My Game Plan - Next Steps

Proverb Quote
“He who fails to plan, plans to fail”

As this week’s Learning Resources point out, our students come from different cultural backgrounds, speak different languages, and have different ability levels, readiness levels, and learning styles. Technology can help teachers customize their instruction to help students with diverse needs access your content. As a teacher, you develop learning goals for individual students that allow them to obtain the skills and knowledge required by standards. UDL (universal design) allows the curriculum to be enhanced (Cennamo, K., Ross, J., & Ertmer, P. 2010. pg. 120).

The first goal I had was to allow my students the opportunities to create Social Studies and Science projects. Technology can enhance book projects by creating digital storyboards. I would need a laptop or iPad for each student with Internet access and writing programs such as Microsoft Word. For the iPad there is an application titled ScriptWrite. ScriptWrite is screenwriting application. Students can write an entire screenplay or a quick scene on the go, all with one easy interface. There is another application titled Lyrics Writer. This allows students to write lyrics for music. By using technology for Social Studies and Science, projects will be enhanced and students will be engaged in their learning.

The iPads are now just being inventoried and newly arrived on campus. I have been researching applications and borrowing my sons iPad to learn the technology out there. I am in the planning stages for their Solar System project and will allow students to use technology to enhance their learning. The information I still need is the range of iPad applications that are out there theat are effective in assisting students in the learning process.

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

My Game Plan

GAME PLAN
ISTE has provided standards for teachers. I have chosen two NETS goals provided on the ISTE site, to guide my game plan. The first NETS standard that I want to set for myself is to facilitate and inspire student learning and creativity (NETS 2008). When students are self-motivated, they tend to be more engaged in their learning. Creative thinkers are self-motivated and directed in solving problems and using technology (Cennamo K., 2010). When teachers allow learning environments that foster creativity, goal setting, and clear objectives, while using technology, students will learn and grow in that environment. “Students are expected to make choices based on learning goals and self-monitoring of problem-solving processes.” (Cennamo, K., Ross, J. & Ertmer, P. pg. 27).

One way I strive to reach my goal is by allowing my student opportunities to do creative projects with books, Social Studies, and Science. In Social Studies, my students have a creative project in which they have choice. They are allowed to create PowerPoint presentations, a map, or perhaps a model of the ship their Explorer traveled on their quest for the American continents, or any other creative idea that shows their learning. Students like having options and choices. I want to allow my students more opportunities to create projects and let them choose their own topics. I need to have student conferences so I can monitor my student’s progress. I am a self-reflective person and evaluate my progress on a continual basis. I will evaluate my progress by the feedback of my students and their in feedback of their projects.


The second NETS standard I want to develop is Design and Develop Digital Age Learning Experiences and Assessments. I have loved learning about blogs, wikis, podcasts, webcasts, voice threads, and screen casts at Walden. I want have already implemented podcasts into my Social Studies curriculum. I want to implement blogs into my curriculum. I am working with my district IT person in trying to collaborate and find ways to safely implement the blogs into my curriculum. I feel it is important to implement blogs because blogs are highly motivating to students, especially those who otherwise might not become participants in classrooms. Blogs provide excellent opportunities for students to read and write; effective forums for collaboration and discussion; and blogs provide powerful tools that enable instruction to be scaffolded (Elizabeth, 2010). I will continually monitor my progress by setting monthly goals for my success. I will work with district technology specialists to help me in my goal. I know that if I am accountable to others, that I will more likely be successful in my goal setting to become a better practitioner and professional. I will evaluate if I am successful by looking at my students and their successes in the learning process and their engagement in the tasks at hand.

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

Elizabeth. (March 11, 2010). I Love Ed Tech. In I blog, you blog, let’s ALL blog! – Reasons YOU should have a classroom blog!. Retrieved March 6, 2012, from http://blog.simplek12.com/social-media/i-blog-you-blog-lets-all-blog/#high_5.

(International Society for Technology in Education. (2008). The ISTE NETS and Performance Indicatorsfor Teachers (NETS•T). In ISTEnets LEADING DIGITAL-AGE EDUCATION. Retrieved March 4, 2012, from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx.

My Final Reflection

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.

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.

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/.

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/.

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. 

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 5^th 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.