Reflection for Bridging Learning Theory, Technology, and Instruction

As I reflect on my personal theory learning that I developed early on in the course, I have realized that I needed to modify an area as a result of the learning that took place in this course. The area that stands out the most to me is turning the learning over to my students. I recognized the enhancement that technology posed to the learning process, but I did not realize the full extent to which the students needed to use the tools to learn.

As a result of that reflection, I will directly design my lessons so that the students will use the technology tools to learn. For instance, I will use the concept mapping tool often. During this course, I had the TIS at my school load the application for the Itouch devices to include a concept mapping tool. I have had the sutdnets use this for vocabulary, spelling, text features, and more. The studnets embrace learning in this capacity. I wil also use Voice Thread to give students a platform for their thoughts and work.

Two long-term goal changes I wil make to my instructional practice regarding technology integration will be to give my students the opportunities to use technology to prepare them for the 2st century along with the skills necessary to compete in a global society. The strategy that I have chosen to achieve this long-term goal with is to directly teach them how to use the tools, and then to incorporate the tools into activites, projects, and lessons by purposeful planning.

Connectivism and Social Learning in Practice

In this week's resources, an emphasis was placed on cooperative learning. My assignment was to decide how the learning resources related to this topic. After participating in the Voice Thread assignment, I viewed that resource as providing a definition to explain how cooperative learning occurs. For instance, Pitler, Hubbell, Kuhn, & Malenoski (2007) support the strategies purpose by defining cooperative learning as a learning strategy that increases learning by engaging students in interacting with each other to enhance learning.

I believe that the social learning theory shows its validity in an assignment such as Voice Thread; however, it becomes apparent that students may discuss a dilemma and share possible ideas, opinions, and more, without ever coming to a solution. If a more experienced "expert" could step in and offer sound, practical advice, it would benefit all of the students participating.

As discussed in this week's discussion post, there are benefits to social learning. There still is no substitute for an experienced, educated individual to guide the learning. If we, as students of higher learning, struggle for answers, how much more our students in the classroom who have only had limited educational and background experience.

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

A Current Need

Here is the link to my Voice Thread. Please view my slides and respond to my current need. Thank you.

http://voicethread.com/share/1386525/

Constructivism in Practice

After exploring the resources to examine the correlation between the principles of constructivist/constructionist learning theories and the instructional strategies, I believe approaching learning from the perspective of constructing or building has a purpose in the role of the teacher and the student. As I have watched my students engage in project building applications, I have noticed increased engagement, collaboration skills, and ownership of the learning process. I believe we would all agree that technology is a captivating tool for our student audience. We all have witnessed how quickly students can become adept at using technology.

Having the understanding that constructivism is a theory as to how a student learns; this theory supports the premise that learning is placed in the hands of the learner. The learner must interact with the content, in this case using technology, in order to assimilate or accommodate the schema. My role as the teacher shifts to that of a facilitator. In the case of the tools viewed this week, assigning a task like the spreadsheet (in the chapter by Pitler, Hubbell, Kuhn, and Malenoski (2007) concerning generating and testing hypothesis) allows the learner to make higher order decisions, evaluate, and draw conclusions. This approach to learning would have substantial benefits as opposed to direct teaching where the student, at times, has little control over the results.

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

Behaviorism in Practice

In response to the topic of strategies used in this week's course text and its correlation to behaviorism, I believe there is a link between the two. First, when examining the success of the student in relationship to his or her efforts, tracking data using technological tools can facilitate the intended objective of demonstrating to the student that his or her effort has a direct influence upon the success experienced within the classroom. As a student visually sees the correlation, he or she should be motivated to increase or sustain the effort because of the positive results.

In the next chapter of the course text that deals with homework and practice, it is shown that technology can serve as a extension of the classroom. It can work by allowing further learning to take place because of its accessability to software programs, websites, and more. The correlation between this type of learning and behaviorism is seen in the use of software or the web to offer activities that can, according to Pitler, Hubbell, Kuhn, & Malenowski (2007) have students develop higher levels of proficiency and increase their ability. It can give them access to more information to aid in understanding, and develop skills that require automaticity. When skills become more advanced, the student will most likely desire to use this approach to increase the rate of success.

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

Final Blog Reflection

Please read the following comment for my reflection.

Demographic Profile

Here is the URL where you can listen to the podcast created.

http://www.4shared.com/audio/61pEOqHi/school.html

Updated 21st Century Skills Response

These are my reactions to the website http://www.p21.org/:
*My reaction to the website:
I was impressed with the clearly defined goals set forth by the organization. I thought the website was laid out in an easy to navigate manner. The goals were clearly defined and logical.

*Information that suprised me:
My reaction to the website was one of surprise. As I read through the list of supporters for the partnership, I was impressed by the highly recognizable names. From Disney to Mcrosoft, the list of supporters immediately lent creadibility to this partnership. My attention was focused on the importance the corporate world is placing on these skills.

*Disagree:
I disagree with the push to create large-scale summative assessments. What would this type of assessment have on funding, additional pressure, socio-economic advantages, and more? 21st century skills are important for the sake of the children, and it is important that as an educator I am aware of the importance to include these practices (collaboration, higher level thinking, and more) in my teaching. I am also aware of the leverage that can take place with testing and its results, and I know that it can directly affect the school climate.

*What are the implications for my students and myself as an educator?
It becomes obvious that there needs to be some type of accountability for incorporating 21st century skills within the learning enviornment. If businesses have made educators aware of the expectations concerning the workplace, and we fail to deliver, than we are cheating our students out of the experiences we know that will help them succeed now and in the future.

21 Century Skills

The website http://www.p21.org/index.php has the mission of partnering with professionals to address the importance of 21st skills in the classroom. I was surprised by the list of businesses that made up the list of supporters. From Disney to Microsoft, the list of supporters immediately lends credibility to this partnership. I am impressed with the clearly defined goals set forth by the organization; however, I can’t say I totally agree with the push to create large-scale summative assessments. What would this type of assessment have on funding, perceived pressure, socio-economic advantages, and more? 21st century skills are important for the sake of the children and it is important that as an educator, I am aware of the importance to include these practices in my teaching.

Purposeful Blogging

A blog should be a tool to generate a sense of community by engaging the read/write component to Web 2.0. My goal in using a blog with students is to increase engagement surrounding content developed in the classroom. As a teacher of 4th grade students studying language arts and social studies, blogging can encourage students to higher order thinking skills as defined by Bloom's taxonomy. Students will need continued instruction in what a blog is and what it isn't. I will continue to use it as a way to engage my reader's in the thinking process involved in text. I would like to expand with links, places for my students to visit for research and various activities and then respond with feedback and thought-provoking dialogue.

Social Studies

What would you do if you were a slave considering escaping to freedom? Harriet Tubman has already helped 175 slaves to freedom - you could be the next success story! What decision would you make and why?

Reader's Theatre

Please share your thoughts on the Reader's Theatre performances!

GPS activity (Social Studies)

I want to know your thoughts on the GPS activity.

Reader's Response Journal

What is your favorite part of your reading, so far?

Welcome!

Welcome! I hope you enjoy posting to the 4th grade big backyard!

Ms. Shafer