EDUC 6713: Final Reflection

Cennamo, Ertmer, and Ross tell us that, “[t]he GAME plan enables you to customize your approach to learning tasks, to develop relevant skills that are important to you, and prepares you for lifelong learning,” (Cennamo, Ertmer, & Ross, 2009, pgs. 3 – 4). As I reflect on my own GAME plan developed and followed throughout this course, I feel as though I learned several valuable lessons as a result.

The goal on which I focused throughout this course was to increase my proficiency in customizing learning activities to address my students’ diverse learning and working styles and ability levels through the use of digital tools. While working toward this goal, I discovered Google Docs, which, as I “play” with it, seems to be one of those “must-have” teacher tools. Using Google Docs, students can create PowerPoint-style presentations (as well as other types of documents) together, with all students having access and equal opportunity for input. This will allow for students with varying technology abilities to create a product collaboratively, without one student “taking over,” which can easily happen in a small group setting.

In my learning about the GAME plan process itself, I find myself with conflicting opinions. In theory, it is a great strategy to help students improve their self-directed learning skills. Allowing students to set, monitor, evaluate, and extend their goals puts their learning in their hands, where it should be. This strategy does just that. However, the pace we followed throughout this course left me overwhelmed and questioning its effectiveness.

After sitting back and thinking about it, I now feel as though I can actually see myself using this strategy with my students. Goal setting is a major component of self-directed learning and the basis of the GAME plan. If implemented properly, I feel as though this strategy will be an asset to my instructional practice.

I have to admit that there is no need for an adjustment to my instructional practice regarding the integration of technology. We already use some form of technology on an almost-daily basis. This course has, however, confirmed my opinion that technology is an incredibly valuable tool for learning and its use will benefit my students well beyond the nine months they are with me.

Reference:

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.

EDUC 6713: APP 7: Using the GAME Plan Process with Students

Our goal as educators is to create self-directed, life-long learners; individuals that continually seek new experiences, knowledge and skills. Such learners, according to Cennamo, Ross, and Ertmer, “engage in three key processes: planning, monitoring, and evaluating their learning activities,” (Cennamo, Ross, & Ertmer, 2009, pg. 3). The authors’ GAME Plan (Cennamo, Ross, & Ertmer, 2009) provides a framework and guide for learning that puts the responsibility, evaluation, and extension of learning squarely in the learners hands.

Over the past few weeks, I’ve worked through my own GAME Plan in an effort to understand its purpose and process and determine the best way to implement such a strategy with my own students. While the idea behind this strategy is a good one, the speed with which we have “gone through” it left me overwhelmed and a bit frustrated. This, however, has proven to be a valuable lesson about the pacing to use with my own students.

According to the International Society for Technology in Education’s (ITSE) standards, students must be able to demonstrate creative thinking and innovation, communicate and work collaboratively, use digital tools to research and use information, use critical thinking, problem solving, and decision making skills, understand and practice legal and ethical behavior relating to technology, and understand technology concepts, systems, and operations (ISTE, 2007).

Using the GAME Plan as a means for gaining proficiency in these standards accomplishes two goals: proficiency the NETS•S standards themselves and greater skill in self-directed learning. Allowing students to set their own goals then handing the responsibility for monitoring, evaluating, and extending those goals over to them is the only way to truly “teach” them to become the life-long, self-directed learner I set out to create.

References:

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach (Laureate Education custom edition). Belmont, CA: Wadsworth, Cengage Learning.

EDUC 6713: APP6 - Revising my GAME Plan

One of my GAME Plan goals is to increase my effectiveness in engaging my students in exploring real-world issues and authentic problem solving using technology. We are in the middle of a quarter-long project about the United States Census and its affect on the House of Representatives. The kids are currently working on comparing the population and number of House members for each state from the last two Census years (1990 and 2000).

Yesterday, the kids were to finish pulling population and House data from websites I bookmarked on our class Diigo page and enter it into an Excel spreadsheet I set up for them. The next step will be to teach them to create and copy a formula that will calculate the change in each set for each state. The kids were much more engaged and willing to do the work when they realized they were not going to have to complete those calculations by hand. They are very interested in getting to the next step and learning about what Excel can do for them; so much so, my room has never been as quiet then while were working yesterday!

Additionally, the students did not “hand in” a spreadsheet, rather, they e-mailed it to me as an attachment – something many of them have never done before and thought was “really cool.”

I’m not sure this is a goal I will ever be able to say that “I’ve reached,” as there will never come a time that I will be satisfied with my ability to engage my students; I will always strive to be better and do more. I think in order to properly use the GAME Plan format, I need to set goals that are truly attainable and their success can be measured. I think the fact that I used a “never-ending goal” for this assignment is the reason I have felt so stressed over the past few weeks – definitely a lesson in goal setting I can apply in my classroom!

My new learning goal will be based on NETS•T 1c: Teachers promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes. My plan is to learn to use and effectively employ the use of Google Docs in my classroom – specifically, Google Presentations. Again, my plan is to first “jump in” and “play” in order to figure out exactly how it works then determine how to use it with my kids. (Some folks get really stressed out by my “jump and play” method, but it works for me!)

APP5: Evaluating my GAME Plan Progress

I have to be honest and say that my “actions” this week have been very limited. With teaching, coaching, mentoring, and graduate school, I have barely had time to sleep, let alone take action toward my GAME plan goals.

I have learned over the past few weeks that there are more tools available than one could ever imagine if you just look for them. This is not new learning for me, but it is previous learning that has been acutely reinforced. I have also learned (again, not new learning, but reinforced previous knowledge) that our technology integrationist is of little help in finding new tools and developing new ideas for my classroom.

I really want to be able to customize learning for my students, as I teach an incredibly diverse group. However, becoming an “expert” takes time, which is something I do not have a lot of these days. I would really love to get in contact with a technology integrationist that has new ideas, something lacking in the one working in my building.

I think I need to re-examine my plan and focus it a little more. I feel it is too broad right now, which is causing me to feel a little overwhelmed. I’ll do that by taking some time this weekend to sit back and think about what is truly important to me and my students right now. What can we actually use, that is beneficial, practical, and supportive of their learning; not just something to bring in for the heck of it.

EDUC 6713: APP 4 - Monitoring My GAME Plan Progress

To strengthen my proficiency in customizing learning experiences for students with diverse learning abilities, I am slowly adding to my “technology toolbox.” Discussions with my colleagues have proven somewhat beneficial, though very few teachers in my school use the amount of technology that I do, so new ideas are hard to come by. The Internet has been invaluable in this process for this very reason.

I don’t feel I need to modify my action plan, though I do think I need to find the time to focus myself on finding new tools that I have yet to try. Time has been my biggest obstacle.

I have learned that the time spent taking individual students’ strengths, weaknesses, and interests into considerations yields very large dividends. I recently offered my students a choice for a part of a long-term project they are working on – they were allowed to type a traditional journal entry about some research they had completed, or they could create a podcast, which did not involve the writing portion. Several students chose the podcast option and they were infinitely more engaged in the process than they would have been otherwise. Several of them even re-researched the material to improve the information they had for their podcast.

I don’t necessarily have any new questions, but I do have an idea for a related arts class that I would like to present to my administration. I think we need an “Internet Class” of some type; something that teaches our students how to use the Internet for academic purposes. The amount of time it takes to try and explain the difference between a search engine and an actual webpage alone to 7th-graders is unbelievable! I think they really need have time dedicated to this, especially with how much our society relies on the Internet today!

EDUC 6713: APP3 - GAME Plan Reviewed

To carry out my action plan, any and all resources are welcome and necessary. One goal is to extend my knowledge of the use of digit tools to engage students in exploring real-world problems and issues. Fellow teachers are incredibly valuable resources, as they may have ideas that haven’t occurred to me yet. Technology journals and blogs are other resources that provide great insight to new tools and applications. One such resource, which I visit regularly, is Free Technology for Teachers; I encourage everyone to check it out!

There is a never-ending amount of information needed, so to answer, “What additional information do you need?” is impossible. Information on what technologies are now available, what technologies seem to have an impact on education, and information on unexpected ways to use technology is always needed.

EDUC 6713: APP 2

As quoted by Cennamo, Ross, and Ertmer (2009), self-directed learning is, “any increase in knowledge, skill, accomplishment, or personal development that an individual selects and brings about by his or her own efforst using any method in any circumstance at any time,” (Cennamo, Ross, & Ertmer, 2009, pg. 2). In order to organize, direct, and reflect on your own learning process, and in turn, strengthen your self-directed learning skills, the authors recommend creating a GAME plan as a guide. Their GAME plan is broken down into four steps: “1) set goals; 2) take action to meet those goals; 3) monitor progress toward achieving goals; and 4) evaluate whether the goals were achieved and extend your learning to new situations,” (Cennamo, Ross, & Ertmer, 2009, pg. 3).

As a teacher in the 21st century, it is essential that I am not only aware of, but actually skilled in the newest technologies and instructional methods in order to provide my students with the education they need and deserve. To this end, I have set goals for strengthening my confidence and proficiency in the following NETS-T indicators:

“1b: [Teachers] engage students in exploring real-world issues and solving authentic problems using digital tools and resources; and

2c: [Teachers] customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources,” (National Education Standards for Teachers, 2008).

To achieve these goals, collaboration with colleagues is a must. I will reach out to fellow educators, both in my district and throughout the country via online networks, and find out what has been working (or not working) for their students. Building upon and modifying what others have already started is a great way to get my own wheels turning without having to start from scratch.

Staying abreast of current research and technologies is also critical to achieving my goals. The Internet is an incredibly valuable tool for seeking out the “latest and greatest” on both fronts.

The best way to really achieve my goals is to jump in, try “it,” and see what happens. I am not afraid of new technology, nor am I afraid of testing it out with my students. If it works, great; we’ll keep it. If not, at least we gave it a shot.

The only real way to monitor my progress on these goals is through my students. I will use student surveys and observation to gauge their engagement and motivation. Monitoring their skills development and content learning will be done through projects, formal assessments, and dialogue. They are the leaders in this situation.

To evaluate and extend my learning, I will keep a journal of my “adventures.” This will allow me to take a step back and look at the “big picture” of what is going on in my classroom and with my students. It will also allow me to take an objective look at what seems to be working, what is not working, and where adjustments need to be made. In addition, workshops and conferences offered through my district and professional organizations such as the National Council of Teachers of Mathematics will extend my knowledge and skill in these areas.

References:

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.

EDUC 6712: Reflection

Alan November (2008) reminds us that, “[E]ducators can harness the power of the Internet to get their message out and to empower students to become more actively involved in managing their own learning,” (November, 2008, pg. 3). No longer are we the gatekeepers to the information available to young minds, choosing what our students learn and when they learn it. In today’s technology-driven world, all the information is already out there for our students, ready for the taking. It is now our job to teach our students how to effectively access and process that information.

The most striking revelation I had about the teaching of new literacy skills as a result of this course was the number and complexity of them. The old “readin’, writin’, and ‘rithmetic” standards are long gone. Sure, students still need to know how to read, write, and multiply, but in today’s world, students need to learn how to critically evaluate, analyze, and synthesize information they have read, communicate their findings to others, and become master problem solvers. To compete globally, students will need to learn globally – and the Internet opens the door to learning in such a collaborative fashion.

That being said, we cannot simply connect our students to the Internet and turn them loose. Anyone can post anything on the Internet, and they do. The amount of information, and misinformation, for that matter, found on the Internet can be overwhelming. The knowledge gained from this course has allowed me to see that it is important that we teach our student how to search effectively for the information they need and/or want and, once they find the information, how to evaluate that information for authority and validity.

Navigating the Internet to find and evaluate information is a key skill in itself, but not a stopping point. As Eagleton and Dobler point out, “Readers must not only understand the text, but must also be able to ‘own’ the information,” (Eagleton & Dobler, 2007, pg. 199). Teachers in decades past used to “tell” student what the information given to them means and how it fits into their lives. Today, however, students need to be able to synthesize information on their own, only relying on teachers for direction when their lost.

Finally, and equally important, is the ability to take this new information learned and communicate to others in an effective manner, often through the use of other technologies such as blogs, Wikis, and other multimedia projects.

One goal I have for myself as an educator in the 21st century is to further my own skills in developing technology-based, inquiry-driven lessons that help my students develop their own 21st century skills and global awareness. I will be able to accomplish this goal through future Walden University courses and professional development workshops and classes offered by my school district, as well as the National Council of Teachers of Mathematics.

References:

Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York: The Guilford Press.

November, A. (2008). Web literacy for educators. Thousands Oaks: Corwin Press.

APP 7: Evaluating Research Methods

Scenario 1: Ten students are available for in-depth interviews. Participants will be selected based on their involvement with the peer mediation program. They will be observed over three weeks. Analysis will attempt to determine issues concerning peer mediation.

This scenario reflects a qualitative research method with a case study design. Qualitative methods, “emphasize gathering data on naturally occurring phenomena” (McMillan & Schumacher, 2008, p. 26). Additionally, “a case study examines...a case over time in detail” (McMillan & Schumacher, 2008, p. 26).

In this scenario, the researcher is using interviews, or narratives, for data collection and presenting the results in the same manner. The results will, “tell a story” (Laureate Education Inc., 2008b), which is indicative of a qualitative case study.

Scenario 2: Two classrooms of students are selected. There are 30 students in each class; each group will have similar demographics—age, sex, race, socio-economic background, etc. Classes will be randomly divided into two groups of 15 students. Of these two groups, one randomly selected group will get training on peer mediation and the other group will not. Thus in each classroom there will be one group that is trained in peer mediation and one that is not. Analysis will occur on which groups have the fewest office referrals.

Scenario 2 reflects a quantitative research method with an experimental design. Quantitative research methods focus on numbers, as is the case in this scenario. Dr. Canipe reminded us that in an experimental design, the researcher will, “set up variables and conduct experiments” (Laureate Education, Inc., 2008a), which is, again, the case in this scenario.

The random division of the classes and selection for training speaks directly to experimental design. Additionally, McMillan and Schumacher tell us that, “[a]n experimental design also has a particular purpose in mind: to investigate cause-and-effect relationships between interventions and measured outcomes” (McMillan & Schumacher, 2008, p. 24). In this case, the researchers are investigating the effect peer mediation training has on the number of office referrals written.

Scenario 3: A school counselor is interested in knowing how student attitudes affect the value of peer mediation to decrease the number of office referrals that are being filed for inappropriate interactions.

This scenario reflects a mixed-method of research with an exploratory design. McMillan and Schumacher remind us that in an exploratory research design, “qualitative data are gathered first and a quantitative phase follows” (McMillan & Schumacher, 2008, p. 28).

The school counselor, the researcher in this scenario, will first collect data regarding the attitudes of the students, then the quantitative data on a reduction in office referrals, which follows the design of an exploratory study.

Scenario 4: Peer mediation has become widely used in many schools. The feelings of those involved in the process are little known—either from those doing the mediation or those receiving it. The ZASK-R Acceptance Preference Survey will be given as pre- and post-tests to 40 students participating in mediation. Follow-up interviews will be conducted on a bi-monthly basis.

The fourth scenario reflects a mixed-method research design, as well. However, it reflects an explanatory design rather than an exploratory design. In an explanatory design, “quantitative data are collected first and, depending on the results, qualitative data are gather second to elucidate, elaborate on, or explain the quantitative findings” (McMillan & Schumacher, 2008, p. 28).

In this scenario, the researchers will first collect their quantitative data through the pre- and post-test surveys. To explain or elaborate on the results from the surveys, the researchers will then conduct interviews with the students to gather their explanatory, qualitative data.

While each of the scenarios presented reflect a different research methodology, we should keep in mind the words of Dr. Steve Canipe: “The importance of any method is to answer questions” (Laureate Education, Inc., 2008b).

References:

Laureate Education, Inc. (Producer). (2008a). Program five. Quantitative Research Methods [Motion picture]. Introduction to educational research.. Baltimore: Author.

Laureate Education, Inc. (Producer). (2008b). Program six. Qualitative Research Methods [Motion picture]. Introduction to educational research. Baltimore: Author.

McMillan, J. H., & Schumacher, S. (2008). Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson.

Another change in my research topic...

We were all warned this would happen, so I'm not sure why I was surprised when I had to "fine tune" my problem statement, yet again. After reading countless studies regarding laptop/computer use and its effect on student achievement, I remembered that's not exactly what I had originally inteded on researching! (Close, but not exact.) After not being able to find ANYTHING (no exaggeration there...not a single study) on laptop/computer use and MAP scores, I decided I needed to adjust my statement for the purpose of our Literature Review. (I will, however, be conducting my own research this year using my previous problem statement.)

I plan to determine the impact of technology integration in the classroom on middle school students' achievement and attitudes toward learning.

Who: middle school students
What: technology integration in the classroom
Why: impact on achievement and attitude toward learning

EDUC 6653: APP 3: Writing Research Questions

Problem Statement:

I plan to determine the impact of a classroom environment, in which each student has constant and immediate access to computer technology, including the Internet, on the motivation and understanding of mathematics by 7th-grade students, as measured by student surveys and teacher observation of time-on-task and engagement (motivation) and Measure of Academic Progress (MAP) scores (understanding).

Who: 7th-grade students
What: classroom environment with computer access for each student
Why: impact... on motivation and understanding of mathematics

Research Questions:

1. Is there a significant difference in engagement and motivation for students having immediate and constant access to computer technology in the classroom compared to that of students without such access?

This research question would lead to a qualitative methodology. Dr. Canipe reminded us that, “Questions regarding experiences or stories imply a qualitative methodology” (Laureate Education Inc., 2008). This question would be answered with anecdotal evidence submitted by the teacher, based on his/her observations, and by information gathered from surveys given to the students. Since it is based on the experience of using computers consistently to enhance learning, this question leads to a qualitative research methodology.

2. Does immediate and constant access to computer technology lead to more significant gains on a student’s MAP score than when such access is not available?

This research question would lead to a quantitative methodology. Dr. Canipe also reminded us that, “Questions regarding numerical data imply a quantitative methodology” (Laureate Education, Inc., 2008). The answer to this question will be found in the analysis of the students’ test scores, specifically their Measure of Academic Progress (MAP) scores, which is given three times throughout the school year. Since the primary research of this question is based on numbers and test scores, this question certainly leads to a quantitative research methodology.

Reference:

Laureate Education, Inc. (Producer). (2008). Program three. Research Questions [Motion picture]. Introduction to educational research. Baltimore: Author.

Reformulated Problem Statement

I plan to determine the impact of a classroom environment in which each student has constant and immediate access to computer technology on the motivation and understanding of mathematics by 7th-grade students, as measured by student surveys and teacher observation of time-on-task (motivation) and Measure of Academic Progress (MAP) scores (understanding).

Who: 7th-grade students
What: classroom environment with computer access for each student
Why: impact... on motivation and understanding of mathematics

EDUC 6653: APP 2 Problem Statement

I plan to determine the impact of a 1:1 classroom environment on the motivation and understanding of mathematics by 7th-grade students.

Who: 7th-grade students
What: 1:1 classroom environment
Why: impact... on motivation and understanding of mathematics

EDUC 6711 Reflection

Upon reflecting on my “Personal Theory of Learning” and considering everything I have learned over the past 8 weeks, I have to admit, I have no changes or modifications to make. I still believe each of the theories discussed throughout this course has relevance in the classroom, though, ultimately, kids learn best by doing. As I said in week one, and still say 8 weeks later, learning is not a spectator sport.

My ideas and opinions regarding technology integration in the classroom have not been changed as a result of this course, but they have certainly been validated. I have always been a big proponent of bringing technology into the classroom and have never been afraid to, as Dr. Orey suggests, “give the technology to the kids” (Laureate Education, Inc., 2008). The observation made my Gardner, “that new technologies make materials vivid, easy to access, and fun to play with” (Weiss, 2000, p. 52), articulates my thinking on technology perfectly, though I have never been able to state it so well.

What has changed, however, as a result of this course is the size of my “technology toolbox.” In our discussions, resources, readings, and my own “web surfing,” I have found many great ideas that will help engage and motivate my students, which cannot help but enhance their learning. Most of these technologies are not new to me, but the ideas on their use are.

One tool that will be used from the first day of school next year is a blog. I used them last year, but not to their full potential. Since I will have classroom laptops next year, I will be able to use this tool on a daily basis, which is very exciting to me. The students’ blogs will bring the traditional, spiral-bound journal into the 21st century by putting it online. My students will be more motivated and engaged by using technology over paper and pencil, which can only have one result: more meaningful learning.

Another benefit of using a computer for journaling, which is not often mentioned, is the effect it will have on my special needs students. Many of them are incredibly resistant to journaling because of the effort it takes to put their ideas into writing and the embarrassment they feel from their handwriting and spelling struggles. A computer can easily help alleviate these issues. Students can create pod casts to post instead of writing, spell check helps lessen spelling errors, and images can be easily found and substituted for words. The list of accommodations that are possible for special needs students is endless.

Another tool that will be used in my classroom next year is spreadsheet software, such as Microsoft Excel. Mathematics is about problem solving, and a lot of problem solving involves data collection and interpretation. The use of this kind of software will help reduce the stress and inevitable errors caused when students must collect, organize, and make calculations for large amounts of data. By using the software, my students will be able to focus on the interpretation of the data and the “big picture” of the problem at hand, creating a more engaging environment where real learning can take place.

The first long term goal regarding technology integration is to use technology, in some capacity, at least once each day. To be sure this goal is achieved, my plan is to use the “Exit Slip” technique with my students and have them post their response to their blogs. They will be given a prompt to which they will respond, such as, “What is one new thing you learned today?” By combining this technique with technology, my students will be better motivated to reflect on their learning, while improving their technology skills at the same time.

The second long term goal regarding technology integration is to give my students more in-depth exposure to each of the “major” software applications used in the real world. Experience with Microsoft Word, Excel, and PowerPoint will be a necessity for success in the real world, and I intend to start them on that path toward success. To achieve this goal, I have already started developing projects that include these applications, among others, to enhance their mathematics learning and strengthen their technology skills. Each project assigned to my students will include a technology component, either during the project or as the final presentation piece.

Today’s world is reliant on technology. This is an idea that one can hardly dispute. If our job is to prepare our students for their future, “the fast-paced, virtual workplace that they will inherit” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 139), integrating that technology into our instruction is not simply a “good idea;” it is an obligation.

References:

Laureate Education, Inc. (Producer). (2008). Program thirteen. Technology: Instructional Tool vs. Learning Tool [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

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

Weiss, R. (2000, September). Howard Gardner talks about technology. Training & Development, 54(9), 52-56.

My VT Alternative

Since Voice Thread turned out to be more trouble for me than it's worth (at least for this particular assignment), I decided to have my students create a podcast (interview style) of their reflections. To record and edit, my students used Audacity software, which is INCREDIBLY user friendly! (Even for 7th-graders!) Tomorrow, we'll be uploading them to GCast for hosting, then posting them to their Online Journals.

The kids LOVED this part of the project. In fact, tomorrow is the 2nd to last day of school and they BEGGED me the other day to book the lab so they could make sure they were "up to code." It can't get much better than that!

I will certainly be using podcasts next year, and with my new high tech classroom it will be MUCH easier since I won't have to book lab time! I'm also planning a "Class Blog" and podcasts will be a regular feature on there, as well! (Gotta love all this "21st century stuff")

My First Voice Thread Experience...

...was a disaster! I suppose computers that had working microphone jacks might have helped just a bit. Since our school uses Rosetta Stone during our Spanish classes, I assumed they worked properly. I found out the hard way, this isn't the case. I ended up having to scrap the Voice Thread idea and have them group together to use Audacity and create a podcast on the 7 computers with working mic jacks. (They got a real kick out of manipulating their voices in Audacity, so it really isn't all that bad.)

APP 5: Connectivism and Social Learning in Practice

This week’s resources explored cooperative learning, which “focuses on having students interact with each other in groups in ways that enhance their learning” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 139). Cooperative learning strategies directly relate to the principles of social learning theories. In a nutshell, social learning theory suggests “meaningful learning occurs when individuals are engaged in social activities” (Orey, 2001). During cooperative learning activities, students are interacting and learning from and with each other, while engaged in purposeful and meaningful lessons. The two ideas, cooperative learning and social learning theory, go hand-in-hand.

Pitler et al. suggest several technological enhancements to the traditional cooperative learning activity. Student-created multimedia projects, web collaboration, keypals (the 21st century version of pen pals), WebQuests, and web site design are several examples of technology enhanced activities that are designed to think, learn, and share together. The “together” piece of the puzzle ties these activities to the social learning theory.

One caveat I would throw out there is to not rely solely on cooperative learning. It is important to remember that every child learns in a unique way and to ignore this fact, based on theory, would do our students a great disservice. To prevent this disservice from happening, Pitler et. al. (2007) recommend cooperative learning to “be used consistently and systematically, but [it] should not be over used” (Pitler et al., 2007, p. 139).

References:

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

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

APP 5: VoiceThread

Constructivism in Practice

Constructivism is a theory that states people learn best when they build an external artifact or something they can share with others (Laureate Education, Inc., 2008). In this week’s resources, Pitler, Hubbell, Kuhn, and Malenoski discuss the strategy of “Generating and Testing Hypotheses” as a means of “engaging [students] in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, et al., 2007, p. 202). The use of this strategy can create a very rich, inquiry-based learning environment that engages students in activities that challenge their higher-order thinking skills.

The addition of technology to this strategy not only frees students from the tedium of research and data collection typically associated with such activities. Spreadsheet software, such as Microsoft Excel, allow students to interact with their data in such a way that they are able to look for patterns, easily changes variables to test their ideas, and make calculations with relative ease. Turning their attention away from doing these pieces by hand frees their minds to think about the “big picture,” thus creating a much more meaningful learning situation.

Data collection tools also allow students to quickly gather and sort data, a process that would be quite time consuming, if done by hand. Using the technology for this part of the process allows students to spend more time and energy on the interpretation of the data, which is where the “real” learning takes place.

Web resources like simulations, “allow students to use background knowledge, make decisions, and see the outcome of their hypotheses, often in virtual situations that would be impossible or financially unfeasible in real life” (Pitler et al., 2007, pp. 212-213). Students are able to create situations where they can test and revise their ideas based on what happens in their simulation.

Dr. Orey reminds us that the constructivist approach to learning has its focus “on students being active and engaged in the constructing of artifacts” (Laureate Education, 2008). The generating and testing of hypotheses is rich in creation, from the hypothesis itself, to the simulation or test situation, to the presentation of the results. This strategy directly correlates to the principals of the constructivist theory.

References:

Laureate Education, Inc. (Producer). (2008). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

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

Cognitivism in Practice

According to Lever-Duffy and McDonald (2008), cognitivism focuses "on learning as a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and is finally used" (Lever-Duffy & McDonald, 2008, p. 16). Where behaviorism is focused on the extrinsic factors, cognitivism looks inward; at the inner workings of the mind and how information is processed and learned.

This week's resources focused on cues, questions, and advance organizers, as well as summarizing and note taking as means of "enhancing students' ability to retrieve, use, and organize information about a topic" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 73). Additionally, Dr. Orey (2001) discussed cognitive tools which, "allow students to interact with information in order to acquire, synthesize, create, and share new knowledge" (Orey, 2001).

Cognitive learning theories suggest the notion that information is better remembered and learned when multiple sensory inputs are used. The Dual Coding Hypothesis and Elaboration Theory both suggest the brain creates more connections, therefore has greater access in the future, for information when visuals and other sensory inputs are used in addition to text (Laureate Education, Inc., 2008).

Concept maps, spreadsheet software, organizing and brainstorming software, word processing software, communication applications, and multimedia applications are technological means of creating sensory-rich learning, during which students are engaged and active. Meaningful graphics and sounds, engaging video, and creative presentations all enhance the connections students make with the new information, increasing the ability for retention.

Resources:

Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Lever-Duffy, J. & McDonald, J. (2008). Teaching and learning with technology (3rd ed. pp. 2–35). Boston: Pearson.

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.

APP2: Behaviorism in Practice

The behaviorist learning theory is based on reward and punishment; reward the good, punish the not-so-good. Basically, it is a theory based on cause and effect; action and consequence. In my opinion, Pitler, Hubbell, Kuhn, and Malenoski (2007) provide strategies that focus on the reward aspect of behaviorism in “Reinforcing Effort” and “Homework and Practice” (Pitler et al, 2007).

According to the authors, “The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler et al., 2007, p. 155). By explicitly teaching students that their efforts have a direct impact on their success, behaviorist learning theory certainly comes into play: a student’s action (effort or lack thereof) elicits a consequence (a measurable degree of success).

They suggest two technological means for helping students make the connection between effort and success. Spreadsheet software, such as Microsoft Excel, can be used to create an “effort/achievement” spreadsheet (Pitler et al., 2007). Students can record their effort using a teacher-created rubric and compare it with their exam grades. Using this technology offers the opportunity to easily create a visual of this correlation, namely, a graph.

Another option for helping students see that achievement and effort go hand-in-hand is the use of data. Pitler et al. (2007) suggest the use of online survey services, such as Survey Monkey (www.surveymonkey.com), to collect data on effort and present the results to the students.

“As an extension of the classroom, homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills” (Pitler et al., 2007, p. 187). As teachers, we understand that “practice makes perfect” and homework is just that – practice. Any teacher will tell you that targeted homework, designed and assigned with a purpose, can have a dramatic effect on a student’s learning.

Provided the teacher is giving timely feedback and correction, homework and practice is in line with the behaviorist learning theory in that positive “behavior” is rewarded with higher grades, better understanding, and the chance to move on to the next topic. If an undesired “behavior” is exhibited (the kids did not “get it”), review and relearning must take place.

Pitler, Hubbell, Kuhn, and Malenoski (2007) make several suggestions for homework enrichment through technology. Word processing applications, spreadsheet software, multimedia, web resources, and communication software are all technologies that can enhance and enrich homework and practice, making it something students actually want to do, rather than something they reluctantly do for a grade. As educators, we all know that deeper learning and understanding come through engagement and curiosity, which are possible with these technology enhancements.

Reference:

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

Online Journals

So, the first week's Online Math Journal entries have been posted and graded! I must admit, they're not too shabby! Some of them were even pretty impressive! Here's the bummer: our labs will be closed for approximately a month after this week for MAP testing. So, now that the kids are getting into it, I have to bring it to a halt!!! (Grrr!)

I guess I can still assign the POWs (Problem of the Week) and make them post from home, but that puts my kids without Internet access in a real pickle! I'm working hard on a grant to get a class set of laptops (netbooks, actually) but that won't help with the remainder of this year. (I am SUCH an "instant gratification" kind of gal! LOL) Anyone have an extra $20K they don't know what to do with? :)

EDUC 6710 Week 8: Reflective Essay

As my time in the course comes to a close, the time for reflection begins. How have my technology skills as a teacher been developed? How has my knowledge of teaching and learning been deepened? Has my perspective on teacher-centered -vs- student-centered learning environments been challenged or changed? How can I continue to expand my knowledge of working with technology to increase student achievement?

I suppose, through this course, my technology skills have been developed, as I was asked to create projects I’d yet to attempt in my classroom. While I had familiarity with the process and the ideas behind such tools as Wiki pages, blogs in the classroom, and podcasts, I had not come across an occasion to use them with my kids. After being inspired by a few of our discussions, I have begun to incorporate student blogs and am thrilled with the response the students have shown.

If I am going to be honest, I can’t really say my knowledge of the teaching and learning process has really been deepened. I can say, however, that through some of the research we did over the past 8 weeks, my knowledge and ideas have been validated. I now have research to back up my never-ending technology ideas and requests that I present to my principal!

Again, I can’t honestly say my perspective on teacher-centered -vs- learner-centered learning environments has been changed or challenged. I’ve always believed the classroom should revolve around the student, not the teacher; that the most effective learning happens by “doing;” and that a teacher should take the role of a guide, rather than a “supreme source of knowledge” in the classroom. Through this course, however, I have found ways to make that even more of a reality through the use of technology.

To continue expanding my knowledge of technology, I’ve learned that I must be connected to those “in the know.” I’ve always known they were out there – those technology specialists that have lists of great tools they’ve discovered – but I’d never been connected to them. Through my work in this course, that’s all been changed. I have begun to develop a useful network of teachers and IT folks that are more than willing to share their ideas and suggestions with anyone who will listen - I’m certainly one that will listen!

The first goal I have set for transforming my classroom environment is to get my hands on a class set of laptops with Internet access. In this economy, the biggest obstacle I face is funding. Our school district simply does not have the money to make that goal happen. After asking around, I located a funding source and have begun researching what I need to do in order to write a grant for my laptops. My initial research has me more confused than ever, but I am learning to rely on my network of “those in the know” to help me through. With any luck, my room will really look like a 21st century learning environment by November of this year.

My second goal for transforming my classroom environment is more of a “transforming the opinions of others” goal. There are many teachers and parents that seem to view technology as the enemy. They simply don’t see the need for it and resent its use in the classroom. I firmly believe a technology-rich learning environment will lead to more fully engaged students, which, in turn, will lead to a higher level of authentic learning. I plan to lead by example, and hopefully change the minds of those resistant teachers and parents so all students might benefit from all that is available to them today.

My Journey into Blogging in the Classroom...

Well, we're getting there. The kids all have monitored e-mail, thanks to ePals.com and a blog through Blogger.com.

It's been quite an ordeal, setting this all up, but it seems to have been worth it. The kids are loving it so far. ("So far"... they've only set their blogs up and some have posted one topic! LOL) We'll be working on our first "official" posts next week, so stay tuned for that...

Here's what I've learned so far on this journey...

1. GMail and Yahoo! mail have account limits. Once you register a certain amount (10 for Gmail and 13 for Yahoo!), your IP address is flagged as a spammer and you're completely locked out. Yahoo!, however, will "unlock" your IP address after 24-hours and you may continue. (If you have a large number of students, this can be an extremely time-consuming process!)
   
2. ePals is a fantastic site that offers FREE, monitored (seriously monitored, too!) student accounts. There seems to be no limit - I've registered roughly 100 students. The process is pretty user-friendly, as well. (I give this site 2 thumbs up, 4 gold stars, or whatever works for ya!)
   
3. Blogger.com has the word verification system set up during the registration process. It is a COMPLETE pain in the rump because after 2 or 3 accounts, it makes you re-enter the password and word (which you can barely read half the time) 6 or 7 times before it will actually register the account. It takes FOREVER!
   
4. Blogger.com will also lock a batch of blogs and flag them as SPAM blogs. This happened to my entire 4th period class, who I registered in one sitting. There is an "unlock request" on the account's dashboard, but it can take up to 48 hours for them to review and unlock it.
   
5. Even with the amount of time it took, I contend it is MUCH easier to set them up for the students so all they have to do is make them pretty before they start blogging. I decided to walk my 6th- and 8th-periods through the entire process, letting them do it all, but it was way more aggravation than it was worth.
   
6. The entire project would be much more effective with a class set of laptops; however, we have to do the best with what we have, right?
   
7. Parents are much more comfortable with the entire idea when they know the e-mail is monitored and the blogs are private. (Blogger.com offers a few levels of blog privacy.)
   
8. The most important thing I've learned, in my opinion, is that the kids love it. Kids that refuse to write in a notebook were thrilled to type something up and post it - especially my ESOL kids. (Many had the Google translator open in another window - this helped them out quite a bit.)

So, it seems to be working out pretty well so far! I'll definitely keep you posted as the weeks go on.

EDUC 6710 APP5: Podcast Assignment

Believe it or not, this was my first podcast ever! True to form, I decided to jump in and play with software I had tucked in the back of my mind and see where it took me. Luckily, it was all pretty easy and seemed to work out well!

I recorded my interviews at school using Audacity, then recorded and edited my the rest of my podcast using WavePad, a sound-editing program I already own and use often for other projects. I chose to host my podcast on GCast.com, which I find to be incredibly user-friendly.

I would like to thank Emily, Michael, and Ana for taking the time to help me with this project. I know it was rather intimidating, and I really appreciate your willingness to try something new with me!


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APP 4: Partnership for 21st Century Skills

For anyone reading this who is not in my ITC Master's class, the ideas I'll be discussing in this post come from a technology integration advocacy group called The Partnership for 21st Century Skills.

As we all know, school today is not the same as it was even 10 years ago. We are preparing our kids for a future that is vastly different from anything we could have pictured when we were their age! Good ol' readin', writin', and 'rithmetic just won't cut it anymore; our world is much more sophisticated and technologically advanced - much more so than most teachers preparing our kids for it!

As I started browsing the web site, I was pretty excited. I love finding new "stuff" and ideas I can incorporate into my instruction. Unfortunately, my excitement was short-lived. To be honest, I didn't learn anything new or find any resources that I cared to use. I am the ultimate "tech geek" - I get REALLY excited when I find a web site, gadget, or gizmo to use - sadly, I found nothing.

I wasn't surprised by anything I read. What they say is true and the "new" standards they stress are, indeed, critically important for our students. I guess having it in writing makes it a little easier for me to plead my case to my boss, but other than that, no shockers were found.

Of course our students need to be innovators and team players. Of course they need to know how and where to find new information and to be able to analyze its sources. Of course our kids need to work proficiently, even expertly, with the technology available in order to be competitive. And of course, our kids need to "think bigger" these days. Maybe it's just me, but isn't this all common knowledge?

My kids may be in trouble if these are the standards by which they will be judged. After spending 2 weeks discussing, practicing, writing, practicing, peer tutoring, practicing, dissecting, practicing and working with 1-step equations involving whole numbers, I challenged my class to solve this equation: 1/2 + x = 2/3. Do you know one of my students actually said to me, "How can we do something you never taught us before?" My head nearly exploded.

One of the 21st Century Standards reads as follows:

Critical Thinking and Problem Solving

• Exercising sound reasoning in understanding
• Making complex choices and decisions
• Understanding the interconnections among systems
• Identifying and asking significant questions that clarify various points of view and lead to better solutions
• Framing, analyzing and synthesizing information in order to solve problems and answer questions

I thought for SURE they would have no problem solving that equation, since they can now solve equations with whole numbers in their sleep. If I had to assess their mastery of the above 21st Century Standard based on that conversation, well, let's just say I'm a little worried.

January 20, 2009

History was made today. I know, everyone's been saying, "History was made November 4th!" I say, "Nu-uh. It was today." America finally, officially, has an African-American President. (I know, "he's bi-racial." That's why I said African-American, not black. Let us not forget his father was an African immigrant!) [Sidenote: I'm watching the Inaugural Ball as I type this, and Michelle looks incredible, btw!]

Watching the Inauguration coverage today, one couldn't help but notice the rainbow of faces surrounding President Obama. We're finally done looking at a sea of white, male faces in the seats of power. Our government FINALLY represents our country - and I, for one, am over the moon about it.

As I sat with my 6th-period class today, watching President Obama being sworn in to office, I know my kids were excited. I know they knew something significant was happening. I also know they have no clue exactly how significant it all truly is.

Of course I was swept up in the whole thing. I tried explaining to my kids that one day, they'll be telling their kids where they were when President Obama took office. "Pay attention and take it in." "You're watching history in the making." "It's one of those events you'll never forget." I'm not sure they bought it.

The whole of what happened today hit me during 8th-period. Today was the start of the 3rd quarter. We discussed fresh starts and clean slates. We talked about setting goals and working hard to reach them. We talked about learning from our mistakes and not repeating them. As I was giving my usual, "Each one of you can do and be anything you can dream up!" pep talk, it hit me. For the first time ever, those words are actually true.

Application 2: Blogs in the Classroom

I actually used a class blog this quarter as an extra-credit assignment. Each week, I posted a new topic for discussion. Basically, I wanted to see the reaction of my students. Well, they loved it. I actually had one student post a comment today, asking if there would be any more topics for the quarter! ('Course, she posted it during school hours, so I'm a little curious about that!)

Another thought I have about using a blog in my classroom (7th-grade math) is for problem solving. A major focus of my instruction throughout the year is mathematical communication. I feel having to explain a solution from behind a computer screen might really help with that skill - which is incredibly difficult for middle school students to develop!

Since they would not be face-to-face with anyone, pencil and paper at the ready, they are forced to put their thoughts into clear and detailed words. Because it is in a blog format, they can receive feedback, questions, and critiques from their classmates.

Thoughts? Comments? Suggestions? What do you think?

VERY Interesting!

Check this out! The wheels are turning so quickly in my head, I just might fall over soon! These are some seriously great ideas!

Education Week - Students Turn Their Cellphones On for Classroom Lessons

Random "Epiphany" of the Day

Thank goodness my Master's class is making me use this blog! I was asked a loooooong time ago, by my principal, to keep a journal of my "goings-on" in class - something I always meant to get to! I guess it's just now sinking in how useful this could actually be! (Sometimes I can be a little slow on the uptake!)

So, I have switched the focus of my students' warm-up exercises from multiplication facts (I think they FINALLY got 'em!) to integer addition. The worksheets we're using do NOT have 100 problems on them like the multiplication ones did, which has actually turned into a blessing!

See, we record each warm-up score in a Warm-Up Data Collection Chart so the kids can see their progress. (We also have instant data to use for graphing practice, as well.) Well, when you have 100 problems on a page, recording the score is very easy - you automatically have a percentage built right in! Since there are 54 problems on these sheets, I was forced to teach them how to convert fractions to percents - which wasn't in my plan just yet!

How fabulous this actually turned out to be!!! Not only are their integer addition skills getting stronger, they've learned a new, required skill AT THE SAME TIME! I won't have to take time out to do a whole separate unit on this topic later! Woo-Hoo!

While we were converting our fractions today, something else hit me that simply made me smile and pat myself on the back. I have been focusing on all the different ways they might see multiplication and division written (i.e., * or a dot for multiplication and the "house" or a fraction bar for division). THANK GOODNESS for that! I can't tell you how easy it was to turn those fractions into decimals and then to percents!!! Here was our conversation:

Me: "So, we now have this fraction at the top of our papers, with the number correct as the numerator and the total number of problems as the denominator. It sure looks like a fraction, but what else could it be?"

Student 1: "Uuummm..."

Student 2: "Division!" (I swear it only took 2 students to get there!!!)

Me: "Awesome! Now, how 'bout reading this division problem for me?"

Student 2: "34 divided by 54"

Me: "Perfect. How will I put that in my calculator?"

Student 3: "Like you said it! 34 - divided by - 54! Duh."

All: "Hahahahahahaha!"

Since I've been using the fraction bar to represent division for so long, this was really easy for them to see! In the past, I didn't start the year mixing up the symbols, which led to issues later in the year! Guess what I'll be doing from now on? :)