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.