the students’ level of knowledge regarding specific concepts.

One technology tool that I intend to utilize in my classroom is VoiceThread. Allowing students to utilize VoiceThread to demonstrate their understanding of a concept or share their ideas provides students with the opportunity to create an artifact. This form of constructionism is beneficial in promoting meaningful learning through experience. Adding a social component through student comments enhances student learning as maintained by social learning theories. According to Beaumie Kim, “[m]eaningful learning occurs when individuals are engaged in social activities” (Orey, 2001, p. 3).

Through the use of Kidspiration, a concept mapping tool, students can learn how to identify similarities and differences. “Use of graphic organizers helps students visually portray connections and experience new and deeper insights about the content” (Pitler et al., 2007, p. 179). By using this technology tool to create concept maps, my students can easily include graphics and text to increase meaning to support Paivo’s Dual Coding Hypothesis which states that information is stored as images and text (Laureate Education, Inc., 2009).

As I become more knowledgeable about how to best incorporate technology into my current practices, it is important to set and outline personal goals. To increase student engagement, I plan to make a more conscious effort to incorporate technology more as a learning tool instead of simply an instructional tool. Due to the fact that our SmartBoard is a new addition to our classroom, I feel that I have not familiarized myself enough with it yet to fully allow my students to use it mostly as a learning tool. As I explore its applications more fully, I intend to explicitly model how to properly use the SmartBoard so my students will have a clear understanding of how they are to use this tool to enhance their learning. Through the use of an interactive whiteboard, my students will be encouraged to be active learners by collaboratively reviewing concepts in an engaging manner.

Next year, I also plan on developing at least one activity per term that introduces my students to a new learning tool and allows them to use this technology to demonstrate their understanding of a concept. Now that I am aware of a variety of technology tools that can be used to encourage active learning, I plan on reviewing my curriculum map and identifying which concepts would lend themselves nicely to incorporating learning tools such as VoiceThread, PowerPoint, and concept maps. By identifying these areas prior to the conclusion of the school year, I will increase the likelihood that I will in fact utilize these tools when they prove to be most relevant and beneficial to enhancing student learning.

I believe that learning is doing. Every year, my students and I share the role of learners in my classroom as I continually adapt my teaching practices to best meet my students’ needs. I look forward to next year when I can begin the school year with my newfound knowledge pertaining to technology integration in the classroom.

References:

Laureate Education, Inc. (Executive Producer). (2009). Program 2. Brain Research and Learning. [Educational video]. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009). Program 5. Cognitive Learning Theories.[Educational video]. 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.

VoiceThread regarding Interactive Whiteboards

In this VoiceThread, I am seeking the advice of my colleagues as to how I should begin utilizing an interactive whiteboard in my Kindergarten classroom.

http://voicethread.com/share/1040725/

The Connection between Social Learning Theories and Cooperative Learning

According to George Siemens, “Education is complex” (Laureate Education, Inc., 2009). No educator today will argue that simple fact. Teaching mandated curriculums in addition to 21st century skills proves to be a daunting task for many due to uncertainty as to how to effectively align the two. However, today’s students are a part of a networked society and “[t]o be prepared for the fast-paced, virtual workplace that they will inherit, today’s students need to be able to learn and produce cooperatively” (Pitler et al., 2007, p. 139).

Cooperative learning supports the idea of social learning. According to Dr. Orey, students construct meaning when they are actively engaged in constructing artifacts and conversing with others (Laureate Education, Inc., 2009). Social learning theories also suggest the use of more knowledgeable others when constructing meaning. Although a teacher frequently fills this role in a classroom, through collaborative groupings, students may be paired with another student to fill the role as the more knowledgeable other. Technology can also be used to support this form of social learning.

“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” (Pitler et al., 2007, p. 140). Through the use of multimedia, Keypals, WebQuests, web site development, and collaborative organizing tools, students can gain invaluable experiences which allow them to work collaboratively with other individuals towards a common goal. These technological tools require students to compare their perspectives and knowledge of particular topics and ultimately, encourage students to develop meaning based on experience.

Social learning theories definitely have a place in our classrooms as our world become increasingly interconnected. Using technology is an excellent way to give our students the experiences they need to better understand how to effectively communicate and collaborate with others to reach a common goal.

References:

Laureate Education, Inc. (Executive Producer). (2009). Program 7. Social Learning Theories. [Educational video]. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009). Program 8. Connectivism as a Learning Theory. [Educational video]. Baltimore: Author.

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

Constructionism in Practice

Constructionist learning theories are demonstrated when project-based learning is taking place in the classroom. According to Han and Bhattacharya, project-based learning allows learners “to become active builders of knowledge while confronting misconceptions and internalizing content and associated conceptions” (Orey, 2001, p. 10). Constructionism is reflected in student-centered learning environments and the creation of artifacts that demonstrate the learning outcome (Orey, 2001, p. 9-10). This week’s resources mentioned numerous methods for which teachers can encourage their students to solve problems by using technology with the focus being on students constructing their own meaning based on learning experiences. Dr. Michael Orey is a proponent of utilizing PowerPoint as a tool for which students can “build something” to demonstrate their understanding of a concept and take an active role in the learning process (Laureate Education Inc., 2009).

Generating and testing hypotheses demonstrates constructionism as it requires students to use the mechanisms of learning outlined by Dr. Orey: assimilation, accommodation, equilibration, and schema (Laureate Education, Inc., 2009). Throughout the learning process, students are continually actively constructing meaning. “Technology can play a vital role in generating and testing hypotheses because new development in probeware and interactive applets allow students to spend more time interpreting the data rather than gathering the data” (Pitler, et al., 2007, p. 203). Teacher-created interactive spreadsheets and data collection tools give students the opportunity to complete authentic tasks and use higher level thinking skills to solve problems more efficiently.

If students construct meaning by doing, the gaming software referenced in Using Technology with Classroom Instruction that Works can provide students with opportunities to become actively involved in the learning process by requiring students to apply what they have learned to solve problems and/or carry out tasks. According to Pitler et al. (2007), “[s]imulation software also can provide incredibly engaging learning environments, resulting in increased motivation and retention in learning” (p.213).

Meaningful learning takes place when students are actively involved in the process. Teachers cannot simply impart information to their students, as it is the student who must construct knowledge in his/her mind. The use of technology can motivate students and provide them with unique ways to individually demonstrate their understanding of core concepts.

References:
Laureate Education, Inc. (Executive Producer). (2009). Program 7. Constructionist and Constructivist Learning Theories. [Educational video]. 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.

Instructional Strategies that Support Cognitive Learning Theories

Today, there is much information for educators to use in helping their students store information in their long-term memories. Understanding how the brain processes information and builds connections provides educators with the knowledge necessary to develop units and lessons that are meaningful, engaging, and give students experiences from which to build multiple connections to information stored in their brains. According to Dr. Michael Orey, long-term memories are stored in networks (Laureate Education, Inc., 2009). Teachers can capitalize on this knowledge by providing their students with multiple opportunities to learn and store core concepts by using several of the teaching strategies and technology tools described in Using Technology with Classroom Instruction that Works. Through consistent use of multimedia, advance organizers, higher level questioning, summarizing, and cueing, teachers can take a proactive approach to teaching students how to organize information and require them to use stored information to make connections between concepts and ideas.

According to Pitler et al. (2007), educators can teach their students how to retrieve, use, and organize information about a topic through the use of cues, questions, and advance organizers (p. 73). Through the use of a cues and questions, students will develop a greater understanding of what they are about to learn and can begin the process by building connections to their own background knowledge. Technology such as Kidspiration and PowerPoint, are examples of “editable visual aids and multimedia resources that appeal to a number of learning styles” (Pitler et al., 2007, p. 79). Additionally, use of such visual aids is supported by Paivo’s Dual Coding hypothesis which supports the idea that information is stored as images and text (Laureate Education, Inc., 2009). By including images that support the development of connections, students may be more apt to retrieve information based on a specific image.

Through the use of summarizing and note taking, students learn how to synthesize information and present it in a concise form. Both of these strategies support cognitive learning theories as they encourage students to organize information in a manner that is meaningful. Teachers are encouraged to provide their students with teacher-prepared notes and to teach their students how to take notes through a variety of formats to provide students with multiple visual representations (Pitler et al., 2007, p. 128).

One instructional tool that I feel would be beneficial in my Kindergarten classroom is concept maps. According to Dr. Orey, “concept maps replicate the network of connections that we have in our brain…and helps learners visualize ideas and connections between ideas” (Laureate Education, Inc., 2009). Through concept mapping tools, students can receive a visual representation of the connections made between background knowledge and new information. Since learning requires connections to be made, concept maps and other instructional strategies that support cognitive learning theories must be incorporated in every classroom.

References:
Laureate Education, Inc. (Executive Producer). (2009). Program 5. Cognitive Learning Theories. [Educational video]. Baltimore: Author.

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

The Correlation between Technology and Behaviorism

Aspects of the behaviorist learning theory can be found in every classroom. Students are naturally inclined to exhibit positive behaviors when consistently rewarded with a desired response. According to behaviorists, behaviors can be unlearned and replaced by new behaviors (Orey, 2001). The students in our classroom arrive with various levels of intellect, abilities and experiences; however, the one factor that is within a student’s control and plays a large role in individual success is effort. If teachers can condition students to exhibit greater amounts of effort by demonstrating how effort correlates with achievement, undesirable behaviors will change and learning will increase.

In Using Technology with Classroom Instruction that Works, the authors provide instructional strategies that utilize technology to teach students about the importance of effort. “Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback” (Pitler et al., 2007, p. 156). Through the use of an Excel spreadsheet, students can be taught how to rate their level of effort based on a rubric, record their information, and compare their level of effort to their test scores. Viewing several weeks of results helps to give students a clear picture of how their grades can positively and negatively be affected by the level of effort exhibited prior to a test. Such an activity supports the behaviorist learning theory as “[s]tudents need consistent and systematic exposure to teaching strategies like this one in order to really grasp the impact that effort can have on their achievement” (Pitler et al., 2007, p. 159). Behaviors can be changed if teachers can explicitly demonstrate the implications that behaviors, such as effort, have on one’s level of achievement.

The concept of drill and practice is highly debated in today’s schools. Although all teachers agree that repeated practice is necessary for retention of skills, the argument lies in where such practice should take place and in which form. Advancements in technology and software have given teachers the ability to differentiate practice by allowing students to practice skills through various forms of multimedia. “Practicing with multimedia allows students to shape the experience to their individual learning style and increase their level of understanding to mastery” (Pitler et al., 2007, p. 192). No longer are the days of boring repetitive practice. Today, students can practice and refine skills in a manner that is appealing, individualized and provides immediate feedback.

According to Dr. Orey, “Behaviorism is used everyday throughout everything we do” (Laureate Education, Inc., 2009). Teachers should employ technology as a stimulus to increase the likelihood of positive behaviors and student success in the classroom.

References:

Laureate Education, Inc. (Executive Producer). (2009). Program 4. Behaviorist Learning Theory. [Educational video]. 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.

Reflecting upon Technology Integration in the Classroom

“Schools are struggling to keep pace with the astonishing rate of change in students’ lives outside of school. Students will spend their adult lives multitasking, multifaceted, technology-driven, diverse vibrant world-and they must arrive equipped to do so” (Partnership, p. 4). Being an active participant in Understanding the Impact of Technology on Education, Work, and Society has given me a heightened awareness and a sense of urgency to examine my curriculum and current teaching practices to ensure that I am teaching the 21st century skills that my students will need to succeed in a global economy. Despite various professional developments or tutorials on different educational technology tools, never once was I expected to devote time exploring these tools and contemplating how I could effectively incorporate such technology into my classroom; after all, they were just another resource. Today’s students do not view technology as resources; they are an everyday part of their lives. Being a “digital immigrant”, it is critical that I explore the tools that are or will be commonplace to my students. Creating a blog, wiki, and podcast demonstrated how one’s learning can transcend beyond the walls of a classroom. Throughout my use of Web 2.0 tools, I was able to discover ways to incorporate such beneficial technology into my curriculum to teach my students the essential 21st century skills. Without this exploration, I doubt that I truly would have obtained a clear picture of how my teaching practices must be altered and realigned to meet the needs of my millennial learners.

“A powerful vision of public education is critical for closing the gap between how students live and how they learn in school. Students who have access to technology outside of school will find schools without access to and integration of technology into their coursework to be antiquated and irrelevant to their world” (Partnership, p. 7). To increase relevancy in regards to the mandated curriculum, I must continue to think creatively in how I approach various subject matters. When developing units of study, I need to ask myself: Is there a Web 2.0 tool that can be used to more effectively teach my students the core content in addition to critical 21st century skills? Consistently reflecting upon my teaching practices and how they can be adapted to increase engagement and active learning is essential to ensuring that I remain current and relevant to my students. In addition to thinking creatively when designing units, I must reexamine my role as a teacher and become more of facilitator of discovery. “[t]wenty-first-century learning requires re-envisioning what learning looks like, teacher and student roles, as well as content learned” (Cramer, 2007, p. 128). This means loosening the reins of what my students learn and the methods in which they actually do learn. I believe that if I remain aware of what is required by my mandated curriculum but use my students’ natural curiosity to meet these standards, engagement will increase and student achievement will rise. “Classrooms in the 21st century need to be collaborative spaces where student-centered knowledge development and risk taking are accepted as the norm and where ecology of learning develops and thrives” (Nussbaum-Beach, 2008, p. 3). In my classroom, I will be taking a risk by exposing my insecurities in regards to my knowledge of technology integration; however through collaborative efforts, my students and I will be able to experience authentic learning at its finest.

As educators, it is important to set achievable short and long-term goals to promote a continued momentum towards relevant and effective teaching practices and to lessen the chance for burn-out. “The challenge now is to emphasize other key elements of learning and leverage existing technology to truly make a difference in student achievement” (Partnership, p. 5). Within the next two years, I plan to incorporate a Web 2.0 tool into each of my units of study. By doing so, I will be promoting critical thinking, collaboration, creativity, and other essential 21st century skills. This period of time will be one of reflection as I will be determining which tools are most beneficial in teaching and assessing student knowledge of various core concepts. For example, after my students create a podcast to demonstrate their knowledge of a particular topic and then post it to our classroom blog for feedback from others outside of our classroom, I will then analyze engagement levels and gauge the activity’s overall effectiveness. This information can then be used to determine what changes need to be made in regards to my instruction and role as a facilitator and how the use of this Web 2.0 tool may be utilized more effectively.

Over the next two years, I also plan to utilize my classroom blog to promote collaboration and communication in and outside of the classroom and to teach beginning reading and writing skills. “Blogging can teach critical reading and writing skills, and it can lead to greater information management skills” (Richardson, 2009, p. 36). Having my Kindergartners share what they are learning about through the use of a classroom blog provides endless opportunities to teach 21st century skills. Collaboration will be essential as the students will have to decide the best way to express what they have learned. Creativity will be encouraged as students will have the opportunity to have their work displayed for an audience that has the ability to provide constructive feedback. The challenge that I have faced in the past is keeping my class webpage or blog updated. Therefore, it is my goal to maintain our classroom blog as a source of current information that parents can refer to when talking to their children about what they are learning in school.

“The ability to harness the power of Web 2.0 tools wouldn’t be as critical if it were not for the fact that we are educating our students to succeed in a globally connected economy” (November, 2008, p. 3). Today’s students must graduate proficient in 21st century skills. Continually reflecting upon my teaching practices and how I can integrate technology into my Kindergarten classroom will help to lay the foundation for 21st century skills that my students will need to build upon. No longer is it acceptable to continue to teach using only “tried and true” methods of the past. Today’s millennial students deserve to learn using the tools that are an integral part of their lives and will continue to play a role in their futures.

References:
Cramer, S. (2007). Update your classroom with learning objects and twenty-first century skills. Clearing House, 80(3), 126–132.

November, A. (2007). Banning student 'containers'. Technology & Learning. Retrieved from http://www.techlearning.com/article/7468

Nussbaum-Beach, S. (2008). No limits. Technology & Learning, 28(7), 14–18. Retrieved from http://www.techlearning.com/article/8466

Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/downloads/P21_Report.pdf

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