Week 8: Course Reflection

Reflection of Game Plan:

Utilizing interactive websites has impacted students learning in the classroom. Students love using the interactive whiteboards and are able to manipulate materials with one simple click. It is also a good way to assess students through observation. I find that students are engaged in learning when using the interactive websites. Students can go on virtual field trips, play interactive games, or continue to practice skills learned in a particular content area. This course allowed me to reflect on my own personal goals while reviewing the NETS-T standards. Being able to use the standards will help me redirect my goals and set new ones.

Impact on Instructional Practice:

Since we just had interactive whiteboards installed in the classroom, using interactive websites on it has been a learning experience for everyone. Students as well as myself are new to using the white board and we learn by trial and error each day. Students like that they are actually able to manipulate the screen and write on the board using the interactive pen. I always provide the websites used in school to my students so they are able to practice them at home. It is not required, but most students end up coming in school the next day saying that they used the website at home. Most of the time, students even share new information they learned while investigating the website, which is a great learning experience.

Adjustments:

I plan on reviewing the NETS-T standards often to remind me of the goals I have made.

Week 7: Using the GAME Plan Process with Students

The two NETS-T Standards that I focused on during this course were…

Facilitate and Inspire Student Learning and Creativity- with a concentration on engaging learning with students, colleagues, and others in face-to-face and virtual environments.

Design and Develop Digital-Age Learning Experiences and Assessments- with a concentration on personalizing learning activities to address students’ diverse learning styles by suing different digital tools.

The NETS-T Standards is a useful tool for educators and students. It is important to review these standards periodically to make new goals or adjusts your goals. It is also important to introduce these standards to students. They are easy to understand and will help students determine what areas of technology they need to focus on.

Week 6: Revising Your GAME Plan

I have learned that there are many ways that interactive websites can be brought into the classroom. There are interactive games that can reinforce skills that are learned in the classroom. Students can work independently or together using the interactive whiteboard when playing these games. Students can also use interactive websites to tour places they have never been. They can go on interactive field trips around the world and explore such places as Ellis Island or The Great Wall of China. Interactive websites can also be used as an instructional tool to instruct students on a particular topic.

My main goal is to implement the sites I have found in the classroom. Now that I have looked for interactive sites for the content areas that I teach, I now need to use them in the classroom.

One new learning goal that I will set for myself is to use more social networking sites in the classroom. Throughout the courses I have taken, I have realized the importance of communicating with peers online. In order to prepare students for the 21^st century, students need to start utilizing online collaboration sites.

Week 5: Evaluating your GAME Plan

As part of my GAME plan I have been evaluating interactive websites and digital tools that will assist students in the classroom. I have found several websites for my fifth grade science and social studies class and now want to focus on finding websites for my fourth grade classes.

I have learned that there are many interactive websites that can be incorporated into the classroom. As stated in my previous blog, an interactive whiteboard has been installed in every classroom. I have been exploring this new tool with my students and now want to focus my attention on developing lessons that revolve around using this new technology. At this point I am still at the trouble shooting stage of using the whiteboard and need to experiment and use my time wisely throughout the day to learn all about the whiteboard.

I will adjust my plan to focus on the interactive whiteboard. I feel that by doing this, it will beenfit my students the most.

Week 4: Monitoring Your GAME Plan Progress

In order to accomplish my goals, I have been searching for interactive websites that will enhance learning for my students. In my fifth grade science class we are studying the skeletal system. I found the following websites that will help them learn the bones of the body.

Skeletal System Websites:

http://www.abcya.com/skeletal_system.htm

http://www.anatomyarcade.com/games/matchingGames/MatchABone/matchABone.html

http://www.purposegames.com/game/1009

http://www.sheppardsoftware.com/health/anatomy/skeleton/Skeleton_tutorial.htm

I plan on implementing these websites on the interactive whiteboard as well as individual laptops.

One area that I would like to modify in my GAME plan is to add the component of communicating with parents. I would like to develop a website where I can explain each topic we are learning about. I also want to have a section where I am sharing websites that we use in class that students will be able to use at home to reinforce skills learned in class.

I have realized that there are so many digital tools out there and I need to jump on the bandwagon and start using them all in my classroom. Instead of thinking of it as a big task in the classroom, I am beginning to change my mindset as using these tools are just a part of everyday.

Week 3: Carrying out your GAME plan

One of my main goals is to explore different interactive websites and other digital tools that will assist my students in learning. Digital tools can be used with a variety of learners, whether they have a learning disability, are an English as a Second Language learner, or have gifts and talents in certain subjects areas.

In order to accomplish my goals, I need to be able to use a variety of resources. First and foremost, it is important that I collaborate with colleagues and that we share ideas with one another. As a special education co-teacher, I need to work side by side with my colleagues at all times. By taking time out of our day to work together to investigate new digital tools that would work for our students, we are collectively sharing ideas that will ultimately benefit our students. We just received new interactive whiteboards in all of our classrooms. I have been collaboratively working with other teachers to explore new interactive sites that will enhance lessons and learning.

Furthermore, I need to use various resources from the internet that will help me to use different digital tools in my classroom. I can explore different blogs and articles that explore digital options for the classroom. I can check out different websites that would be worth while to use in the classroom.

To achieve my goals, I have actively been exploring and using all of my resources. I will continue to work with colleagues and review digital tools in order to meet the needs of all learners.

Week 2: Developing your Personal Game Plan

After reviewing the NETS-T standards, there are several areas that I wish to learn more about. The two areas I would like to focus on are:

v F Faciliate and Inspire Student Learning and Creativity with a concentration on engaging learning with students, colleagues, and others in face-to-face and virtual environments

Design and Develop Digital-Age Learning Experiences and Assessments with a concentration on personalizing learning activities to address students’ diverse learning styles by using different digital tools

My GAME Plan

Goals: Create a lesson-Think about what the students need to know and what tools can help facilitate their learning.

1. Develop lessons that explore virtual environments that allow students to feel like they are in a real-world experience. For example, being at a Civil war battlefield through programs like Google earth or various websites.

2. Develop lessons that address various modalities to accommodate all learning styles. Create lessons that have students creating or doing something using their voices or music.

Actions-Teach the lesson

1. Connect to virtual environments and implement lessons.

2. Use various tools such as webquests, wikis, podcasts, and blogs to facilitate learning

Monitor-Monitor Student Learning

1. Assess students through formative and summative assessments

2. Develop and implement self-assessments to gain feedback from students on their progress. Use these assessments to modify goals.

Evaluate- Evaluate student progress

1. Communicate with students and discuss use of technology. What could change? What did they like?

References:

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Reflection

My Personal Theory of Learning is centered on students and how they learn and what strategies can be used to help the students learn. “Teachers want to transfer the knowledge and skills they currently possess to their students so that they too can embrace, enjoy, and use that knowledge academically, personally, and professionally,” (Lever-Duffy & McDonald, 2008, pg. 10). Using different strategies while teaching can enhance learning for students and help them learn the skills they need for the 21^st century. In week one of this course I mentioned that students learn best when lessons are differentiated and focus of the multiple intelligences. Using technology is an easy way to differentiate instruction and appeals to several multiple intelligences.

Throughout the course I have learned several new technological tools that work well in the classroom. Next year I plan to incorporate Voice Thread into my classroom instruction. It is easy to use and allows students to create a multimedia project that can only enhance their learning. Another tool that I plan to use is Virtual Field Trips. Kids love to explore new things and what can be better for students then to have them explore new topics through a virtual field trip!

An immediate adjustment and long-term goal to my instructional practice is to use technology more as a learning tool then as an instructional tool. Although the students to use various programs to learn more about topics, I want to incorporate more technology lessons that have the students explore on their own rather than have me explore for them. Another long-term goal is to use Power Point or other programs for students to make their own instructional games. This would be a great tool for students to use with one another.

I have learned many strategies in this course that I will implement in my class next year.

References

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

Social Learning Theories

Collaborative learning is a powerful strategy to implement in the classroom that allows students to work together in various ways. "The instructional strategy of cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning," (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg 139). As a teacher, there are many instructional strategies that can be introduced that promote students actively engaging in lessons together. Such activities as creating videos and completing or creating WebQuests are valuable tools students can learn how to use together.

Videos can be created by students using various programs such as Garageband, Voicethread, and iMovie. These programs are very user friendly and allow every day people to create podcasts and videos that can seem complex in nature. Photos, music, recordings, videos, and dialogue can be added to these videos using all of these programs to enhance the project. "Creating a video is a complex task that requires many roles and responsibilities,"(pg. 141). This is a great way to assign students certain roles when working together. When students each have active parts in the learning process, collaboration is bound to run smoothly. A helpful tool to be sure that students stay on task and understand the learning objective and standards is to provide a clear and concise rubric. Rubrics allow students to see exactly what they are responsible for. I believe that students should only be shown the highest category in the rubric so they all know what is expected of them. I do not find it necessary to show them what they need to do to get lower scores because they should all strive to complete the necessary requirements.

Another valuable tool that promotes social interaction between peers are Webquests. "WebQuests are inquiry-oriented activities that allow students in a class or from multiple locations to work together to learn about a particular subject or to tackle a particular project or problem," (pg. 145). I use WebQuests a lot in my fifth grade science and social studies class. What I like best about Webquests is that it requires students to use higher level thinking and problem-solving skills to complete the Webquest. They can also take students on journeys to see places or things that they may never actually see in real life. Recently my students completed a WebQuest on frogs where they were actually able to dissect frogs and study the parts of a frog.

There are many ways to promote the Social Learning Theory in the classroom. Using technology is a great way to increase interaction between students.

References:

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

Voice Thread

My Voice Thread is published in the previous post. If you have trouble accessing it from the blog you can view it at...

http://voicethread.com/share/1190480/

Constructivist and Constructionist Learning Theories

When students are able to test out learning theories and put their learning into practice they are more likely to obtain a better understanding of the subject matter. The Constructionist Theory supports project based lessons where students are able to construct an artifact that will assist them in the lesson. "When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, an enhancing their overall understanding of the content," (Pitler, Hubbell, Juhn, & Malenoski, 2007, pg. 202). Students learn best when they are investigating on the subject matter on their own and are able to problem solve.

One suggestion that I believe correlates well with the Constructionist Learning Theory is the use of spreadsheets and using programs such as Microsoft Excel in the classroom. I love the idea that Mrs. Omar implemented in her 5th grade classroom, as mentioned in the course book, Using Technology with Classroom Instruction that Works, which allowed students to understand savings, investments and interest rates (pg. 204). The lesson she implemented using Excel allowed students to investigate, test, and strategize what investments make the most sense when given 10,000. This is a great skill for students to practice in the 5th grade because it is something that they will need to know for the rest of their lives. I can remember in my high school Drivers Ed. class learning how to keep a check book. We practiced "paying" for items we would need when driving. Before that class I never had been exposed to writing checks and I still remember how to write a check because of that class (and I have written many!)

Furthermore, I like the lesson that Dave McDivitt used in his high school history class where students played a strategy games on the computer to help with their understanding of World War II (pg. 213). It is activities like the one that Dave McDivitt implemented in which children will remember. When students are provided with the resources and are then put to a task and asked to figure something out, it is then that the learning process begins.

The Constructionist Theory definitely has a role in today's classroom. There are many technological tools that can be used that allow students to create artifacts in which they can better understand the information taught to them.

Resources

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

Cognitivism in Practice

Everyone learns differently and uses different types of strategies to help them understand new concepts. In the book, Theoretical Foundations, the authors suggests that, "Learning is a complex activity that can be explained differently depending on one's perspective on how and why people do what they do," (Lever-Duffy & McDonald, 2008, pg. 10). As a special education teacher I find myself integrating cognitive learning theories often into my lessons. My students respond well to lessons that allow them to integrate multiple sensory approaches to their learning.

One technological program that I like to use in the classroom that promotes cognitive thinking is Kidspiration and Inspiration. Both of these programs can be used during instruction as well as a note taking and graphic organizer tool for students. In my fifth grade social studies class I recently had students create a concept web using Kidspiration that dealt with the Civil War. They were able to use words and pictures to describe certain vocabulary words such as tariff, sectionalism, and state's rights. One aspect of these programs that is really helpful is that when you click on a picture or clipart it says the word aloud for the students. This is especially helpful for my special education students who may need this extra guidance when browsing through clipart. This program also has an option where you can narrow the search for clipart to limit the number of choices for students. "The technology, in turn, provides you with editable visual aids and multimedia resources that appeal to a number of learning styles," (Pitler, Hubbell, Kuhn, Malenoski, 2007, pg. 79).

Furthermore, there are many technological programs available for students to take notes during classroom instruction. I particularly like the combination notes that allows students to use key words, pictures, and sentences when describing a topic. "A format that has a strong impact is combination notes, which employ outlining, webbing, and pictographs in addition to words," (pg. 124). I often find myself being a more visual learner and when I look back at my own notes I tend to understand the information more when I provided a visual representation.

I recently attended a Web 2.0 Workshop in my school district. One program that I was introduced to that is a great for note taking is the etherpad. The etherpad is a public pad that allows different people on different computers to all contribute to the same note pad at the same time. Each person writing on the pad is assigned a different color that allows the learners to distinguish the difference between the writers. We used this tool at the workshop and were able to print the notes at the end of the workshop for everyone to keep. The notes can also be stored and saved on the computer. This tool allows students to work collaboratively with one another and allows learners to organize information that is essential for their learning.

Technology and cognitive thinking are linked together in many ways. Lessons can be created that allow students to use a multi-sensory approach to learning.

References:

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

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

Behaviorism in Practice

"The dog ate my homework," is an old excuse as to why students didn't complete their homework assignment. Is there a reason a to why students are using these excuses? "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, Hubbell, Kuhn, & Malenoski, pg. 187, 2007). Using technology to help complete homework assignments can help students deepen their understanding of the lessons taught in school.

Homework is essentially drill and practice work that allows students to practice what they have learned in the classroom earlier on in the day. The Behaviorist Theory supports drill and practice work, however, this type of work needs to grab the interest of the learner. One strategy to increase students effort and allow students to achieve success on homework assignments is to teach tools on the computer that can assist students. Microsoft Word is a great resource to conduct research on. Instead of always using a search engine that might lead you in the wrong direction, Microsoft Word allows student searches to be more direct (pg. 188).

Have you ever found yourself in a situation where a student insists they are "done" without putting much effort into the assignment? Applying effort into classroom work can be a difficult concept for students to understand. While on papers I always provide guidance and feedback, you can't always be sure that your recommendations are being followed. One strategy that can be used is to have the students chart their effort process on a Microsoft Excel Spreadsheet. Students are provided with an effort rubric in which they assess how much effort they put into an assignment and then they input it into an Excel Spreadsheet. "By paying attention to the learning expectations on the rubric, they (students) see a relationship between effort and achievement," (pg. 160).

I believe that using instructional tools in the classroom helps in allowing students to achieve their own personal success which will then assist in diminishing negative behaviors. When students are provided with tools that help them do well and allow them to be active learners, then there is not need to use excuses for not doing homework assignments.

References:

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

Reflection

When I first started this class I was a little overwhelmed with the variety of technology projects that I would be completing in just eight weeks. Before this course, I never created a blog or read many blogs for that matter. I wasn’t really sure what a wiki or the purpose it served, especially in the classroom, but used Wikipedia often to research information. Also, podcasts were only something I viewed and never thought of creating. This gradate course has opened my eyes to the world of technology and all that it has to offer for my students and myself.

I have realized how fun, easy, and thought provoking using technology can be. I liked how I was able to explore and create various web 2.0 tools. By actually creating and collaborating with classmates I was able to see how useful these tools will be in my classroom.

This course has set a solid foundation that I plan to keep building upon. I have recently set up a classroom blog that my students will begin to blog on regularly. I have also created lesson plans that allow students to research information and will introduce wiki sites that will aid in their research.

I plan on continuing to expand my knowledge on web 2.0 tools by regularly reading blogs that discuss different ways technology can be integrated in the classroom. I have also signed up for a workshop that my school district is providing titled, “Integrating Web 2.0 Tools in the Classroom.” I feel that I have finally embraced the world of technology and by keeping up with technology I can continue to integrate it in my classroom.

One long-term goal I would like to set for myself is applying for a grant next year for ipod Nano’s that have a video recorder. With the new video feature, students will be able to record themselves in the classroom and then upload there video on the computer. Once there video is on the computer they can create a variety of multi-media projects, upload it to a blog, or create a podcast. In my fifth grade science class students are currently making a dollhouse with working circuits. With the Nano, students can video tape each step of the process of creating a dollhouse, then create a presentation on the computer using any web 2.0 tool.

Another long-term goal is to incorporate blogs, wikis, podcasts, and other web 2.0 tools across the curriculum in my classroom. I like that students are able to take ownership in technology assignments and add their own interests into an assignment. I teach in both a third and fifth grade classroom and feel that I have explored these technologies more with my fifth grade classroom. My goal is to explore these technologies with my third grade classroom so that by they time they get to fifth grade they already have a foundation set for them.

Podcast

Here is a podcast based on the technology use of my fifth grade students.

21st Century Skills

After reading the article, “Learning for the 21^st Century,” and viewing their website, I feel that they are taking big steps into making education real. They promote learning core curriculum standards using different medias that students need to learn how to use in order to be successful in today’s society. “In a digital world, students need to learn to use the tools that are essential to everyday life and workplace productivity,"(2004).

The website provided videos of classrooms that have adapted the idea of using real world applications in the classroom that correlate with the curriculum standards and 21^st century content. I observed a classroom that implemented longer projects for students to get the feel of what it is really like to be an engineer. The engineering component was broken down so that the students could understand the concepts and conduct experiments based on what they have learned. I especially like how the students were receiving the fundamental knowledge that they needed and then actually investigated, made predictions, and tried out their ideas to see if it would really work, just like an engineer would do. I was surprised to see that the videos that I watched based on classroom experiences were made by the George Lucas Foundation that supports teaching communication skills to students in new ways. (click on link below to see the video)

One area of concern is the economic crisis we seem to be in. While I agree that schools need to make radical changes in the way we prepare students for the 21^st century, not having the funds to move further make it harder to make these advances. I know that in the school district I work in a lot of changes are going to take place in the next year. With the lack of state funding we are going to have to cut back on certain aspects in our school environment and instead of embracing the tools we need for the 21^st century, I feel that they will most likely be placed on the back burner. The article states that, “While states and school districts now face a challenging economic environment, the need for 21^st century skills is not going away,"(2004).

As a contemporary educator my wish is for schools to embrace this technological change and change the structure in which teachers are trained. I want more workshops on how to prepare my classroom for the 21^st century. I want more hands on classes that the district should provide to show me new tools that I should be implementing in my classroom. I want to do more project based learning activities that use core content across the curriculum to explore real like implications in which the students will one day be involved in.

Here is a video clip that I viewed through the website: http://www.21stcenturyskills.org/

It can be found on the website: http://www.edutopia.org/engineering-success

It deals with students using real-life implications and allows the students to use critical thinking skills to solve real world issues.

Engineering Success: Students Build Understanding | Edutopia

References:

Partnership for 21st Century Skills. A report and mile guide for 21st century skills

http://www.21stcenturyskills.org/

Media Smarts: Kids Learn How to Navigate the Multimedia World | Edutopia

Media Smarts: Kids Learn How to Navigate the Multimedia World | Edutopia

Blogging in the Classroom

Blogging is an essential tool for teachers to be using in the classroom because it is something that the students will be using for the rest of their lives. Will Richardson explains in his book, Blogs, Wikis, Podcast, and Other Powerful Web Tools for Classroom, that by using weblogs in schools, "they (students) are building relationships with peers, teachers, mentors, and professionals within the Weblog environment," (2009, pg. 20).

In my fifth grade social studies class the students will be doing a project called Historical Action Figures. The students task is to take a historical figure from the civil war, create the figure and the box in which the action figure would be sold in, and write a persuasive essay as to why children should buy this historical action figure. The tagline for this project is, "They may be old, but with your help we can get them sold!"

Instead of having the students write the persuasive essay out I could have the students create a weblog in which they are "selling" their action figure and blogging their persuasive speech. Students can respond to each others persuasive blogs and ask question, offer suggestions or idea, as well as leaving overall comments on the actual historical action figure. Instead of just having the students listen to the presentations, they will read why they should buy this particular product (historical action figure) and learn more about these important historical figure in the Civil War. When the students give their presentations in front of the class to show their actual product, the other students will already have background knowledge on the figure from reading and responding to the blogs. It will establish ways for students to interact with one another based on their projects as well as showcase their work.

Furthermore, my third grade class loves writing in their morning journals. What if once or twice a week the students wrote their morning journals using a weblog! They could then respond to other classmates blog. This would be a great way to teach the students how to properly respond to blogs, especially when other people will be reading it.

Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.

I have officially entered the blogging world! I am looking forward to blogging with fellow Walden classmates as I start my technological journey!