After looking back on my “Personal Theory of Learning” I feel this class has confirmed my beliefs. In my “Personal Theory of Learning”, I said “My personal theory on how students learn is that most students learn when they enjoy what they are doing” (Application 1). Throughout this course, Dr. Orey talked about using collaborative assignments, visuals, technology, and artifacts to make learning interesting for students. I had the same beliefs during my “Personal Theory of Learning” and feel I was right in line with teachings of this class.
One adjustment I am planning on making at the beginning of the school year is to use more technology in my classroom. I have always liked to use collaborative lessons, but I don’t use technology as much as I would like to. This course has given me many ideas about how to use technology in a collaborative way. Two types of technology that I plan on using more are blogs and clickers. In my application 7 lesson, I have developed a current event blog that will let students discuss in a collaborative environment using Web 2.0 tools. The other technology that I am planning on using is clickers. I am planning on using them to review for tests and quizzes. I used the clickers once this past year and they were a big hit with the students. Dr. Orey says “Technology as a learning tool includes students using technology as active learners” (Laureate Education, 2009). That is what clickers do. Every student can use the clicker to answer questions given to them, which gives them a sense of having to know the information not just waiting on someone else to answer. That is how I am planning on using technology for the upcoming school year.
Two long-term goal changes that I would like to make are to make my technology use more collaborative and more frequent. Many of the lessons that include technology in my classes of the past were very single student centered. I would like to get students into groups to complete assignments and projects. Along with having more collaborative technology lessons, I would also like to include technology more often. I like to think I use technology a lot in my class, but I want to get to the point were I use technology almost all of the time. I believe my students will enjoy my class a lot more if they get to use technology more than any other class, but I will also feel like I am preparing them and my self for the future. Those are the long term goals that I feel I can make as my teaching career progresses.
Sunday, June 28, 2009
Sunday, June 7, 2009
Monday, June 1, 2009
Connectivism and Social Learning in Practice
Dr. Orey says the social learning theory should be "students actively engaged in constructing artifacts and conversing with others" (Laureate Education, 2009). I like my students to see my class as somewhere that can come to talk and learn about social studies. I like to use projects and lessons in my class that incorporate technology. I try to incorporate technology and the social learning theory because they go together very easily. Some lessons that Pitler, Hubbell, Kuhn, & Malenoski (2007) include in their book that use collaboration, Using technology with classroom instruction that works, are web site creation, multimedia (videos), blogs, wikis, shared bookmarking, web-enables and multipayer simulation games. All of these activities can fit into the social constructivism view of Dr. Orey "work not only being student centered, but peer centered" (Laureate Education, 2009). Technology activities in the classroom can be highly peer centered. Students tend to learn a lot more in a collaborative setting. One reason is because students get to teach each other. Dr. Orey says "Teaching others helps the learner develop a deeper understanding of the content" (Laureate Education, 2009). Students who are working in groups and using technology are not only learning more, but are being trained for the 21st century work place. Pitler, Hubbell, Kuhn, & Malenoski (2007) say "To be prepared for the fast-paced, virtual workplace that they will inherit, today's students need to be able to learn and produce cooperatively" (pg. 139). I feel by using the appropriate lessons I will be preparing my students for their lives.
Lessons like web site creation, multimedia (videos), blogs, wikis, shared bookmarking, web-enables and multipayer simulation games are all collaborative lessons. Pitler, Hubbell, Kuhn, & Malenoski (2007) say "Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face" (Laureate Education, 2009). As my teaching style and the technology available develops, I feel my class will get more collaborative. Right now I would my class is mostly collaboration, but not to the level that I want it. I believe being able to use blogs, wikis, and multiplayer simulation games will make my class even more of a learning experience for my students. I have tried to use all three of these assignments in the past, but my school has not let me use them. The county that I teach in is currently creating a blog site that is monitored by the county and safe for classroom use. I hope to be using this in the fall. I also tried to use a multiplayer game called "Peacemaker" before, but my school woulndn't purchase it for me and it was too expensive for me to purchase it. All of these lessons would be great to use in my class to promote the social learning theory.
Lessons like web site creation, multimedia (videos), blogs, wikis, shared bookmarking, web-enables and multipayer simulation games are all collaborative lessons. Pitler, Hubbell, Kuhn, & Malenoski (2007) say "Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face" (Laureate Education, 2009). As my teaching style and the technology available develops, I feel my class will get more collaborative. Right now I would my class is mostly collaboration, but not to the level that I want it. I believe being able to use blogs, wikis, and multiplayer simulation games will make my class even more of a learning experience for my students. I have tried to use all three of these assignments in the past, but my school has not let me use them. The county that I teach in is currently creating a blog site that is monitored by the county and safe for classroom use. I hope to be using this in the fall. I also tried to use a multiplayer game called "Peacemaker" before, but my school woulndn't purchase it for me and it was too expensive for me to purchase it. All of these lessons would be great to use in my class to promote the social learning theory.
Tuesday, May 26, 2009
Constructivism in Practice
After reading Using Technology with Classroom Instruction that Works and being a social studies teacher, I was immediately drawn to the World War II multiplayer strategy game (Pitler, Hubbell, Kuhn, & Malenoski, 2007). A high school history teacher in Indiana uses this strategy game “to help his students better understand the political and economic causes and conditions that led to the war” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). In the past, I have tried to use a game similar to this. The game was called “Peace Keeper” and it helped students solve the situation behind the Israeli/Palestinian conflict. I am not able to use the “Peace Keeper” game because it costs too much for me to purchase and I have not been able to get my principal to purchase it for me. As a teacher, I am always looking for new technology to help my students create and learn. I believe gaming can work it way in the classroom and be that new technology.
Gaming can fit into the principles of the constructivist/constructionist learning theories in a few ways. Dr. Orey says that “All minds want to be in equilibration, which is the process of achieving balance between differences in external reality and one’s current beliefs and understandings” (Laureate Education, 2009). In this game students take a situation that is in “disequilibration” and need to put it in “equilibration” (Laureate Education, 2009). Letting students try to solve this problem and build a peaceful world is a very new way for learning history. Pitler, Hubbell, Kuhn, & Malenoski (2007) say “Each student takes on the role of a country leader and makes policy decisions about diplomacy, economics, domestic, matters, and military actions to achieve that country’s goals” (p. 213). From this description, I get the idea that these students are building and running their own country. I see this game as the students building relationships with other countries to try to stop a world war. Dr. Orey says that constructivism “Focuses on getting kids to build stuff” (Laureate Education, 2009). In the game, students build a country and relationships with other countries to try to solve the problems of the world. With the combination of learning and students creating something, this game seems to be a great resource for the social studies classroom that correlates with the principles of the constructivist/constructionist learning theories.
Gaming can fit into the principles of the constructivist/constructionist learning theories in a few ways. Dr. Orey says that “All minds want to be in equilibration, which is the process of achieving balance between differences in external reality and one’s current beliefs and understandings” (Laureate Education, 2009). In this game students take a situation that is in “disequilibration” and need to put it in “equilibration” (Laureate Education, 2009). Letting students try to solve this problem and build a peaceful world is a very new way for learning history. Pitler, Hubbell, Kuhn, & Malenoski (2007) say “Each student takes on the role of a country leader and makes policy decisions about diplomacy, economics, domestic, matters, and military actions to achieve that country’s goals” (p. 213). From this description, I get the idea that these students are building and running their own country. I see this game as the students building relationships with other countries to try to stop a world war. Dr. Orey says that constructivism “Focuses on getting kids to build stuff” (Laureate Education, 2009). In the game, students build a country and relationships with other countries to try to solve the problems of the world. With the combination of learning and students creating something, this game seems to be a great resource for the social studies classroom that correlates with the principles of the constructivist/constructionist learning theories.
Friday, May 22, 2009
Cognitivism in Practice
The cognitive learning theory, according to Dr. Orey, is an "information processing model, which includes the sensory input of information, the short term memory, and the long term memory" (Laureate Education, 2009). I believe to properly use the cognitive learning theory teachers need to present information for all levels of the information processing model. One way to do this is by "integrating multiple senses in presentations to improve learning" (Orey, 2009).
A good lesson to me incorporates many different learning styles. In my 7th grade Social Studies class, I incorporate graphic organizers, technology, and visual aids to help my students learn the material. I start off every lesson of mine with an essential question and short activity to get the students thinking about the material. I like to use short videos from BrainPOP and United Streaming to help me get my students interested because these resources have a lot of great videos on Social Studies topics. Along with watching the video, I have my students fill in a graphic organizer to help them understand what they are watching and what they need to understand. These are some of the ways I run my daily lessons.
One reason I use multimedia to help my students learn is because Pitler, Hubbell, Kuhn, and Malenoski (2007) in their book Using technology with classroom instruction that works say "multimedia is very effective because it helps them both activate prior knowledge and develop mental model to help them understand new information" (p. 82). I feel students learn more about Social Studies when they can see and hear actual events or actual footage of topics. According to Dr. Orey, "Paivio's dual coding hypothesis is stated as information is stored in the brain as images and text" (Laureate Education, 2009), so I figure why not help my students store the information by giving them the appropriate types of lessons.
A good lesson to me incorporates many different learning styles. In my 7th grade Social Studies class, I incorporate graphic organizers, technology, and visual aids to help my students learn the material. I start off every lesson of mine with an essential question and short activity to get the students thinking about the material. I like to use short videos from BrainPOP and United Streaming to help me get my students interested because these resources have a lot of great videos on Social Studies topics. Along with watching the video, I have my students fill in a graphic organizer to help them understand what they are watching and what they need to understand. These are some of the ways I run my daily lessons.
One reason I use multimedia to help my students learn is because Pitler, Hubbell, Kuhn, and Malenoski (2007) in their book Using technology with classroom instruction that works say "multimedia is very effective because it helps them both activate prior knowledge and develop mental model to help them understand new information" (p. 82). I feel students learn more about Social Studies when they can see and hear actual events or actual footage of topics. According to Dr. Orey, "Paivio's dual coding hypothesis is stated as information is stored in the brain as images and text" (Laureate Education, 2009), so I figure why not help my students store the information by giving them the appropriate types of lessons.
Wednesday, May 13, 2009
Behaviorism in Practice
The Behaviorist Theory according to Dr. Orey is based off two things, “Reinforcement of desirable behaviors and punishment of undesirable behaviors” (Laureate Education, 2009). I believe teachers can use technology in many ways to correlate with behaviorism. Teachers can use technology for “Reinforcing Effort” made by the students and to help them with “Homework and Practice” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Dr. Orey says that “The reinforcement of good behavior is more powerful than the punishment of bad behavior” (Laureate Education, 2009). The reinforcement of effort and good behavior can also be helped by using technology. For instance, at my school I require my students to keep up with their quarter grades, test grades, and benchmark grades on an excel spreadsheet that we print out and put in their notebook. I actually got this idea from a fellow teacher during my first year of teaching. Pitler, Hubbell, Kuhn, & Malenoski (2007) in their book Using Technology with Classroom Instruction that Works say “Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback” (p. 156). Pitler, Hubbell, Kuhn, & Malenoski go on to add effort into their spreadsheets to show students how effort correlates with achievement. This is a great way to show, using technology, how good or bad behavior and effort directly relate to classroom achievement.
Another important aspect of teaching and learning is “Homework and Practice” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The school I teach at is a Title one school and I have noticed over the years that very little students turn homework in. With the advisement of my superiors, I have taken the path of giving homework for remediation. Dr. Orey considers remediation as “a drill and practice activity” (Laureate Education, 2009). Another problem that I have is only 40 percent of my students have computers at home. This makes it difficult for teachers in low socio economic schools to give homework using technology. One way that I use technology to help my students practice Social Studies skills is by giving them online tutorials. Dr. Orey says “The online tutorial is today’s programmed instruction” (Laureate Education, 2009). I currently use websites like Geo-Net, Study Island, and the state CRCT website. I believe they provide my students with the practice of basic knowledge that they need to succeed in Social Studies.
Dr. Orey said that many people don’t follow behaviorism today, but along with him I believe it is very prevalent in the classroom. Two ways that behaviorism is prevalent in today’s classroom is in “Reinforcing Effort” and “Homework and Practice” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I believe the evolution of behaviorism has benefited the teacher of today because of the technology that can be integrated.
Dr. Orey says that “The reinforcement of good behavior is more powerful than the punishment of bad behavior” (Laureate Education, 2009). The reinforcement of effort and good behavior can also be helped by using technology. For instance, at my school I require my students to keep up with their quarter grades, test grades, and benchmark grades on an excel spreadsheet that we print out and put in their notebook. I actually got this idea from a fellow teacher during my first year of teaching. Pitler, Hubbell, Kuhn, & Malenoski (2007) in their book Using Technology with Classroom Instruction that Works say “Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback” (p. 156). Pitler, Hubbell, Kuhn, & Malenoski go on to add effort into their spreadsheets to show students how effort correlates with achievement. This is a great way to show, using technology, how good or bad behavior and effort directly relate to classroom achievement.
Another important aspect of teaching and learning is “Homework and Practice” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The school I teach at is a Title one school and I have noticed over the years that very little students turn homework in. With the advisement of my superiors, I have taken the path of giving homework for remediation. Dr. Orey considers remediation as “a drill and practice activity” (Laureate Education, 2009). Another problem that I have is only 40 percent of my students have computers at home. This makes it difficult for teachers in low socio economic schools to give homework using technology. One way that I use technology to help my students practice Social Studies skills is by giving them online tutorials. Dr. Orey says “The online tutorial is today’s programmed instruction” (Laureate Education, 2009). I currently use websites like Geo-Net, Study Island, and the state CRCT website. I believe they provide my students with the practice of basic knowledge that they need to succeed in Social Studies.
Dr. Orey said that many people don’t follow behaviorism today, but along with him I believe it is very prevalent in the classroom. Two ways that behaviorism is prevalent in today’s classroom is in “Reinforcing Effort” and “Homework and Practice” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I believe the evolution of behaviorism has benefited the teacher of today because of the technology that can be integrated.
Sunday, March 1, 2009
EDUC 6710 Reflection
This course has taught me a lot about new technologies to use in the classroom. Before this class, I thought the only reasons for students to use computers were to use the internet, power point, word, or excel. I never thought of using a blog, pod cast, or Wiki as a classroom tool. Now that I know how to use all of these things I will start to incorporate these Web 2.0 skills into my social studies classes.
With my ability to create lessons using Web 2.0 technologies, I will be able to let the students learn on their own and use me as a helper. I will no longer tell them what they need to know, but instead will give them the opportunity to figure out what they need to know. I have always grown up in teacher-centered classrooms and have known little about learner-centered classrooms, but this class has taught me the difference. It is my goal from this point forward to incorporate more learner-centered activities in the classroom. I want to change the process of my class from being a teacher-centered class to a learner-centered class. This will take me a couple years to completely change my lessons and activities, but I am willing to do that to ensure that my students learn and are engaged in my class.
I am definitely committed to expanding my knowledge of technology use in the classroom because I chose Integrating Technology into the Classroom as my Master’s degree. One reason it has taken me 4 years to start my Master’s degree is I could not find a degree that I was interested in. This was the only degree that interested me and I looked at many different degrees. With every new technology available, I wanted not only to be able to use them efficiently, but I also want to be able to use them in the classroom. A few of my goals dealing with technology over the next couple years are to help my fellow social studies teachers incorporate Web 2.0 into the classroom and to totally change my lesson plans from teacher-centered activities to learner-centered activities. With my continued education and hard work, I believe I can achieve these goals.
With my ability to create lessons using Web 2.0 technologies, I will be able to let the students learn on their own and use me as a helper. I will no longer tell them what they need to know, but instead will give them the opportunity to figure out what they need to know. I have always grown up in teacher-centered classrooms and have known little about learner-centered classrooms, but this class has taught me the difference. It is my goal from this point forward to incorporate more learner-centered activities in the classroom. I want to change the process of my class from being a teacher-centered class to a learner-centered class. This will take me a couple years to completely change my lessons and activities, but I am willing to do that to ensure that my students learn and are engaged in my class.
I am definitely committed to expanding my knowledge of technology use in the classroom because I chose Integrating Technology into the Classroom as my Master’s degree. One reason it has taken me 4 years to start my Master’s degree is I could not find a degree that I was interested in. This was the only degree that interested me and I looked at many different degrees. With every new technology available, I wanted not only to be able to use them efficiently, but I also want to be able to use them in the classroom. A few of my goals dealing with technology over the next couple years are to help my fellow social studies teachers incorporate Web 2.0 into the classroom and to totally change my lesson plans from teacher-centered activities to learner-centered activities. With my continued education and hard work, I believe I can achieve these goals.
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