Concept Map:UDL

https://bubbl.us/?h=ac662/146771/70AmlNIMg3b2I

Final Reflection

Throughout this course, I was afforded the opportunity to expand my understanding and proficiency with digital media in the classroom.  I believe that this course has been one of the most meaningful courses for me.  I feel that this course gave me the chance to not only create lesson plans using new types of technology,  but it, also, implement, review, and reflect on it when it is implemented in my classroom.

            I was particularly attracted to the idea of Problem Based Learning (PBL) because it offers a medium for students to address a problem in an authentic and meaningful way.  Instead of teachers lecturing and dictating lessons, the teacher becomes the facilitator while students are fully engaged in problem solving.  Based on the structure of our Summer Discovery Camp, the students worked through thematic units instead of the traditional learning style.  This summer, student worked on this lesson which correlated to these lessons.  For this unit, the focus was around Montana.  I created the first lesson where students created a Montana travel guide, the second lesson was about the Lewis and Clark Expedition (this was adapted from the original lesson plan), and the third lesson focused on Montana landmarks viewed through the lens place-based education as outlined in Indian Education for All. 

            Implementing these lessons, was both challenging and exciting.  I enjoyed these lessons because it gave me the chance to shake up the old routine and teach in an entirely new and diverse ways.  However, certainly utilizing technology in this way creates some management issues.  I was fortunate that in the setting of Summer Discovery Camp, I had only about 12 students in my class compared to my usual 30 plus.  Given this, I had enough netbooks for students to use their own.  However, if I were to implement this lesson my classroom, I would have to work on restructuring it to accommodate effective group work.   By far, the most meaningful aspect of this lesson was the impact it had on the students.  The kids were so jazzed about these lessons that they didn’t even realize the extent of learning that was occurring.  I had several students who wanted to skip recess to continue their project. 

            Throughout this course, I enjoyed working with my colleagues (my Walden classmates) to tweak and adjust my lesson plans.  The advice and questions that I received helped me alter my lessons so that they were more articulated. I have certainly appreciated this constructive criticism.  I feel that my lessons were so successful because of the observations and notes.

GAME Plan Check In

• Are you finding the information and resources you need?

Thus far, I am feeling very successful in accomplishing my first goal.  I have reached out to fellow teachers at my school and they have offered me a wide variety of interactive tools which I can implement in my classroom.

• What have you learned so far? 

After e-mailing my librarian, I realized that I can use the SmartBoard technology with my e-Beam.  This information is important because SmartBoard has numerous pre-made interactive tools and PowerPoints available to implement.

• Do you need to modify your action plan? 

At this point, I do not feel as if I need to modify my action plan.  As of now, I feel that my GAME plan is going well  What have you learned so far? Perhaps after progressing from the planning stage to the implementation stage, this GAME plan might need greater reconsideration as issues arise.

• What new questions have arisen?

\The one area I have questions about regard what other interactive tools and resources are available for teachers.  I have asked this question of my collegues, but now I would like to open that same question up to my peers through Walden University.

Carrying Out the GAME Plan: Stage 1

For this aspect of my GAME plan, I focused primarily on my first goal of “design[ing] or adapt[ing] relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity” (ISTE, 2008).  Specifically, I want to establish a clear guide for how I will find at least 1 interactive website or webtool that I can use in my classroom every week for the next 5 weeks.

There are several resources which I feel would be valuable in carrying out this game plan.  First, my personal research of books, teacher resource magazines, and internet resources will yield some avenues for finding appropriate interactive tools.  However, I feel a key resource in this goal will by my colleagues.  As I network with fellow teachers, I feel that I will gain a plethora of new knowledge, as well as firsthand experience.  Therefore, to ignite this process, I have contacted several teachers in my school district asking them to suggestions and advice on any interactive tools that might be meaningful to my new third-grade curriculum.  Additionally, as I am beginning to design my yearlong plan, I am beginning to see areas which will likely be conducive to interactive webtools.

My second goal, “collaborate with students, peers, parents, and community members using digital tools and resources to support student success” (ISTE, 2008) is much less in fruition because many aspects of it rely heavily on activities to complete during the regular school year.  However, I have signed up to take a web-design class to bolster my skills and comfort with maintaining a class website.  I believe that the more comfortable I feel with the process, the more likely I will be to maintain an effective and meaningful class website.

GAME Plan

As a means of ensuring that teachers are implementing effective, meaningful utilization of technology, the International Society for Technology in Education (ISTE) developed the National Education Standards for Teacher (NETS-T).  In it, it describes ways in which teachers can examine their comfort and proficiency in each of the five standards. Upon examining these standards, I found two which I felt could be benefited through additional examination, research, and implementation.  The second standard, “Design and Develop Digital-Age Learning Experiences and Assessments,” and the third standard “Model Digital-Age Work and Learning,” are the two areas which I want to foster growth and gain greater understanding in. 

My first goal is to become proficient in “design[ing] or adapt[ing] relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity” (ISTE, 2008). Although I feel that I have utilized technology consistently as a sixth grade teacher, I am concerned that in my transition to third grade I will not be able to seamlessly continue this level of technology integration.    To work towards achieving this goal, I plan on locating pre-existing, grade-level appropriate websites to utilize in conjunction with the curriculum.  Additionally, I want to begin to develop presentations to use through my interactive whiteboard.  Our school has E-beams which are similar to SmartBoards, I would like to investigate what software is available to support my classroom.  To monitor this process, I need to create a more specific responsibilities to ensure that I am fully completing this goal.  Therefore, I will find at least 1 interactive website or webtool that I can use in my classroom every week for the next 5 weeks.  Then, by the time that the school year begins, I am ready to implement this new sites and skills.  In order to evaluate their effectiveness, I will use them in my classroom then I will take field notes to analyze (qualitatively) how effective I felt that they were and the sort of student feedback I received. 

Similarly, for my second goal, “collaborate with students, peers, parents, and community members using digital tools and resources to support student success” (ISTE, 2008). This upcoming school year, I would like to work on maintaining my school website and adding a blog component as a means of further communicating with my students families and community.  By establishing my classroom website as a vital portal of information and connectedness to my classroom, I feel that I can better open the lines of communication between myself and the families.  Additionally, by establishing a blogging component to this website, I feel that I can add a more personal touch to the website.  Ideally, in the beginning of the school year, I will use be blogging weekly on the website, but would like to transition that opportunity to my students so that they can offer their personal blog about what is happening at school.  Similarly to my other goal, I will monitor my accountability by confirming that I have updated my website weekly which I will self-monitor for the first eight weeks of school.  To evaluate the effectiveness of this goal, I will take anecdotal evidence as well as surveying the families regarding the effectiveness and usefulness of this maintained website.

I feel that through effectively working with these goal, I will become a more effective teacher through utilizing technology.  Additionally, by establishing weekly self-check-in, I will ensure that technology integration remains at the forefront of my focus.  

Resources:

Cennamo, K., Ross, J., & Ertmer, P. (2009) Technology integration for meaningful

classroom use: A standards based approach.  Cengage Learning, United States.

 
International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Reflection on Application 4

Attached is my screencast reflection of Application 4.
http://screencast.com/t/h6EOKzsfXvXk

Determining Validity of a Website

Attached is a screencast explaining how to determine the validity and reliability of a website.
Enjoy!
http://screencast.com/t/lSlFWGjA4X

EDUC 6711 Reflecition

As I reflect on my personal theory of learning that I began this course with, I find that many of my ideas are the same.  For example, I believe that my theory of learning and practice of instruction is ever-evolving.  Throughout the course, Dr. Orey has suggested that understanding learning means understanding what happens inside the mind, while understanding instruction is understanding how to manipulate the environment to best facilitate learning (Laureate Education, Inc, 2010b). What this course, Bridging Learning Theory, Instruction, and Technology has taught me are means of manipulating the environment so that it is conducive to student learning. 


Additionally, however, I stand behind my initial assertion that students need to be interested and invested in a lesson to most effectively learn. I believe that a core portal to ensuring that students are learning is to invest them in the process so that they care.  Simply put, students need to care about a topic to truly learn it.  Or when thinking in terms of memory retrieval, students need to create multiple pathways to sync new information with pre-existing ideas.  Further, as teachers, we may be even more effective with student learning if we can create episodic memories tied to the knowledge being taught.  


One of the most dynamic differentiation I learned about in the course was the difference between instructional technology tools and learning technology tools.  Prior to this course, not understanding the essential differences between the two I would often assume that they were one in the same. However, as Dr. Orey presented in the vignette, instructional tools are way in which teacher use technology to present material whereas learning technology tools involves students use technology to learn the new material (Laureate Education, Inc, 2010).  Ultimately, the best scenario would have the instructional tools used by teachers to present the material, also used as part of the learning tools.  Creating PowerPoint presentations that involve dual coding or have the students actively engaged with the SmartBoard are just two ways Dr. Orey mentions using technology in a way that is meaningful to the learner (Laureate Education, Inc, 2010). 


My two main long-term goals with regard to technology integration in my classroom are 1) how to have students create PowerPoint presentations that are both meaningful to the student presenter but, also, to the student learners and 2) ensuring that the instructional technology tools that I use in my classroom are also learning technology tools for my students.  Certainly, my first goal is much more simplistic and attainable but perhaps my second goal is more important.  I often have students create PowerPoints as a jigsaw method of conveying research dense material, but sometimes these PowerPoints are less than effective for my other students watching the PowerPoint.  One strategy I might employ is creating rubrics containing expectations for each presentation which can include some learning tools therein.  My second goal will best be approached by being a careful consumer of instructional technology.  Just as I am cognizant to include lessons involving multiple modes or learning (visual, kinetically, and orally), I, too, need to ensure that my instructional methods double as learning tools for my students.

Laureate Education, Inc. (Executive Producer). (2010). Program thirteen. Technology: Instructional tool vs. learning tool [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2010b). Program three. Instructional theory versus learning theory. [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.

Gossip is Nobody's Friend

Check out my new VoiceThread!

voicethread.com/share/1713716/

Social Learning

As I was listening to Dr. Orey and George Siemens discuss the implication of social learning theory and thinking about how I could apply it to my classroom- I became very excited.  This model allows us permission to escape the monotony of students silently sitting in their desks while a teacher lectures.  It opens up a new world for the students to grow and experience their new found knowledge. 

I believe that constructivism and constuctionism go hand in hand with social learning theory.  It would be almost unimaginable to have students create something without the social aspect being involved.  I believe that students naturally need to debrief and share what they learn as another tool to better conceptualizing it for themselves.  Further, social learning theory more closely parallels real life.  Many times teachers discuss preparing students for the "real world" as one of their learning objectives.  However, in very rare instances will students be working in isolation, independently trying to problem solve.  In the "real world" students need to learn to work with others, they need to accept the group result, and have to learn to manage their interpersonal skills.

For our science labs, my students have groups that they work with throughout the experiment.  Every person has an individual role that they are responsible for but collectively students also earn a grade.  This is often a very trying experience for the kids, but I feel it is essential for their personal and academic growth.  The more students can learn to work together, the better overall project they will produce.  Social learning theory allows students to operate in a classroom setting resembling a real world experience and therefore best prepares students for their future.

Laureate Education, Inc. (Executive Producer). (2010a). Program Eight. Social Constructivism. [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.

Kim, B. (2001). Social Constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved February 1, 2011, from http://projects.coe.uga.edu/epltt/

Hypothesis and Technology

In "Using Technology with Classroom Instruction that Works," I thought it was fascinating to think about generalizing and testing hypotheses and how these ideas can work in conjunction with not only project based learning but also through infusing technology.  It establishes how technology can play a vital role in expediting the tedious analysis that sometimes accompanies lab work.  Further, I appreciated how the book extrapolated that students involved in decision making are, in their own way, generating and testing hypotheses. 

One web resource which I found particularly interesting was www.making-history.com where students are involved in a multi-player strategy game as a means of understanding the economic and political causes for WWII.  This tool truly embodies constructionism because it serves as a liaison for students to assimilate and accommodate new knowledge.  Given the background students have with WWII, www.making-history.com allows them to experience the complexity of war in a way that is not only meaningful, but works to connect their new ideas with preexisting ones.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom

instruction that works. Alexandria, VA: ASCD.

Cognitivism in Practice

As I was reviewing this weeks learning resources, I was in awe of the amazing advances we have made in educating our students.  By working to utilize technology in a way that makes learning and experiencing the world more accessible, we are better preparing our students to be successful in the "real world". 

That being said, I believe that the technology used in the classroom is only truly effective if it expedites the process or is simple enough to be truly impactful.  For example, using a spreadsheet to chart and graph data (as described in the vignette) is only effective if the technology used in simple enough for the students to use as to not get bogged down by the technology.  Otherwise, the experience is ruined by the monotonous details of the technology used.

 One strategy I found to be particularly useful was the idea of virtual field trips.  By creating these field trips to have students experience information rather than simply learn about them, allows the students to internalize and grow from it.  As for teacher, these experience further enhance cognitive learning theory.  By reinforcing concepts via experiencing them allows the brain to more fully absorb and stash them into memory.  I was struck my Michael Orey as he stated that people don't forget things, rather they forget how to access the knowledge further reinforced that idea that teachers need to create numerous, meaningful connects to ensure multiple pathways of retreiving information. 

Behaviorism in Action

As I reviewed the learning resources, I found that many of the suggestions intrinsically included behaviorism as a means of effectively communicating.  Behaviorism as described by Dr. Michael Orey has two purposes: reinforcing positive behaviors and punishing negative behaviors as a mean of extinguishing them (Orey, 2001).  For both reinforcing effort and homework and practice, behaviorism is expressed primarily through reinforcing positive behaviors.  By reinforcing positive behaviors, students are not only successful in the short term, but also learn life long skills for success.

Reinforcing effort from Using Technology with Classroom Instruction that Works asserted that showing students the correlation between effort and success allows the student to take ownership in their educational journey.  By way of charting effort and results, gives the students empirical evidence of the effect of effort on their success.  In that way, behaviorism plays a role by reinforcing the results that students see.  Ideally, students would see that when they exerted greater results.  By having the results illustrating the effect of their efforts.

Similarly, homework and practice (as described) should allow teachers to give immediate, specific feedback on the results.  By having students quickly see their results, allows for them to change their process accordingly.  Additionally, by having teachers quickly grade homework offers another avenue for communication to occur.  Following behaviorism, this interaction can help to reinforce correct responses and alter incorrect responses.

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

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