GAME Plan

During the course of my exploration of implementing technology inside the classroom, there are two major goals I would like to achieve that come directly from the International Society of Technology Education Standards for Teachers:

1. Promote and model digital etiquette and responsible social interactions related to the use of technology and information. This is an ongoing goal that must be continuously practiced throughout the year with students. Students must know the proper way to conduct themselves on the internet. They must also learn “what to do” strategies for dealing with and reporting inappropriate internet activities such as cyber bullying. These things are taught during the initial class internet projects and is an ongoing observation of skills and skill sharpening.

2. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. I plan to incorporate digital tools into student centered projects at least once per month to start. I want to introduce students to some new form of digital tool each time so that their catalogue of learning tools increases each time, which will in turn increase the endless possibilities of concept retention and project presentation possibilities. I can achieve this goal by mapping out major components of the various ELA units and brainstorm a list of technology learning tools that I am familiar with, that may correspond with the array of topics. In the classroom, I can display a posted list as well as a snap shot of the covered/implemented tools thus far, serving as a constant reminder of the choices that exist for them that cater to their learning style and preference. This, I feel, will motivate students in becoming more eager and involved in their educational process.

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

Bridging Learning Theory, Instruction, and Technology: Reflection

As a result of being actively involved in this course, my personal theory of learning has remained the same. I entered this course under the premise that cooperative learning and project building best serve a child’s educational development. After being in this class for eight weeks my hypothesis was supported under the theory of social constructionism. Studies have proven that students do, in fact, learn better when they are working with their peers in a joint effort to produce a representation of their knowledge.

This class has also brightened my knowledge about technology tools that can be easily implemented into a lesson plan for student use. Take for example Wiki. Wiki is a collaborative tool that would allow students to break down a project into smaller parts in the effort of creating a great and presentable whole. Another technology tool that I plan to implement into my classroom is Voice Thread. I thought that this was one of the coolest ways for students to present information and also a cool way for them to take a virtual field trip someplace that might not be cost efficient. The introduction of Voice Thread made me feel like my past students have missed out on many experiences because I was not able to bring the trip to them. However, now that this class has given me a great understanding of the tech tool I no longer have to feel uneasy about issues like that.

In my classroom this year I plan to use more technology when at all possible. When I was being introduced to Voice Thread I promised myself that I would use it in the near future with my English classes. The near future is this coming week so I hope that it goes well! Another goal that I have after this class is to recognize that students learn best from each other and to not be afraid to let them talk freely about concepts, as I always worry that their conversations will drift off topic.

Voicethread

The link provided is to my voicethread account. My first and only post thus far deals with a schoolwide issue that is common in the district in which a teach.

https://voicethread.com/?#u1348404.b1385986.i7342108

Cooperative Learning the Social Learning Experience

This week in Bridging Learning Theory, Instruction, and Technology, the idea of cooperative learning as a social learning experience was explored. Social learning theory basis itself on the idea that learning occurs in a social context. That is that students learn from each other. Cooperative learning is an extension of this ideal in that students are learning together by working on a group goal or project to display their comprehension of the topic.
In this social learning environment of cooperative learning, students are engaged in a groups activity that addresses a preset objective. In these groups common characteristics that might be noticed are that students are more likely to be encouraged to complete tasks, students are more readily able to assist one another, their motivation in terms of thoughts about the concept will be increased, and often times there is much discussion as well as debate about the topic. In this cooperative learning environment it is important to see the majority, if not all, of these characteristics presents because the group itself is not just given a grade for the objective but also each group member is graded on their comprehension and contribution to the learning environment.

Constructivism: Active Learning

This week’s reading of “Using Technology in the Classroom that Works”, the class studied the strategy of generating and testing hypotheses in relation to the constructivist/constructionist point of view of education within the classroom. The constructivist/constructionist idea of education is focused on the individual learners process of collaborative and constructed/created representations of concept comprehension. This coincides with the strategy of generating and testing hypotheses classroom approach in that they both promote students to have an active hands on learning approach to the education. And these two intersecting ideas promote the use of technology in the classroom from the perspective of problem-based education, project-based education, as well as the inquiry-based approaches to learning.

For example, problem based education, I feel, is the most motivating for students. When students are presented with problems/scenarios that pertain to their personal lives, creating real world application, students are more likely to be more interested in the material as well as using critical thinking skills to solve the problem in question. For example, in an urban Detroit neighborhood there might be many problems for students to identify and collaborate problem solving ideas on. The class identifies and lists the problems. The class, then selects, while the teacher facilitates, which one they feel pertains to them most. Students pick the issue of overwhelming trash build up and less bulk trash pick up days. Students will then present their research and findings on the topic in a myriad of ways. The days that seem to have the most litter can be graphed using a Word document or Excel spreadsheet. Photos can be loaded onto a computer for a Power Point presentation on the effects of trash on the neighborhood, physically and mentally. Or all of these things can be presented by a group of students who organized their thoughts for presentation using a concept map from Spinscape. Students can then analyze each others presentations and work to create some sort of collaborative effort of solution, which can also be documented and presented either by itself or as a culmination using Voice Thread.

Cognitive Instructional Strategies

This week's studies in class, Bridging Learning Theory, Instruction, and Technology, the importance of utilizing cognitive tools was emphasized. Cognitive tools serve an important roll of student motivation. Lessons and concepts can be introduced to students by utilizing virtual field trips. Although students are not at the field trip site physically, they are still being stimulated by the environment that they see and hear being projected to them.
The use of cognitive tools allows students to be fully engaged in their studies, fostering a more in depth perception and understanding of concepts by being motivated to create and build representations of their comprehension level.

Behaviorism Instructional Strategies

This weeks' reading of Pitler's "Using Technology with Classroom Instruction that Works", the theory of BF Skinner's Behaviorist Model was exemplified through the explanation of the primary function of homework and technological software programs as being reinforcements to what the teacher has modeled. For example, teachers created spreadsheets for students to account for the own individual efforts in their studies and thus their correlating grade. From using this spreadsheet self evaluation tool the idea that the more effort is put into their studies the higher of a grade can be expected (Pitler, 2007). Another example of technological instructional strategies correlating to the behaviorist ideals of Skinner was with the use of computer software such as academic games to reinforce student retention of ideas. If, for example, a class was studying the inverse relationships between multiplication and division number stories, students could use software to access games that support that particular learning objective. This type of strategy is used to create multiple encounters with the objective to "deepen" students understanding of that material. However, is this game of drill and practice only a means of memorization and base level comprehension? Or does this promote the building of a solid foundation to scaffold to higher order thinking skills?