The Internet was the result of visionary thinking by people in the early 1960s that saw great potential in allowing computers to share information on research and development. With the emergence of the Internet, our lives have been transformed in the classroom of the 21st century. We are no constrained by pencil and paper but our students in today’s classroom are digital natives that are inundated with technology. We pay our bills online, text message on another, visit our social networking sites, use Skype to see one another, and cannot live without our smart phones. We as educators need to use this technology for our advantage and students achievement. The Internet can be both an instructional tool and a learning tool for our students when they are engaged in cooperative groups and assignments (Marzano 2001).
Throughout this class, Bridging Learning Theory, Instruction, and Technology, I have deepened my understanding in how the Internet has transformed and can be implemented into my teaching. I learned that teachers are facilitators of learning not the main center of attention (Laureatte Education, 2009). When students take charge of their learning, they own the material and are engaged in the task at hand.
A strategy I enjoyed reading about from Using Technology with Classroom Instruction that Works is nonlinguistic representations. Graphic representations help increase student achievement. (Pitler, 2007). When students use graphic organizers, they are able to remember the information that is being taught. I have seen this work in the classroom. The technology that supports nonlinguistic representations is the Internet resources. Internet resources available for our classrooms include, voice threads, concept maps, and Interactive Smart boards connected to Internet access, blogging and wikis. Voice Threads are a great social networking tool extends the learning with interactive multimedia. The technology is accessible because viewers can comments about the construction of content. They can make meaning of what is being taught and work collaboratively with one another.
I have begun to reflect on my current teaching strategies and to try to find new ways to integrate technology. The first goal I have is to make a dramatic change for my students this year by piloting online journals through blogging for my district. I think that students will enjoy engaging in each other’s blogs that will enhance their learning. Students can learn from one another through the use of blogs.
A second goal I have for my students is to implement concept maps into my curriculum. It is a great visual for student’s to know what we are studying. We can post our essential question and refer and build upon our concept map as I am teaching a unit. Concept maps allow teachers to easily implement technology and students are excited to use and apply them into their studies.
By providing technology and social learning, authentic learning occurs and students are engaged in constructing meaning of the content. Teachers need to be willing to change if they want different results. They can use technology to enhance student learning and keep them engaged in their learning in order for them to become lifelong learners.
Laureate Education, Inc. (Producer). (2009). Program number 9: Social learning theories [DVD]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author. (2005). Thousand Oaks, CA: Corwin Press.
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
Classroom instruction that Works. Alexandria, VA: ASCD.
Saturday, August 13, 2011
Wednesday, July 27, 2011
Voice Thread and Social Constructivism
Voice Thread
This week I learned about social learning and Voice Threads (https://voicethread.com). Voice Threads is a great social networking tool that was new for me this week. Voice Threads extends the learning with interactive multimedia. The technology is accessible because viewers can comments about the construction of content. They can make meaning of what is being taught and work collaboratively with one another. By providing technology and social learning, authentic learning occurs and students are engaged in constructing meaning of the content.
I created a Voice Thread about the events leading up to the American Revolutionary War. At the end of this voice thread my students will have two assignments. The conflict that my students will debate is the Tories or Loyalists vs. the Patriots. Only 1/3 of the Colonists were Patriots, those who fought for freedom from Great Britan. Others, like Katie from our story Katie's Trunk were Loyalists. Katie has a problem with her neighbors, former friends. My students will create a concept map with solutions to her problem. The 2nd assignment my students will do is view podcasts from the Revolution. They will post your voice reactions to the podcasts. My students will explore my voice thread. At the end they will go listen to Revolutionary podcasts from http://www.ouramericanrevolution.org. They will view podcasts on the website about the Revolutionary War and leave their voice reactions to two of the podcasts. What other events should I add to make my podcast more interactive for my fifth grade students? What other follow up activities would you suggest I add? Let me know what you think.
Social Constructivism
Social learning theories support our classroom-learning environment in the 21st century. Dr. Orey discusses that social learning theory is a way in which students collaborate in learning (Dr. Orey, 2009). Students construct meaning and are engaged in conversations with others regarding the curriculum. (Laureate Education, Inc. 2009). Cognitive tools perspective focuses on the learning of cognitive skills and strategies. Students engage in those social learning activities that involve hands-on project-based methods and utilization of discipline-based cognitive tools (Gredler, 1997; Prawat & Folden, 1994).
I support social learning theory as an educator. I think it is essential that our twenty-first century students know how to interact with one another. Interpersonal skills are one of the most critical skills that our students need to thrive in the 21st Century. Students need to construct meaning through interactions with others and through their environments. Dr. Michael Orey commented that educators build learning in their environments with students and active engagement occurs when there is collaboration amongst students (Dr. Orey, 2009).
Social learning theories influence activities, lessons, and cooperative learning. In order to be successful in the 21st century classroom, we need to promote cooperative learning through the use of technology. Blogs, Wikis, and Voice Threads are a perfect way to have social learning and technology integrated into a classroom setting. They provide students with high interest. It is a way in getting kids to write something and the technology motivates them. Our students are digital natives and technology tools are an important part of them. Blogs, Wikis, and Voice Threads are social networking tools because students are required to interact with group members.
Gredler, Prawat & Folden. (1994 and 1997). Social Constructivism. In Intersubjectivity of Social Meanings. Retrieved July 26, 2011, from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism.
Laureate Education, Inc. (Producer). (2009). Program number 9: Social learning theories [DVD]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author. (2005). Thousand Oaks, CA: Corwin Press.
This week I learned about social learning and Voice Threads (https://voicethread.com). Voice Threads is a great social networking tool that was new for me this week. Voice Threads extends the learning with interactive multimedia. The technology is accessible because viewers can comments about the construction of content. They can make meaning of what is being taught and work collaboratively with one another. By providing technology and social learning, authentic learning occurs and students are engaged in constructing meaning of the content.
I created a Voice Thread about the events leading up to the American Revolutionary War. At the end of this voice thread my students will have two assignments. The conflict that my students will debate is the Tories or Loyalists vs. the Patriots. Only 1/3 of the Colonists were Patriots, those who fought for freedom from Great Britan. Others, like Katie from our story Katie's Trunk were Loyalists. Katie has a problem with her neighbors, former friends. My students will create a concept map with solutions to her problem. The 2nd assignment my students will do is view podcasts from the Revolution. They will post your voice reactions to the podcasts. My students will explore my voice thread. At the end they will go listen to Revolutionary podcasts from http://www.ouramericanrevolution.org. They will view podcasts on the website about the Revolutionary War and leave their voice reactions to two of the podcasts. What other events should I add to make my podcast more interactive for my fifth grade students? What other follow up activities would you suggest I add? Let me know what you think.
Social Constructivism
Social learning theories support our classroom-learning environment in the 21st century. Dr. Orey discusses that social learning theory is a way in which students collaborate in learning (Dr. Orey, 2009). Students construct meaning and are engaged in conversations with others regarding the curriculum. (Laureate Education, Inc. 2009). Cognitive tools perspective focuses on the learning of cognitive skills and strategies. Students engage in those social learning activities that involve hands-on project-based methods and utilization of discipline-based cognitive tools (Gredler, 1997; Prawat & Folden, 1994).
I support social learning theory as an educator. I think it is essential that our twenty-first century students know how to interact with one another. Interpersonal skills are one of the most critical skills that our students need to thrive in the 21st Century. Students need to construct meaning through interactions with others and through their environments. Dr. Michael Orey commented that educators build learning in their environments with students and active engagement occurs when there is collaboration amongst students (Dr. Orey, 2009).
Social learning theories influence activities, lessons, and cooperative learning. In order to be successful in the 21st century classroom, we need to promote cooperative learning through the use of technology. Blogs, Wikis, and Voice Threads are a perfect way to have social learning and technology integrated into a classroom setting. They provide students with high interest. It is a way in getting kids to write something and the technology motivates them. Our students are digital natives and technology tools are an important part of them. Blogs, Wikis, and Voice Threads are social networking tools because students are required to interact with group members.
Gredler, Prawat & Folden. (1994 and 1997). Social Constructivism. In Intersubjectivity of Social Meanings. Retrieved July 26, 2011, from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism.
Laureate Education, Inc. (Producer). (2009). Program number 9: Social learning theories [DVD]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author. (2005). Thousand Oaks, CA: Corwin Press.
Wednesday, July 20, 2011
Constructionist Learning
The basic premise of constructivist theories is that people create their own meaning through experience. In constructivism, students are encouraged to learn main ideas on their own through discovery. According to Richard Culatta (Culatta, 2011), constructivism in the classroom has the following components:
*Presentation of rubrics that have clear expectations
*Exploration of multiple strategies for tackling the assignment
*Presentation of work
*Projects that include revision and development of an idea
*Learner collaboration
*Learners engaging in "genuine," authentic real-world tasks
Project-based learning tools support constructionist-learning theory. A constructionist-based technology that can easily be implemented into the classroom is web-based blogs. Students can interact with other students. They provide opportunities for students and groups to interact with each other. They also provide scaffolding for instruction (Mollie Crie, 2006). Learners collaborate with others in the class in a blog. Blogs are motivating to students, especially for those students who might not participate in classroom discussions. Students like to blog because they know someone will be reading their work.
Students are able to post their thoughts about the assigned topic. Students should be grouped with 5 or 6 students. Students can go to www.blogger.com to set up their own blog. Each week during the computer lab, students will post their thoughts on a higher level-thinking question with Social Studies. They need to have an RSS aggravator to follow their group member’s blogs. They will need to post comments on 2 of the group member’s blogs.
A second piece of technology that is exciting and new to me was voice threads. It's a web-based communications network built specifically for K-12 students and educators. Students can provide feedback to the student who is posting their assignment by voice recording or written responses. The website I looked at for voice threads was http://voicethread.com/. Students love feedback and this is one way for instantaneous feedback. There are many implications that we can use for the classroom. I can see student’s using voice threads in Science. Students would post their assignment and others would have a chance to provide real and authentic feedback.
These instructional strategies support the constructionist learning theory. Project-based learning is important in the twenty-first century classroom. They should be used in the classroom to give students opportunities to be actively engaged in their learning. Students in turn will become life-long learners. Students take charge of their own learning when educators apply constructionist theory of learning in their instructional practices.
Crie, M. (October 2006). Teaching Today. In Using Blogs to Integrate Technology in the Classroom. Retrieved July 19, 2011, from Crie, M. (October 2006). Teaching Today. In Using Blogs to Integrate Technology in the Classroom. Retrieved July 19, 2011, from http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/47
Culatta, R. (2011). Innovative Learning. In Constructivist Theories of Learning. Retrieved July 19, 2011, from http://www.innovativelearning.com/educational_psychology/constructivism/index.htm.
Han, S., and Bhattacharya, K. (2001). Constructionist, Learning by Design, and Project Based Learning. In Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with
Classroom Instruction that Works. Alexandria, VA. ASCD.
Unknown. (2007). Voice thread. In Voice thread Universal, Redefining Accessibility.
Retrieved July 19, 2011, from http://voicethread.com/.
*Presentation of rubrics that have clear expectations
*Exploration of multiple strategies for tackling the assignment
*Presentation of work
*Projects that include revision and development of an idea
*Learner collaboration
*Learners engaging in "genuine," authentic real-world tasks
Project-based learning tools support constructionist-learning theory. A constructionist-based technology that can easily be implemented into the classroom is web-based blogs. Students can interact with other students. They provide opportunities for students and groups to interact with each other. They also provide scaffolding for instruction (Mollie Crie, 2006). Learners collaborate with others in the class in a blog. Blogs are motivating to students, especially for those students who might not participate in classroom discussions. Students like to blog because they know someone will be reading their work.
Students are able to post their thoughts about the assigned topic. Students should be grouped with 5 or 6 students. Students can go to www.blogger.com to set up their own blog. Each week during the computer lab, students will post their thoughts on a higher level-thinking question with Social Studies. They need to have an RSS aggravator to follow their group member’s blogs. They will need to post comments on 2 of the group member’s blogs.
A second piece of technology that is exciting and new to me was voice threads. It's a web-based communications network built specifically for K-12 students and educators. Students can provide feedback to the student who is posting their assignment by voice recording or written responses. The website I looked at for voice threads was http://voicethread.com/. Students love feedback and this is one way for instantaneous feedback. There are many implications that we can use for the classroom. I can see student’s using voice threads in Science. Students would post their assignment and others would have a chance to provide real and authentic feedback.
These instructional strategies support the constructionist learning theory. Project-based learning is important in the twenty-first century classroom. They should be used in the classroom to give students opportunities to be actively engaged in their learning. Students in turn will become life-long learners. Students take charge of their own learning when educators apply constructionist theory of learning in their instructional practices.
Crie, M. (October 2006). Teaching Today. In Using Blogs to Integrate Technology in the Classroom. Retrieved July 19, 2011, from Crie, M. (October 2006). Teaching Today. In Using Blogs to Integrate Technology in the Classroom. Retrieved July 19, 2011, from http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/47
Culatta, R. (2011). Innovative Learning. In Constructivist Theories of Learning. Retrieved July 19, 2011, from http://www.innovativelearning.com/educational_psychology/constructivism/index.htm.
Han, S., and Bhattacharya, K. (2001). Constructionist, Learning by Design, and Project Based Learning. In Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with
Classroom Instruction that Works. Alexandria, VA. ASCD.
Unknown. (2007). Voice thread. In Voice thread Universal, Redefining Accessibility.
Retrieved July 19, 2011, from http://voicethread.com/.
Tuesday, July 12, 2011
Cognitive Learning Theory and Technology
The two concepts I read about this week in Using Technology with Classroom Instruction that Works is Cues, Question, and Advance Organizers and also summarizing and Note Taking. The first strategy I read about this week was Marzano’s thoughts on Cueing and Essential Questions. (Mazanno, 2007). It is so key for our student’s to post the initial Essential Question. It should be no mystery to our student’s what they are learning. We need to explicitly tell them what they will be learning today. We need to post the main idea of the lesson, the essential question of the unit of study, and refer to it often as we are studying the skills we will be learning in our units of study. Marzanno said, “ Asking student’s to use background knowledge to answer essential questions aligns with research showing higher-order question s produce deeper learning than lower0order questions do (Marzano, Pickering, Polock, 2001 pg. 78). Students need to be able to synthesize information that is not directly stated to them. Through the use of higher-level questions, students learn the thinking skills necessary for learning.
The second strategy from Using Technology with Classroom Instruction that Works is summarizing and note taking. Graphic representation for note taking has shown to increase student achievement. (Pitler, 2007). When students take notes and use the notes they take, they are able to remember the information that is being taught. I have seen this work in the classroom. I teach my student's what is key when they are taking notes. I have the interactive Smart board and will highlight what is important and key words for them. I remind them they don't have to write everything down but key important facts. Our textbook reminds us that key words are important. The student will synthesize the information when they focus on important facts.
A new tool for me this week was concept mapping. It is a great visual for student’s to know what we are studying. We can post our essential question and refer and build upon our concept map as we are teaching our unit. I have used Virtual Field Trips while teaching Social Studies before. I have many new links to other virtual field trips that I can use. I really like history.org virtual field trip. It not only teaches the student’s about the town of Williamsburg, but it also teaches key concepts in the Revolutionary War. It gives students an understanding of why our country went to war and why they wanted their independence. It explores deeper than they didn’t like taxes. It gives them an idea of how colonists felt betrayed by their government.
How does all of this relate cognitive learning theories? Learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views (Illeris, 2004; Ormrod, 1995). When teachers set clear objectives, one’s skills and values can be changed. One can learn and grow in the environment they are in. Teachers can change the way a student learns by the right environment and by implementing technology into the classroom.
Illeris. (2001). Learning theory (education). In Wikipedia. Journal of
Transformative Education (2): 79-89. doi:10.1177/1541344603262315. Retrieved July 11, 2011, from http://en.wikipedia.org/wiki/Learning_theory_(education).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
Classroom instruction that Works. Alexandria, VA: ASCD.
Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.),
Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/.
The second strategy from Using Technology with Classroom Instruction that Works is summarizing and note taking. Graphic representation for note taking has shown to increase student achievement. (Pitler, 2007). When students take notes and use the notes they take, they are able to remember the information that is being taught. I have seen this work in the classroom. I teach my student's what is key when they are taking notes. I have the interactive Smart board and will highlight what is important and key words for them. I remind them they don't have to write everything down but key important facts. Our textbook reminds us that key words are important. The student will synthesize the information when they focus on important facts.
A new tool for me this week was concept mapping. It is a great visual for student’s to know what we are studying. We can post our essential question and refer and build upon our concept map as we are teaching our unit. I have used Virtual Field Trips while teaching Social Studies before. I have many new links to other virtual field trips that I can use. I really like history.org virtual field trip. It not only teaches the student’s about the town of Williamsburg, but it also teaches key concepts in the Revolutionary War. It gives students an understanding of why our country went to war and why they wanted their independence. It explores deeper than they didn’t like taxes. It gives them an idea of how colonists felt betrayed by their government.
How does all of this relate cognitive learning theories? Learning is commonly defined as a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views (Illeris, 2004; Ormrod, 1995). When teachers set clear objectives, one’s skills and values can be changed. One can learn and grow in the environment they are in. Teachers can change the way a student learns by the right environment and by implementing technology into the classroom.
Illeris. (2001). Learning theory (education). In Wikipedia. Journal of
Transformative Education (2): 79-89. doi:10.1177/1541344603262315. Retrieved July 11, 2011, from http://en.wikipedia.org/wiki/Learning_theory_(education).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
Classroom instruction that Works. Alexandria, VA: ASCD.
Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.),
Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/.
Thursday, July 7, 2011
Behavior Learning Theory, Homework, and Technology
Technology makes it easier for students and teachers to track the effects of effort and provide more immediate feedback. By charting student’s achievement it reinforces the relationship between effort and achievement. Students are able to know where they need to improve. According to Parkay & Hass (2000), the desired outcome needs to be rewarded for learning to take place in the classroom. When we use positive reinforcement, students will rise to the task at hand. According to Standridge, (Standridge, 2008), behaviorism is observable and measureable. All human behavior is learned and can be changed. Students can change their beliefs and misconceptions and stereotypes about themselves.
One way is to make the connection between effort and achievement by using spreadsheets. It is a rubric that gives students clear expectations. Rubrics are powerful tools that help students achieve success. I like http://rubistar.4teachers.org/ website for creating rubrics. I find that lessons are more powerful and my expectations are set when I have given created rubrics before an assignment. Students will rise to the teachers expectations. Clear expectations insures all students success.
Another way to show students that effort is tied to achievement is by showing them data. By looking at charts and rubrics students can clearly see the relationship to their effort and grades are earned. I like giving my students grades in a timely manner. When they know the areas they can improve on, they work hard. Students need clear expectations and they need to know where they are at in order to put more effort into their work.
My class this past fall did a reading test. After the test, I gave my student a graph that charted 12 areas of reading (main idea, compare contrast, author’s purpose, inferring, sequence, etc.). After looking at the chart students were given a goal sheet. Many students set a goal to improve main idea. They were specific goals. When they took the posttest I gave them the chart again and students scores improved. Students had clear goals and a chart that helped them realize where they needed to focus on.
My class this past fall did a reading test. After the test, I gave my student a graph that charted 12 areas of reading (main idea, compare contrast, author’s purpose, inferring, sequence, etc.). After looking at the chart students were given a goal sheet. Many students set a goal to improve main idea. They were specific goals. When they took the posttest I gave them the chart again and students scores improved. Students had clear goals and a chart that helped them realize where they needed to focus on.
Another way teachers can improve effort is with homework. Homework gives students a chance to practice and review concepts they have learned. It gives them good study habits. It is very important that the students work to their potential. Homework policy should be designed to hold the students accountable and to reinforce and monitor their skills. Technology can provide a wealth of resources for learning. It can provide students with time to collaborate. Word processing, spreadsheets, multimedia, and blogs can make homework practice a useful tool for student’s achievement. A recommendation that I am making for my school is to have laptops accessible for student check out. I have about 70% of my students with Internet or a home computer. There are ways in which students can use the technology that we have in order to be more successful in homework practice and technology.
I like http://www.mhschool.com/math/2009/ca/student/grade5/ to practice the math concepts and review. There is a personal tutor that will review the lesson for the day. I make sure my parents are aware of the free tool at Back to School Night. I also like http://www.eduplace.com/kids/hme/k_5/grammar/. This is a good grammar website that review 5th grade concepts. When students use web resources, it allows them to practice concepts and skills. It is differentiated for the individual students and appeal to many of our students. I will give assignments to parents during conferences for various websites to explore because the interest in the website is high and beneficial to student learning. I know when students are practicing concepts again, it will aide in their achievement and success.
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.
Parkay, F.W. & Hass, G. (2000). Curriculum planning: A contemporary approach (7th ed.). Needham Heights, MA: Allyn & Bacon.
Melissa Standridge. (2008). Behaviorism. In Review of Behaviorism. Retrieved July 6, 2011, from http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism.
Thursday, June 16, 2011
Reflection
My knowledge of technology before this course was word processing, PowerPoint, digital cameras, Smart boards, and maintaining a class website and a personal blog. I learned that the skills I have can be used in a twenty-first century classroom. The one new piece of technology that i I had never heard of before this course was a wiki. I not only learned to develop a wiki, a blog, and a podcast, but I also learned to collaborate and work with a group of people.
I have deepened my understanding in how the Internet and blogging can be implemented into my teaching. I learned that I can do things different to get better results. I have always believed that students need to be student centered. Teachers are facilitators of learning not the main center of attention. When students take charge of their learning, they own the materials. The question we started the course off with was "What is the difference between using technology to do things differently and using technology to do different things in the classroom?" According to, Dr. Christopher Dede, (Dr. Dede 2008), you need to use an innovative way to reach our students, such as virtual environments and wikis. We need to think about the side effects that change our content and way to do things. We need to co-construct our knowledge for student learning. "Unless you change how the students are being taught, the technology means nothing." (Dr. Dede, 2008). Prior to this class, I often used technology to do things differently. Now my classroom focus is on seeing the ways that I can do different things in my classroom, specifically through the use of Web 2.0 technologies.
I can continue to expand my knowledge of learning, teaching, and technology by continuing on with my Master's Program and by implementing the technology that I am learning about in my classroom. In the next two years, I want to do two things to integrate technology and 21st century skills into my classroom. First, I want to explicitly teach my students how to effectively collaborate with each other. These skills will help them collaborate and be able to do a blog or wiki together. My second goal for the next two years is to implement blogging in Science. I was approached by my district's IT person about the possibility of piloting blogging into my classroom this next school year. I am excited about having the district's support on this quest. I know that it will transform the way I teach and I know my student's will have different results. This will help my student's expand on their quest for knowledge. This is my goal also for this next school year. It will completely transform the way I teach and hopefully take my classroom on a more student-centered classroom. My plan to accomplish these goals is to obtain support from my district administrators and my school site administrator. We have 30 laptops for students checkout and only 45 minutes in computer lab. I will need their support so we can use the laptops on a frequent basis. I will work with students to teach them the proper use of laptops. I will teach students from the first day of school the importance of cooperation with everyone, not just our friends. I know by doing this that students will be able to gain the necessary skills for the twenty-first century.
Laureate Education, Inc. (2008). Evolution of Technology and Pedagogy [Motion Picture]. [Featuring Dr. Chris Dede].
Sunday, June 5, 2011
Podcast
I interviewed three students this week to discuss the use of technology at home and at school. Students overwhelmingly wished that there could me more time for the Internet at school for assignments and that there was more time for the checking out of the laptop cart. 90% of my students in my classroom have access to home computers and the Internet at home. My students are chatting on Facebook and Twitter. In fact, I have to remind students that they cannot go on Social Networking sites on school computers. About 50% of my students use a cell phone on a regular basis.
Click on the link below to listen to the podcast.
http://podcastmachine.com/podcasts/9893/episodes/47780
Click on the link below to listen to the podcast.
http://podcastmachine.com/podcasts/9893/episodes/47780
Wednesday, May 25, 2011
The Partnership for the 21st Century
P21 is an organization that promotes 21st century skills. They work to pass laws that will enable skills both locally and federally. Their mission statement says, they will "serve as a catalyst to position 21st century readiness at the center of US K12 education by building collaborative partnerships among education, business, community and government leaders."
I like their website and in particular the life skills. They said, "Good teachers have always incorporated life skills into their pedagogy. The challenge today is to incorporate these essential skills into schools." I find teaching these skills are challenging when they are not incorporated in the students home. They need to be taught because they do not come naturally to students. The skills include:
Leadership
Ethics
Accountability
Adaptability
Personal Productivity
Personal Responsibility
People Skills
Self Direction
Social Responsibility
I always strive to teach my students that they are responsible for their learning. Personal responsibility and people skills are huge skills that are reinforced in my every day practice. Students need to learn skills in order to thrive in the world. What surprised me about P21 is that they focus on core values. I thought they may focus on technology; however, if students do not have the interpersonal skills, they will not be able to thrive in the 21st century.
21st Century Skills and World Languages The article I read discussed how the 21st Century Skills demonstrates ways to fuse the three Rs and four Cs (critical thinking and problem solving, communication, collaboration, and creativity and innovation) with world languages. The map was released at a Capitol Hill Briefing by representatives from the Partnership for 21st Century Skills (P21) and the American Council on the Teaching of Foreign Languages (ACTFL). Third grade students from Mount Vernon woods Elementary in Fairfax, VA demonstrated Mandarin Chinese incorporated with their 21st century skills. The core subject showed how world languages can be used with 21st century skill and that it promotes knowledge and skills. The skills are at a deeper level than just technology. P21 is a national organization that advocates for 21st century readiness for every student. P21 and its members provide tools and resources to help the U.S. education system keep up by fusing the three Rs and four Cs (critical thinking and problem solving, communication, collaboration and creativity and innovation). The organization supports federal and local laws to support this cause. Examples of Integrating the Four Cs with World Languages. Retrieved May 25, 2011, from http://www.p21.org/index.php?option=com_content&task=view&id=993&Itemid=64. |
The Partnership for 21st Century Skills.
Viewed May 25, 2011.
Sunday, May 15, 2011
Blogging in 5th Grade
I believe that blogging can be a powerful tool that can be implement in my 5th grade classroom. The teacher can put prompts on the blog and ask students to post their comments on the blog. You could put a topic such as why did the vinegar react with baking soda? Students would post their response to the experiment. Other students can hear from their classmates and add details to their insights and posts.
We do literature circles (book clubs). In those book club groups, you can assign a topic from the week's reading assignments and have all the group members go onto the blog and post their insights of the required literature.
One problem schools might have is time. I work in a mid to lower working class neighborhood. Seventy-five percent of my school is on free or reduced lunches. Many of my students do not have a home computer. One way my school overcame this problem was to purchase 30 laptops that can be checked out for the students use. I now have the ability to not only have students have their 45 minutes in computer lab, but another chance during the week to have students work on a laptop. Teachers would have to facilitate discussions and teach students how to respond on a blog. With the use of the laptops, teachers would now have that ability to implement this. There would be more than just 45 minutes a week for students to implement the available technology.
We do literature circles (book clubs). In those book club groups, you can assign a topic from the week's reading assignments and have all the group members go onto the blog and post their insights of the required literature.
One problem schools might have is time. I work in a mid to lower working class neighborhood. Seventy-five percent of my school is on free or reduced lunches. Many of my students do not have a home computer. One way my school overcame this problem was to purchase 30 laptops that can be checked out for the students use. I now have the ability to not only have students have their 45 minutes in computer lab, but another chance during the week to have students work on a laptop. Teachers would have to facilitate discussions and teach students how to respond on a blog. With the use of the laptops, teachers would now have that ability to implement this. There would be more than just 45 minutes a week for students to implement the available technology.
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