Final Reflection

            The resources in this course have reaffirmed my belief in establishing a balanced learning environment in which students are provided various learning opportunities to enhance their understanding of critical content.  We have had the chance to explore various learning theories, each with its own interpretation of how humans interact with external stimuli to learn new information.  During this course I learned a lot about the fundamentals of how the brain works to process information,  and will be using this information to guide my planning and construction of lessons/activities for my students. 

            While each theory has positive implications for the classroom, what stood out to me the most was that each theory stated that students needed to be active participants in the learning process.  In the video Technology: Instructional tool vs. learning tool, Dr. Orey stated that direct instruction in the form of a lecture only works well for 5% of our students. (Laureate Education, Inc., 2011 b)  This statement is supported through an analysis of how people learn and by studies that indicate that when students have the opportunity to interact with new content, they are able to create more concrete connections within the brain therefore leading to greater retention of new information.  

            Another common theme that was communicated through many theories was the idea that the more connections that people can make with new information the better the chance of recall at a later date.  Allan Paivo’s Theory of Dual Coding supports the creation of connections through integration of pictures, audio, and text. This integration enables students to work with new information using various modalities.  ((Laureate Education, Inc., 2011 a) With the understanding that dual coding can help students create stronger connections with new material, I have redone many of my lessons to incorporate pictures/images and/or video to introduce new concepts.  I have also changed many of my assessments and note taking sheets to include a visual element in which students are not only required to write their response, but to also create a visual representation of new information. 

            With exposure and exploration in this class,  I have also jumped into the world of blogging with my students and have given more creative control of concept maps to my students.  Before this class I often used Inspiration to create concept maps for my students to “fill in the blanks” while learning new material.  This year I decided to encourage students to create their own concept maps to outline main ideas presented in class.  As a class, I first began modeling these maps  as a group activity using my computer and projector.  After the class read an article/passage, we constructed our map using words and images to represent main ideas and details.  Through this process I used a lot of think alouds to guide my students in the organization of new information.  Students had the opportunity to provide feedback on map organization and the linking of ideas.  I am hoping that with continued guided practice and scaffolding,  students will be able to identify critical information within text and create concept maps on their own. 

            This year I have also began blogging with my students.  Before my time at Walden, I was unfamiliar with blogs and unsure of how I could utilize them in my classroom.  Creating my own blog and keeping track of my learning through journal reflections posted on this blog has helped me gain knowledge and a deeper understanding of how this tool could be used to facilitate new learning in the classroom.  I currently have my 8^th grade technology students completing a daily blog that summarizes new learning in the classroom.   Students are using this tool to describe the use of different technology applications, and how they might incorporate these activities and applications into their other classes.  Later this year I am hoping to use blogs as a discussion forum for students to interact with one another to share ideas of how technology can support their learning in the classroom.

            This year I would like to continue building my “tool box” of instructional strategies and learn more about how technology can be seamlessly integrated into my classroom.  While I have had students using various technology applications in the classroom, I do not feel that I have utilized technology in a way that promotes collaboration between students.  I am currently using blogs as a place where students can independently reflect on lessons/activities in the classroom, and I would like to begin using these student blogs to facilitate discussions between students.  I am also working with my students to create wikis in which they will eventually be responsible for building a group wiki to demonstrate learning on new content presented in class. 

            I would also like to use technology as a way for me to communicate with my parents.  I currently use e-mail and have a webpage to be in touch with parents, but I would like to use my webpage as a more interactive experience for both students and parents.  I currently have basic information posted on my webpage that stays consistent throughout the course of the year.  I would like to improve my use of this tool by creating a page that includes updated homework assignments, classroom announcements, and examples of student work.

            Overall this course has been a positive experience for me and I am excited to begin using the various tools with my students.  I believe technology has the power to open our students’ eyes to real issues that are going on outside the classroom walls.  I believe it is our duty as educators to help students use these tools to critically analyze and interpret issues that are affecting our society.  Our society is changing at a rapid pace, and while the tools we are using today may be outdated by the time our students graduate from high school, it is important that they understand how to use technology tools to collaborate, communicate, and solve potential problems.  The tool may change but the significance of the thinking processes will always be the same. 

References

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011). Program thirteen: Technology: Instructional tool vs. learning tool [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

             

Katie's Voicethread

Challenges in Today's Classroom

http://voicethread.com/share/2293802/

Social Constructivism in Today's Classroom

According to the social constructivist theory, knowledge is gained through an individual’s interaction with peers and their surrounding environment.  Social constructivists believe that through actively participating in social situations new knowledge is constructed when individuals modify their realities and previous experiences to accommodate/assimilate new information. While I disagree with the argument that all learning takes place within a social setting, I do think that this type of learning activity, when designed with clear learning objectives and structure should play a role in today’s educational setting.  According to Pitler, Hubbell, Kuhn, and Malenoski in the book Using Technology with Classroom Instruction that works students will need “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.” (Pitler, Hubbell, Kuhn, Malenoski, 2007, pg 139)

            As our society is evolving and our businesses increase their use of technology, it is important that our students learn how to use technology as a means of communication, collaboration, creativity and critical thinking.  When I was in college e-mail became the “latest and greatest” way to communicate with professors and classmates.  I remember thinking how cool it was that I could type a paper in my dorm room, send it to myself, and then print it in the library.  Now what I felt was revolutionary is taking a back seat to new tech tools such as Google docs, dropbox, wikispaces, and other social networking sites. 

Now more than ever students are spending time on their cell phones and on the Internet to collaborate and communicate with their peers.  The reality is that our world is changing.  What used to take us days or even months can now take an hour or two.  I believe it is now up to us to empower our students to use these tools, not just to plan a party or compete in a video game, but to reach out to other students to solve real world problems and communicate new understandings in an authentic and meaningful way. 

            In chapter 7 of the book Using Technology with Classroom Instruction That Works, the authors outline many great ways in which educators can utilize new technology to aid in students collaboration and communication.  Within this chapter Pitler, Hubbell, Kuhn, and Malenoski recognize that cooperative learning should be used in moderation within the classroom, but should be incorporated into teacher’s instructional practice due to the skills and knowledge these activities can provide. (Pitler et, al., 2007) 

            According to the Pitler, Hubbell, Kuhn, and Malenoski the Web “has become much more than an electronic reference book; today, it’s a thriving medium for collaboration in business, education, and our personal lives.”  (Pitler et, al., 2007, pg 144).  When I was in school my world and educational resources depended upon what I could experience in my daily life and what I could find in the library (using the Dewey decimal system of course).  Now students have access to a variety of sources that can aid in the active construction of new knowledge and synthesizing information.  Within my classroom I have had students e-mail various organizations asking for information on a new concept we are learning in class, participate in online discussions with a local experts, and share reactions to various current events with another middle school students on our classroom blog.  Being able to participate in discussions with people outside our classroom has heightened my students’ awareness of various global issues as well as motivated them to work on their writing skills to ensure they are communicating their ideas in a clear and effective manner. 

            Last year was the first year my students received a school e-mail account.  My district decided to utilize Google for education as our primary means of online communication and collaboration.  With each account students have access to an individual e-mail account, Google Docs, Google Calendar, Maps, Blogs and a variety of other tools.  Now that students have access to these tools, I have changed many of my assignments to incorporate a social constructivist element, in which they are asked to participate in collaborative online projects.  While I believe Google Docs is a great tool for students to use when collaborating on project, there are limitations to these tools and I still prefer for my students to use Microsoft Office software when creating a final presentation.

            Pitler, Hubbel, Kuhn, and Malenoski also encourage the use of web sites to build enriching collaborative experiences within the classroom.  They have included a list of resources that could be used in the classroom, and I look forward to exploring these sites to see the potential of using these tools as a part of my instruction.  (Pitler et, al., 2007)  In the past I have used wikispaces to have students develop collaborative projects.  I made the mistake my first year by leaving the lesson open ended and allowing students the freedom to explore the vast wonders of the internet to complete the activity.  Because I did not specify my learning objectives and expectations for group participation, I found that some students did all of the work, while others just got bogged down with too much information and online resources that the content got lost.  From this experience I learned that middle school students need more structure, limited resources (the internet was too big of a catalogue for them to sort through), clearly defined learning objectives and participation expectations.  With these changes in place I have had more success in using wikispaces as a collaborative tool in which students can work together in order to build new knowledge and understanding of critical content in the classroom.

            From my experience, as well as reading this weeks resources on social constructivism, I have learned that social interaction can lead to strong learning opportunities for students.   I look forward to continuing to use elements of the social constructivist theory in conjunction with other learning theories in my classroom to help my students attain essential skills that will aid in their success throughout their educational journey. 

References:

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

Constructionism in Today's Classroom

      Chapter 11 of the text Using Technology with Classroom Instruction That Works discusses how to enhance student’s critical thinking and problem solving skills through generating and testing hypotheses.  While traditionally this type of investigation has been used primarily in science classes, the authors of this text clearly demonstrate that this form of instruction can be used across content.  Pitler, Hubbell, Kuhn, and Malenoski state that there are six activities that teachers can incorporate into their instruction that will enhance students abilities to research and solve problems:

1.     Systems Analysis – Students engage in analyzing a system in order to make predictions about how it would change if parts of it were altered or removed.

2.     Problem Solving – Students look at potential solutions to a problem

3.     Historical Investigation – Students analyze a historical event to make educated guesses about the events that transpired

4.     Invention – Students create something to fulfill a pre-determined need

5.     Experimental Inquiry – Students make observations, generate a hypothesis, then design an experiment to test their hypothesis

6.     Decision Making – Students are actively involved in looking at various solutions to a problem in order to come up with the most logical decision

(Pitler, Hubbell, Kuhn, Malenoski, 2007)

Each one of these activities all employ elements of the constructionist theory

in that they encourage students to be actively engaged and construct an artifact/product to demonstrate their understanding.  I have found that when I have used this type of constructionist approach in my classroom, motivation and engagement skyrockets and I am often surprised at the creativity and quality of work that is produced by my students. 

            For the last three years I have had my students participate in The Great Water Challenge.  Within this unit students learn about the global water crisis, water quality, and local history.  At the beginning of the unit students research water quality and identify how humans and the development of cities have impacted water quality over time.  During their research students also identify the three largest point and non-point source polluters in our state and analyze current actions being taken to help limit this pollution.  While students are researching water pollution, they are also learning about the settlement and development of our own watershed.  Students then build a 3-model of our local watershed and make predictions about water quality based on when/where humans have settled and how industries have historically utilized our watershed.  Students use their 3-d models to identify potential problems, and then we bring in various community members and non-profit organizations to speak with us about the realities of our of the water quality in our local water sources. 

            When students have gathered their information and have a good understanding how/why water pollution is a problem, they are then responsible for creating a public service announcement to educate our local community about how people in our community can limit and/or prevent water pollution.  I find this activity to be highly engaging for students and many of them were very proud when their public service announcement was shared on our cities’ website.  Each year I have done this project, I have made multiple changes to improve student productively and quality of research.  I have found that technology has been a great motivator for many students and has allowed us to analyze and synthesize information from various resources.  This type of constructionist project takes a lot of time, but I believe that the providing students with the opportunity to engage in an authentic learning experience is definitely worth the time. 

            I have also had students create a variety of movies in my classroom.  The main tool I have used is a free program found at www.animoto.com. There is a free version that allows users to create 30 second videos and there is a free educator upgrade that allows teachers and 50 of their students to created videos of unlimited length. I have used this program to provide students with a medium in which they can using text, images and audio to demonstrate their knowledge of a particular concept we learning in the classroom.  I was excited to see the simulation software links at the end of Chapter 11 in the text Using Technology with Classroom Instruction That Works, and look forward to exploring these site to see how I can incorporate them into my classroom. (Pitler et al., 2007)

            I believe that elements of the constructionist theory have strong implications for the classroom, and can produce a quality learning experience for students.  Dr. Orey states that “people learn best when they build an external artifact or something they can share with others.” (Laureate Education, Inc., 2011).  While I think many educators shy away from this type of activity due to pressures of mandated tests and lack of time, research has shown that many students who have participated in these lessons/activities performed at standard or above standard compared to students taught in a traditional format.  “Those students using simulation software not only recorded higher test scores but also – and perhaps more important – showed overwhelming enthusiasm while learning the material.” (Pitler et al., 2007, pg 214). 

References:

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Cognitive Theory in Today's Classroom

Cognitive Theory in Today’s Classroom

            The information provided in the chapters “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking” in the book Using Technology with Classroom Instruction that Works, clearly illustrate how to integrate principles of the cognitive learning theory into the classroom environment. (Pitler, Hubbell, Kuhn, Malenoski, 2007)  Each strategy mentioned in these two chapters is focused around how to teach students to organize new information in a way that can be readily recalled when needed. 

            One of the components of the cognitive theory is that students need to create networks of information in order to retain new knowledge in their long term memories.  To aid in this process teachers can use cues, questions, and advanced organizers.  To ensure students understand critical content,  it is important that teachers clearly define objectives by presenting students with essential and guiding questions to facilitate new learning.   Once students have a clear vision of what is expected of them, Pitler, Hubbell, Kuhn, and Malenoski suggest that teachers create cues and advanced organizers to help students make connections to previous knowledge in order to create a foundation in which students can build new understandings. (Pitler et al., 2007)

            Before each unit I present my students with a graphic organizer (created in Power Point) that communicates the essential question(s) that will lead us through the unit and previews what we will be learning.  Throughout the course of the unit the class uses this advanced organizer to take notes on critical concepts.  It is through this organizer that students can visualize how the information we are learning is connected.  By helping students organize new information and creating connections with new and previous knowledge, these advanced organizers promote retention and recall of new knowledge. 

            Another component of the cognitive theory is Allan Paivio’s Dual Coding Hypothesis.  According to Dr. Orey in the video Cognitive learning theory, students’ ability to retain new knowledge increases significantly when students are presented with information using multiple modalities. (Laureate Education, Inc., 2011) Technology can aid in this process by allowing students to see, hear, and interact with content.  Pitler, Hubbell, Kuhn, and Malenoski suggest using concept mapping software to show how ideas are connected, but to also incorporate pictures, maps, and sounds.   By encouraging students to work with new information in a variety of ways,  it will strengthen connections within the brain and enhance the transfer of the information to the long term memory. (Pitler et al., 2007)

            The authors of Using Technology with Classroom Instruction That Works, also suggest using concept maps for note taking and summarizing in the classroom.  Chapter 6 of this text provides six summary frames, each designed to be used by the classroom teacher as well as the students.  Each frame is “designed to highlight the critical elements of specific kind of information and texts.”  (Pitler et al., 2007, p.  125)  Using a concept mapping program along with these summary frames allows students to identity critical information, organize that information, and visually see how the information is connected.  These strategies would be extremely helpful in the classroom as a means of providing instruction using multiple modalities, as well as building strong connections with new information.  These frames also help teachers and students elaborate on new information by drawing lines between concepts/ideas and incorporating visuals to represent critical concepts. 

            I have used Inspiration to produce various concept maps with my students.  This program has a variety of predesigned templates for teachers and students to use when learning new content.  While I have had students use this program individually, I primarily use this tool to facilitate class discussions, review information, and create note taking sheets.  Student enjoy using this program to see how their shared comments/ideas are related to new content as well as each other’s ideas.  When I ask students to reflect on that day/week’s lesson, I will often export our class brainstorming into a word document that students can use as an outline for their writing. 

            The Cognitive Theory also supports the use of various multimedia tools in the classroom.  Power Point, video software, and Web 2.0 tools can all be utilized to enhance connections to new content, and to also provide an avenue for students to demonstrate their new understandings in a variety of ways.  As a culminating project in my social studies class, I have students create a 1 minute public service announcement using iMovie, Animoto (www.animoto.com), or x-tranormal (www.xtranormal.com).  When students create their public service announcements they have to decide upon a theme, write a script, and find visuals to include within their presentation.  This project requires that students understand major themes and concepts, identify critical content, and communicate their ideas in a clear and effective way.  I have been impressed with the quality of learning that takes place during these lessons, as well as the motivation and engagement of the students.  I believe that students’ success on this project comes from being fully involved with content and having opportunities to inactive with new information in a variety of ways.   

           

References:

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Behavioralism in Today's Classroom

Integrating the Behavioralist Theory in the Classroom

According to the author’s of Using Technology with Classroom Instruction that Works, “Mastering a skill or process requires a fair amount of focused practice.” Robert Marzano goes further to state that, “Typically students need about 24 practice sessions with a skill in order to achieve 80-percent competency.”  Based on these findings Pitter, Hubbell, Kuhn, and Malenoski recommend that teachers assign practice to focus on “specific elements of a complex skill or process,” and plan time for students to incorporate these skill sets in their larger schema. (Pitter, Hubbell, Kuhn, Malenoski, 2007, p. 188) (Pitter et al., 2007, p.  188) While providing clear and specific instruction and practice is essential for mastery of new skills, all researchers referenced above, agree that in order to ensure that student practice is being utilized in an effective way, teachers need to provide feedback as quickly as possible. 

These ideas of assigning homework and/or additional practice with teacher feedback falls under the behavioralist theory of operant conditioning.  According to researcher Edward L. Thorndike,  students’ “responses (or behaviors) are strengthened or weakened by the consequences of behavior.”  (Smith, 1999)  Therefore if a student receives positive feedback on their classroom performance, they will be more likely to repeat the behavior.  According to the principles of the behavioralist theory, if a teacher can review practice and homework assignments and provide positive or negative feedback,  the chances of a student eventually demonstrating proficiency in the skill over time will increase. 

While providing immediate feedback to individual students is important to help guide the learning process, it is not always feasible in today’s classrooms.  Many teachers within my building work with over 100 students a day.  Because of the sheer number of students passing through our doors, it is important that educators plan activities and lessons where students can chart their own progress and/or use peer evaluations to check for proficiency.  Chapter 8 of the book Using Technology with Classroom Instruction that Works, describes how two teachers use spreadsheets for students to track their weekly effort and grades on tests and quizzes.  Students in both classes found that when they worked harder in class and on homework assignments, their grades on tests and quizzes increased.  (Pitter, et. al., 2007) This activity helped students in each class see the positive correlation between effort in the classroom and overall grades in the class.  Both teachers employed James Hartley’s behavioralists theory approach in that they had their students actively involved in the learning process and created clearly defined rubrics upon which students could assess their efforts in the classroom.  (Smith, M.K., 1999)  Activities such as these help students receive instant feedback on their efforts in the classroom and while they may be extrinsically motivated to work hard (by getting good grades in the class), they are building the understanding that they have control over their learning which will aid in success and enhanced intrinsic motivation in the future. 

Another example of the behavioralist theory described in the book Using Technology with Classroom Instruction that Works, is providing positive recognition for those who are working hard in school.  The authors use the example of an elementary school creating a bulletin board in front of the school to recognize students in a positive way.  The authors then provide an example of how this positive recognition could be taken one step further by creating a space on the school website to acknowledge student participation and effort in the classroom. (Pitter et al., 2007, p.  188)  I believe these bulletin boards would serve as a positive reinforcement for students who exhibit good behavior and would act as a motivator for those striving for the same recognition.   While intrinsic motivation is ideal for students, there are times when positive recognition and feedback can enhance student success and motivate them to continue making good choices. 

While the term “behavioralist theory” has seem to fall our of favor in the educational world, I believe the examples shared within this week’s resources show how this philosophy can be successfully integrated within our schools.  Behavioralism is not all about “drill and kill,” but about creating a system where students have opportunities to practice various skills/strategies and learn from the consequences of their actions.  While some may view the term “consequence” as a negative, I don’t believe that it has to be.  Consequences are the results of our actions; sometime they are positive and sometimes they are negative.  It is up to the individual to decide how they will learn from these consequences to either continue positive or negative reinforcements. 

References:

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

Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm

Integrating Technology in the Classroom

The course Integrating Technology in the Classroom has taught me how to utilize a variety of technology tools as well as reaffirm my belief in the power of teaching 21^st century skills to our students.  While I have had limited experiences with wikis, blogs, and podcasts, the experiences I had with these tools during this course has allowed me to expand my knowledge and increase my comfort level with them.  Having the opportunity to work with each of these online resources to create products for this class has given me the opportunity to understand what my students go through while learning how to use new technology tools.  Now I can see where students may run into potential problems and can anticipate where questions may arise.  Going through this process with colleagues has also enabled me to have many valuable discussions about how I can take these tools into my classroom.  I have many ideas that I am excited to share with my students this year and look forward to seeing how technology can broaden their understanding of critical content and increase positive communication with their peers, teachers, and parents. 

           

Researching blogs and subscribing to educational news magazines has also broadened my knowledge about how to create a learner-centered environment.  These resources have given me valuable insight on how to incorporate technology in the classroom to ensure students are meeting various state and national standards.  When a lesson is planned with intention and technology is utilized in purposeful and meaningful ways,  student achievement and productivity will increase.  These resources have also given me ideas of how to structure and facilitate various project based learning experiences that utilize 21^st century skills.  I look forward to receiving daily e-mails from Education Week and ASCD to see what new tools and resources they have reviewed and to learn how to incorporate these into my classroom.   While it can be difficult to stay on top of all of the new trends and research within education, these daily newsletters will continue to help me stay current regarding new professional opportunities,  as well as help me plan effective lessons/activities. 

            

 Overall, this course has been a very positive experience for me and has caused me to reflect upon my own educational philosophy and practice.  While I have made small steps in integrating technology within the classroom, I still have a long way to go to ensure I create an environment where 21^st century skills are explicitly modeled and taught to all students.  I have learned to trust my instincts when it comes to creating project based learning experiences for my students.  While students are not “tested” in that format, these experiences are providing students with the opportunity to interact with each other to learn new content in ways that encourages critical thinking, problem solving, and creativity.  These activities provide students with experiences that will aid in their understanding of how to utilize technology to complete a task and to prepare them for work outside the classroom walls.

            

 One of my goals for the next two years is increase my use of technology for assessment.  Last year I received a set of Smart Clickers, but did not have an opportunity to get everything set up for my students.  I didn’t want to use this device as a novelty tool, but rather with intention and purpose to improve my instruction and student motivation within the classroom.  This year I would like to design a unit to be taught at the beginning of the year that incorporates these clickers.  Using the clickers within the classroom will allow me to facilitate discussions based upon individual and group responses, and receive instant feedback on student understanding of content.  I could also design daily/weekly mini quizzes where students use clickers at the beginning or end of a lesson to review material learned the previous day.  These quizzes could help identify misconceptions and/or misunderstandings held by students and provide me with information about what I need to review or reteach to large or small groups.

            

 My second goal for the next two years is to utilize technology to enhance student communication with their peers, teachers, and parents.  Last year was the first year that students were given e-mail accounts and I look forward to continuing to use this tool to communicate assignment expectations, turn in completed work, and enhance parent communication.  Over the next two years I would also like my students to create collaborative wikis where they can plan, organize, and communicate in an online setting.  Using wikis in the classroom will encourage students to practice their writing skills to effectively convey their thoughts and ideas.  Utilizing this tool in the classroom will provide rich experiences for students to work on their communication skills and to build an understanding of how to work effectively with others to produce a final product.

           

I walk away from this course with new tools in my toolbox and a blueprint for how my students and I can build a 21^st century classroom.  I look forward to continuing my journey as an educator and am excited to see how technology will continue to evolve.  I know that I will never know everything about teaching or how to best integrate technology within my instruction, but I feel that I am a building a solid foundation of resources from which I will continue to learn.  

Profiling the Students of Today

I interviewed a 6 year old, a 12 year old, and a 16 year old to explore their use of technology in both personal and school environments.

My podcast is hosted by PodBean at this address:

http://katiedorr.podbean.com/

Partnership for 21st Century Skills

Partnership for 21^st Century Skills is a national organization set up to provide resources, tools, and online support for educators.  I have used information from this website when planning lessons and activities in my classroom and have found many of their resources extremely helpful.  In order to prepare our students for the 21^st century this organization has identified various knowledge and skills necessary for students and teachers to attain to in order for our education system to close the gap between knowledge and skills currently learned in the classroom and those that are required to be successful in today’s society.  In order for students to be ready to enter the workforce in the 21^st century, this organization states that students need to utilize the 4 C’s:  critical thinking and problem solving; communication, collaboration; and creativity and innovation while participating in English (reading and language arts); mathematics; science; foreign languages; civics; government; economics; arts; history; and geography.  

To master 21^st century standards, the Partnership for 21^st Century Learning states that schools need to have “assessments, curriculum, instruction, professional development and learning environments aligned to produce a support system that produces 21st century outcomes for today’s students.”  I agree with the authors of this website that there needs to be an extensive support system in place in order for all students to master these standards.  I like how this organization provides tools and resources for creating support systems for students as well as teachers.

While I agree that various components need to be in place to promote 21^st century skills, my district has yet to place these skills and technology integration as a priority.  Without our leaders recongnizing the need for the shift in educational philosophy, our support system will continue to be limited. Our state assessments do not account for creativity, collaboration and technology skills. Since these skills are not included within state/national mandated testing schedules, many schools do not include explicit instruction and professional development for teachers on how to incorporate 21^st century skills.  Without time and resources devoted to creating 21^st century schools teachers are left to explore these resources on their own and are often limited by time, money, and district support.

While large scale change may not occur in all states/districts in the next few years there are changes that can be embraced within individual classrooms and buildings.  The Partnership for 21^st Century Skills provides tools, resources and learning opportunities for educators ready to move in this direction.  Within this site there is a section called Route 21 that provides a variety of tools and information on how teachers can integrate 21^st century skills with state standards to better prepare our students for the real world.  When you enter Route 21 you can search for lessons/activities based on the 3R’s and/or the 4C’s.   When you search for specific resources you will find information posted from teachers, links to blogs and wikis, as well as books that can be purchased to aid in the integration of technology within the classroom.  During my exploration of these resources,  I found a book called Teaching the iGeneration which I ordered to help me plan my new digital technology class I will be teaching this fall.  While I found many of these resources useful and full of great ideas, I was also frustrated with how many of these links are sponsored by publishing companies and require you to purchase their materials in order to preview specific lessons/activities.  I also found that a few of the links that I was looking forward to exploring did not work. 

Within Route 21, as well as Video 21, you can also view videos posted from professional conferences and individual classroom teachers.  The videos help clarify what implication these standards have for education and help to generate questions for further discussion.  I see how these videos could be used to initiate conversations at building and district levels.   Beginning dialogue around important educational issues brings pedagogy to the forefront and can create a framework for relevant professional development.

It is interesting to note that the creators of the Common Core Standards are challenging the premises upon which the Partnership for 21^st Century Learning are based:

“Skills are important and the Partnership for 21st Century Skills (P21) has identified skills that all children need such as critical thinking, creativity, and problem-solving. But P21’s approach to teaching those skills marginalizes knowledge and therefore will deny students the liberal education they need.

http://www.commoncore.org/p21-challenge.php

As education continues to debate what our children should learn and how they should learn it, our students will continue to be caught in the middle.  As each new “educational group” focuses on a particular issue or political “power” point, our students are left without clear direction.   I believe that the Partnership for 21^st Century Skills tells us what is needed for success in this century, but these skills are not operating in isolation.  Without knowledge and skills, students are not able to reach a sophisticated level of understanding.  What is needed is a balanced approach to learning – learning which teaches knowledge and skills in order to understand – an understanding that will enhance critical thinking, problem solving, collaboration and technology integration. 

Blogging in the Classroom

I am new to blogging and before this week was a little unsure about the usefulness of blogging in the classroom.  I have used wikispaces with my students and have found that it is a powerful tool for collaboration, communication, and organization.  While I have used wikispaces, I didn’t understand the difference between wikis and blogs.  According to the Memphis Public Library a blog is a flow of information while a wiki is a place to stock information or to use an educational analogy “a blog replaces the bulletin board” and a wiki “replaces the binder-manuals”. Now that I have a better understanding of how blogs are organized and how the differ from wikispaces, I am excited to explore them with my 7^th grade students.

This year I would like to set up a classroom blog with the primary goal of increasing communication with parents.  Currently I send home a weekly newsletter where I provide an overview of the schedule for the upcoming week and communicate important events/activities happening within the classroom and/or school.  Within this newsletter there is also a place for students to write to their parents about what has happened in school that week.  While I would still provide hardcopies of this newsletter to students, I could also publish important information on our classroom blog.  While access to technology is limited within our school, I do have 3 computers in my classroom for students to use.  Each week 2-3 students could be responsible for participating in this blog.  Students would know at the beginning of the week that they will be responsible for collecting information/evidence (pictures, videos) of what is happening that week.  At the end of the week students would then post a summary of important events/activities.  I would set up the blog so that all comments would be moderated.  This would allow me the opportunity to collect feedback from parents and answer questions in a timely manner.

I would also like to create a classroom blog in which students are responsible for responding to discussion questions based on literature read within the classroom.  Each year my students participate in literature circles where they are responsible for sharing ideas and new understandings with a small group.  While the ability to discuss critical content is important for students to master,  it is often difficult for me to facilitate multiple groups.  It would be interesting to incorporate technology within these lessons by having 2-3 groups discussing the novel face to face while 2-3 groups participate in online discussions.  During each novel,  groups typically meet 4-5 times so therefore each group would have the opportunity to participate in 2 face to face discussions and 2 online discussions.  This would allow me to better facilitate discussions and to quickly identify individual misconceptions based upon blog responses. 

I teach in a school with a diverse population.  Writing is a skill that many of my lower level learners struggle with and I often find it difficult to adequately assess what they know due to their individual writing abilities.  While some blog entries would require students to respond in writing, blog entries could also contain pictures, podcasts, and videos to demonstrate understanding. 

Memphis Public Library

Article:  What is the difference between a blog and a wiki?

http://mplictechtrain.blogspot.com/2007/04/what-is-difference-between-blog-and.html

Welcome to Technology In Action

This blog was created as part of a masters class to document learning and participate in professional discussions about how to integrate technology within the classroom.  I am currently a 7th grade teacher who is passionate about motivating and engaging all learners through technology.  I have just begun my journey with technology integration and am open to trying new and innovative ideas within the classroom.  I look forward to learning more about particular tools/skills I can use to enhance my instruction and increase student understanding of critical content.