VoiceThread

This week the one think that I learned about technology is that we can collaborate on a VoiceThread. I found this to be an exciting way to include many people into a discussion. Some might like to record with a microphone. While others may prefer to type their comment.Pictures and documents can be uploaded to enhance the visual experience. This is a great way to get students involved in a project.

Please visit my VoiceThread and comment on how you keep the lines of communication open between parents and teachers.

http://voicethread.com/share/786642/

Connectivism and Social Learning In Practice

The instructional strategy Cooperative learning correlates directly with the principles of social learning theories. Cooperative learning can be described as students working together with the purpose of actively engaging students in the learning process. Social learning supports the cooperative learning theory because of the student communication, collaboration, and cooperation with others. Empowering students to be responsible for their learning, contributing for the good of the group, would not be possible individually. This strategy imitates real-life learning by including teamwork and students working independently to contribute their piece to complete the assignment. With this in mind, students can collaborate with different levels of knowledge, experience, and expertise. They can be successful in making meaningful connections to their learning by interacting in a social atmosphere. The technology that I found to support this meaningful learning would be the wiki. I feel this is a good tool to help students work together on a task and be able to contribute their skills. I have not used this with my first grade class, but I am looking for ideas.

Laureate Education, Inc. (2009) Bridging Learning Theory, Instruction, and Technology. Social Learning Theories, Connectivism as a Learning Theory, Spotlight on Technology.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/ Social Constructivism, Cooperative Learning, Connectivism.
Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA:ASCD.

Constructivism in Practice

“Generating and Testing Hypotheses” can be linked with constructivist theories because it takes what students know and it brings them to the next step in learning. This is when students take what they already know, (constructivism) and by problem solving cross into the building stage of learning (constructionist).
Constructionist-based technology is what I strive to expose my students as often as possible. I encourage them to be the builders and the designers of their learning. I promote problem solving on a daily basis. Dr. Orey explained how constructivism is in our own minds (Laureate, 2009). It is unique to each learner. This is proven many times in my class. When I ask students to draw a picture about what they are writing, I get many different samples of knowledge. They each come to first grade with a different schema. Constructionist-based technology is what I strive to expose my students as often as possible. I encourage them to be the builders and the designers of their learning.
Laureate Education, Inc. (2009) Bridging Learning Theory, Instruction, and Technology. Technology: Constructionist and Constructivist Learning Theories.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/ Cognitive Tools, Experiential Learning.
Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA:ASCD.

Cognitivism in Practice

This week, in Using Technology with Classroom Instruction that Works, there were two instructional strategies that embed technology: “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking.” These strategies relate to cognitive learning theories. Virtual Field Trip tools can be a great way to research and make connections to learn about a specific place, topic, or person. They correlate to the instructional strategies and cognitive learning theories because they give an image to make connections with new information to their prior knowledge. There are many templates the can help students in note taking that are created in Inspiration. Once they have put information into the cells, they can use the notes to summarize their findings.
In first grade, we teach a unit on geometric shapes. I have in the past made a chart to show the geometric shape, the name, and the real life connection. This seems so one dimensional after hearing about the multiple intelligences to help link short-term memory with long-term memory according to Dr. Orey in the video segment, “Cognitive Learning Theories.” With the use of technology, I can find more that one real life connection to each geometric shape. On safarimontage we have a video clip that shows the geometric shapes like the stop sign, the pentagon, and a yield sign. Also I could have them sort and match geometric shapes on a worksheet created for practice in the computer lab. We could then print two copies. One for them to use as a reference and other to cut and paper sort as a game for homework. Students could make a poster using all the geometric shapes and labeling the name and with a picture of the real world use. To extend this, my students then can work on a class PowerPoint with the images from the posters. To keep it in their long-term memory, my students could also link up the image of the real life picture to the geometric shape with concept mapping tools.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
• Section: Multiple Intelligences and Learning Styles
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Behaviorism in Practice

Drill and practice can be a good thing for student learning if it is positively reinforced. Playing games on the computer to enhance student performance is a great way to keep them engaged in learning. I feel it is important for my first grade to understand the connection between effort and success. At the first grade level it is a bit difficult to plot and show the success related to effort because I feel my class is eager to do well because they want attention. Homework for my students is a way to practice the skills taught that day. It is another opportunity to practice their skills for proficiency.

There is a place for behaviorist learning theory in today’s classroom and instructional technology. Skinner’s model of operant conditioning where desired behaviors were rewarded and undesired behaviors were punished describes some of my classroom management strategies. With my class we develop class rules and procedures. When their behavior is unacceptable the consequences occur immediately after the behavior. In Pavlov’s theory, the positive behavior is reinforced with incentives. One incentive that I use for my first grade is a sticker chart. I give them stickers for following school and class rules. When it is filled with about 30 stickers they can trade it for a prize and get a new chart. Giving away our school mammoth tickets is a good way to help my first grade exhibit acceptable behavior and buy prizes. Another successful positive reinforcer is the moving of their name cards on the stop light. They are motivated to move up and down the light because at the end of the day the color they land on is recorded on the behavior communication calendar. This is our parent/family connection. This is only successful if the positive behaviors are consistently rewarded with positive praise and the negative behaviors are given consequences every time.

Drill and practice, remediation, and traditional tutorial programs have a place in today’s classroom. For math we practice addition and subtraction facts. In our computer lab my students play math games with addition and subtraction facts and are rewarded to go to the next level. Sometimes there are the prompts that say “good job”, “you are correct”, and “wonderful”. When they are incorrect they are given a pleasant response and can continue to try until they get the correct response. The students are encouraged to keep trying because they are not stopped or embarrassed about being incorrect. They are always excited about going to the lab for practice. We also collect data on when they master their addition and math facts. We encourage them to show them that as long as they are trying and not giving up they will do better on the next test (Pitler, Hubbell, Kuhn, & Malenoski, 2007).This has been a great motivator and has given my students some well needed self esteem. I feel my students can also be challenged by going to the next level. They may start in the first grade level and as they progress they will be doing more difficult problems for enrichment.

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.
Posting for Walden University; EDUC 6711 Bridging Learning Theory, Instruction, and Technology.

Understanding the Impact of Technology on Education, Work, and SocietyUnderstanding the Impact of Technology on Education, Work, and Society

Understanding the Impact of Technology on Education, Work, and Society

This is a final posting for a graduate class that I am taking with Walden University.

This class has provided the step-by-step instructions to create, Blogs, Wikis, and Podcasts and has developed my own technology skills as a professional teacher. The book by Will Richardson, Blogs, Wikis and Podcasts, and Other Powerful Web Tools for Classrooms, was a great resource to explore how to use these 21^st century tools with my class. I enjoyed working on a group project, with other students in my graduate class, to make a Wiki of resources of recommended technology web sites. We were able to complete this task without a face-to-face meeting. The three wikis that were created will be a great resource for me and to share with my fellow teachers.

After setting up a googlereader, I found an amazing amount of information from my graduate classmate’s blogs. I will continue to check their blogs and hope to add some more to my reader for continued support in technology.

With this knowledge I can better assist my students in learning the 21^st century skills they will need. After reading many articles about 21^st century skills, many of our students lack the ability to problem solve because they are not given the opportunity to explore problem solving skills when not using technology. The seven C’s- 21^st century Lifelong skills include: Critical Thinking-and-Doing, Creativity, Collaboration, Cross-cultural Understanding, Communication, Computing, and Career & Learning Self-reliance.

My knowledge of the teaching and learning process has been strengthened by the understanding of Digital Natives and Digital Immigrants. Realizing that our students have the ability to navigate with ease on the internet and for my generation it may take some practice will help when explaining to my fellow teachers how to integrate a lesson in technology.

The lessons I have been teaching include teacher-centered to learner-centered and will continue to be more learner-centered so that my students can have an active role in exploration of facts and information. Problem solving and collaborating with fellow classmates will be one way to keep my lessons learner-centered.

I can continue to expand my knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement by continuing my Masters in Technology and also by sharing my knowledge with my students and colleagues.

This year my hope is that my students will be creating a class blog. With the new skills I have learned I will try to get my parents more involved with my class newsletter. It will be sent home on paper and by email.

I have two long-term goals for transforming my classroom environment.

1. To maintain and continue to have working computers in my classroom for student projects.
2. With my class blog, I would like to link with other 1^st grade classrooms.

There are some obstacles that may slow the process, but I will not stop trying to bring technology into my classroom. First, I will ask my administration for the access to the necessary web sites, and then I will be working closely with our media specialist and technology department.

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

Cramer, S. (2007). Update your classroom with learning objects and twenty-first century skills. Clearing House, 80(3), 126–132.
Use the Teacher Reference Center database, and search using the article's Accession Number: 24660524

Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal, 16(1), 77–92
Use the Education Research Complete database and search using the article's Accession Number: 28513453

Kirschner, P., & Erkens, G. (2006). Cognitive tools and mindtools for collaborative learning. Journal of Educational Computing Research, 35(2), 199–209.
Use the Education Research Complete database, and search using the article's Accession Number: 2007-00267-007

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

Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4), 8–13.
Use the Academic Search Premier database and search using the article's Accession Number: 19270008

Prensky, M. (2008, March). Turning on the lights. Educational Leadership, 65(6), 40–45.
Use the Academic Search Premier database and search using the article's Accession Number: 31926035

Trilling, B. (2005). Towards learning societies and the global challenges for learning with ICT. TechForum. Retrieved from http://www.techlearning.com/techlearning/pdf/events/techforum/ny05/Toward_Learning_Societies.pdf

Web Sites

ISTE.Org: Profiles for Technology (ICT) Literate Students
http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS-S_2007_Student_Profiles.pdf

International Society or Technology in Education (ISTE): NETS for Teachers 2008
http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htm

First Podcast

My school is a Title One and Reading First. Most of our students have not attended pre-school. There is a fair amount of poverty and a small amount of parent involvement. We did make AYP last year and participation has improved with our parent night activities.

This is my first experience with a podcast. This is part of my assignment for a class that I am taking from Walden University. I interviewed a high school student, nursing student, and law student.

Thank you to my students who were very patient while I learned this process.

http://ksanovic.podomatic.com