Technology in the Classroom

This movie was compiled by a student of mine. The assignment: "Think about an issue that is importannt to you and digitally explain why you feel the way you do about it". I though it was worth sharing.

Online Learning

This video was created using iMovie. The focus was support for implementing online learning in k-12 education.

Reflection: 6714 Reaching and Engaging All Learners Through Technology

I have always maintained that successful implementation of technology will improve students’ engagement in the content and therefore improve their learning experience. I believe that I have grown as a teacher throughout this course because of the learning opportunities with differentiated instruction. In the past I have always expected all of my students to do the same work, take the same tests and reach the same end result; some made it, others fell short. The ones that made it were deemed the smart kids and ready for college, while the ones who did not make it were deemed the apathetic kids, or the ones who were going to work at lower paying, manual labor jobs. I now understand that it was not the students who fell short, but me. Because of this understanding, this year I have been giving my students more choices when it comes to how they learn and how they prove to me they have learned the content. This was difficult at first for both me and the students, but as the year has progressed, the students have become more aware of what level they are at academically and the path they need to take to get to where the state standards say they should be. My top students are going further than I had planned, while my bottom students are rising to the challenge and achieving more than they thought possible.

Throughout the last few months, I have helped to create a place where I could list resources, as well as put a short explanation regarding each resource presented on my social network. All of the tools I listed are ways for me to meet the requirements of UDL and DI. The three principles of UDL ask for representation, expression, and engagement within the classroom. By utilizing the various sources on my network, I can easily fulfill these criterions. Many of the resources offer multiple ways for students to learn content. Some enable voice features, graphic organizers, and other forms of manipulatives. By utilizing these sources, I can give my students choices on how they choose to have their content represented; essentially I then “tailor instruction to fit the needs of each learner" (Bray, Brown, & Green, 2004, p. 55). Also, these sources enable students to select their own activities to obtain and present their knowledge. Students can choose from various avenues that fit their learning styles and how they choose to express their learning. They are tremendous tools for meeting students where they are, and not expecting too much or too less (Laureate, 2009b). Furthermore, technology in itself is engaging to students. It requires them to illustrate higher level cognitive skills as they search for information, apply the information, and generate a project that demonstrates their learning. In this sense, technology requires students to become independent learners because it “promotes a high degree of accountability for one’s own learning, concept-based problem solving, and collaborative learning" (Smith & Throne, 2007, p. 18). All of these resources help with DI because classrooms are filled with diversity. By utilizing the resources on my social network, I can offer instruction that fits the needs of all my learners by varying the content, process, and product. Without a doubt, with technology I can personalize the learning experiences of my students.

I have already started the process of integrating technology into my classroom. To begin with, I have received funding from my school to buy licenses for my students to access specific online products. In this case, I was able to buy voicethread accounts for my students so that they can begin utilizing this tool immediately. After several meetings with the technology department, they are generating a school wiki and blog forum that teachers can access and set up accounts for their students because “Web pages/sites, blogs. podcasts. digital videos/stories, and wikis also are authentic ways for students to demonstrate and share their learning with others” (Salend, 2009, p. 52). Through these tools, I feel that I can open a whole new world for my students; plus, technology enables class to be more engaging as well as prepare students for the global workplace (Laureate, 2009a). I plan on using many of the online tools for my students to showcase their learning through varying means.

Without a doubt, I have gained valuable knowledge from fellow teachers and experts in the field of education. The resources, feedback, and expertise that I have received have enabled me to transform my classroom into a 21st century learning environment. I realize more than ever that it is not about me as a teacher, but about my students as learners. In other words, they need to drive the learning process, not me. I need to provide them with various opportunities to showcase their learning through the principles of UDL and DI with technology enhancing both these features.

References

Bray, M., Brown, A., Green, T. (2004). Technology and the diverse learner: A guide to classroom practice. Thousand Oaks, CA.: Corwin Press.

Laureate Education, Inc. (Executive Producer). (2009a). Knowing your students. Reaching and engaging all learners through technology. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009b).Introduction to Differentiated Instruction. Reaching and engaging all learners through technology. Baltimore: Author.

Salend, S. (2009). Technology-based classroom assessments. Teaching Exceptional Children, 41(6), 48–58.

Smith, G., & Throne, S. (2007). Differentiating instruction with technology in K-5 classrooms. Belmont, CA: International Society for Technology in Education. Retrieved from Education Research Complete database.

Reviewing the GAME Plan

After reviewing my GAME plan, I am excited about the progress I have made in so little time. It has proven very successful in terms of me meeting my technological goals. It has truly proven to direct my “learning process, specifically while learning about technology and how to integrate it into the curriculum” (Cennamo, Ross, & Ertmer, 2009, p. 3). Even though I have not entirely completed my plans because it requires working with my colleagues during the next school year, I have definitely achieved many of the goals needed to get to the finish line.

I have acquired the ability to not only create goals, but have a clear plan to achieve my goals. I was impressed on how the GAME plan is very clear and precise, and best of all, easy to follow. I always set goals, but sometimes they get lost in what appears to be more important. The GAME plan has accountability, and that is what makes me successful in meeting my goals. By setting goals and meeting them, I will be able to become a better teacher by evaluating myself more thoroughly (Laureate, 2009). Furthermore, I will be able to create meaningful learning experiences for my students.



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.

Laureate Education, Inc. (Executive Producer). (2009a). Program one. Promoting self-directed learning with technology. Integrating technology across the content areas. Baltimore: Author.

The Finish Line

The GAME plan process has truly opened my eyes to a new and improved method for setting goals, being accountable, and achieving those goals. The clear and precise steps are an easy method for students to follow, and best of all, even easier for a teacher to monitor. I want to incorporate the GAME plan in my classroom through varying means. To begin, I want to use it as a way for my students to grow and undertake new tasks in my classroom. For instance, I was thinking about using it at the very beginning of the year to introduce students to my classroom. I would ask them to list specific challenges they face in remembering the people, places, ideas and cultures they have studied in previous social studies classes. With these lists, I will have my students begin to create an individual GAME plan to tackle one of those challenges. Together, I can individually monitor their progress much like the blogging in this class. I will have my students go through the process and blog about their experiences; this will also allow me to leave comments as needed.

Furthermore, as students become familiar with this plan, I will give them a list of the technology standards and indicators and have them identify their needs once more. I will help develop assignments that incorporate varying technologies so that students can work towards fulfilling their GAME plans. The main goal is for my students to become self-directed. “As in any self-directed learning activity, you need to set goals for your own professional growth, take action, then monitor and evaluate your progress toward obtaining your goals” (Cennamo, Ross, & Ertmer, 2009, p. 11). All of this can easily be achieved by utilizing the GAME plan.

At the same time, I am very interested in how my colleagues plan to utilize the GAME plan in their classrooms. If any of you have ideas, I would love to hear about them. I will definitely be perusing all of your blogs to learn more.

Thanks,

Max Mills


Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use. Mason, OH: Cengage Learning.

GAME Plan Evaluation

By creating a plan and moving towards my goals, I have already started developing new lessons. I have learned that even the smallest aspect of technology enriches my lessons tenfold. At this point, I still want to maintain the same goals because I still need to work on being a leader for my faculty by staying informed of new products and implementing them in my classroom as a living example. With technology changing at such an astronomical rate, I need to continue to strive to keep up with the latest trends. I know that this is going to be an ongoing process, and so I have to make sure that it becomes a continuous goal. However, at the same time, “You should focus on how to use technology to engage 21st-century learners, rather than on the technology itself” (Cennamo, Ross, & Ertmer, 2009, p. 192).

I will continue to extend my learning by employing my newly acquired knowledge in my classroom and sharing it with my colleagues. I will also make an effort to maintain my professional development through web seminars and other conferences.

The best way to improve my learning is through practice. I cannot be afraid to try new technologies within my classroom. I cannot get into a comfort zone or be satisfied with the status quo. I have to realize what benefits arise from my learning for my students. Technology is a way for me to peer into the minds of my students (Laureate, 2009a), and I need to continue to learn for their benefit, and I am excited about the possibilities.


References

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use. Mason, OH: Cengage Learning.

Laureate Education, Inc. (Executive Producer). (2009a). Spotlight on technology part I. Social networking and online collaboration. Baltimore: Author

Evaluating My GAME Plan

Once a GAME plan gets underway and the process for meeting initial goals is in place, it is important to begin evaluating current progress. My goals were centered on modeling digital-age work and learning as well as engaging in professional growth and leadership.

Firstly, by setting specific dates for staff development as well as sending my staff a survey, I feel that I am well on my way to meeting my first goal of modeling digital-age work and learning. I want to continue this goal by receiving more feedback in regards to the needs of my colleagues as the year progresses. I will try to achieve this by having them fill out a feedback form at the end of each session. I will take their comments and opinions into consideration when I plan our next session. Also, I believe that I am meeting my goal of engaging in professional growth by registering in various workshops throughout the summer.

After taking part in this process, I have learned many new instructional strategies. By going to various conferences thus far, I have already brought numerous new teaching approaches to my classroom. For instance, my knowledge of adapting technology to my lessons has vastly improved. I not only use my SMARTBoard on a daily basis, but my students are utilizing its potential as well. Without a doubt, “The increasing use of technology—not only in teaching and learning but in careers and professions—provides numerous opportunities to support higher-order thinking and creativity” (Cennamo, Ross, & Ertmer, 2009, p. 188). By becoming more tech savvy, my students are truly reaping the benefits.

With anything, I know that there is a lot I have left to learn. Technology is always changing and transforming and I have realized that I need to have constant professional development. My fear is that I will not have as many opportunities to continue to grow in my knowledge of technology. With teaching, time is always a factor, and I am worried about not being able to allocate time for professional development as I need it. Furthermore, I live in a remote part of the country, so available resources are always a concern. I know that I can fulfill many of my needs through technology, but nothing compares to attending conferences and being able to personaly meet with presenters as well as have other face-to-face interactions.

With this in mind, I have to make sure that I register for future conferences ahead of time. I cannot wait till the last minute, and I have to make a contentious effort to rearrange my schedule as needed. Also, that means that I need to continue to bring back any new information to my colleagues so that they reap the benefits as well. My success with my GAME plan is entirely up to me; therefore, I have to continue to make a concerted effort to grow as an educator.


Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use. Mason, OH: Cengage Learning.

Monitoring My Game Plan

As I continue forward, it is imperative that I continue to monitor the progress of my personal GAME plan. Self-assessment is the key when it comes to modifying my plan. Many people will move forward toward their goals, even when insurmountable situations clearly impede further progress. Because of this, I need to continuously reassess my plan to modify and adapt it as necessary.

I have conducted many informal surveys with my colleagues to assess their technological needs, and these conversations have helped give me some clear guidance. It appears that my current action plan is on track and that I assumed correctly when I felt that many of my colleagues needed further support for integrating technology in their classrooms. It is important that all of us understand what our needs are and how we are going to fulfill those needs (Laureate, 2009).

So far, I have learned that there is a greater need for professional development in utilizing technology effectively. It appears that too many times educators are giving technology without proper guidance. Or, they receive massive training in two or three days, but receive zero follow-up. In this case, it is important that I continue my plan until the need no longer exists. I have to not only help my colleagues, but I must continue my professional development as well.

Some new questions that arise are “How will I teach teachers in varying disciplines to use technology appropriately?” I do not want teachers to use technology for meaningless reasons; you have to make sure that the technologies you use are “representative of those embedded in your content domain” (Cennamo, Ross, & Ertmer, 2009, p. 162). I also do not want other teachers to be deterred from utilizing my expertise because my discipline differs from theirs. Educators do not always realize that technology can be utilized in the same format through all content.



Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use. Mason, OH: Cengage Learning.

Laureate Education, Inc. (Executive Producer). (2009). Part 1. Promoting students needs with technology. Integrating technology across the content areas. Baltimore: Author.

Continuing the GAME plan

Once a GAME plan is put into motion, there are many other factors that need to be considered. Resources, information, and a self-check system need to be carefully examined in order for the plan to work successfuly. After reviewing my plan, there are multiple factors that need to be addressed.

To begin, the intended learning strategy that I plan to use is “providing opportunities to practice skills with various levels of support and provide ongoing, relevant feedback” (Cennamo, Ross, & Ertmer, 2009, p. 123). To complete this, I will need my colleagues from varying levels, K-12, to aid me in presenting material that fits their needs. I will need to meet with them on a regular basis before I present material to them during our regularly scheduled professional development. Through these meetings, I can receive feedback regarding my presentation and what is essential for their development. I will then need to modify my instruction accordingly, so that their needs are being met (Laureate, 2009).

To continue my GAME plan, I need to first understand what needs exist for my colleagues. In other words, I need to find out what technology skills they currently have, and what skills they want to acquire. Then I need to find out what technology is available to them, otherwise my information will prove useless. I want to make sure that the information I am providing proves beneficial.

At this point, I have cleared my plan with my superintendent so I can begin preparing myself for next year. I have also contacted some of my colleagues to gage their interest in what I have to offer.

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.

Laureate Education, Inc. (Executive Producer). (2009). Meeting students needs with technology part I. Integrating technology across the content areas. Baltimore: Author

My Game Plan

If the educational system is going to bring itself back from the dark abyss, teachers need to be proactive by setting professional development goals. It is of no secret that as of now, many students are receiving a sub-par education because many educators are ill-equipped to meet their students’ needs. “Compared with students' technology-infused lives outside of school, the traditional classroom is a somber place” (Prensky, 2008, 42). The answer is simple; educators need to take matter into their own hands. In this case, after reviewing National Education Standards for Teacher, I realize that two areas I need to approve upon are standards three and five.

To begin, standard three deals with modeling digital-age work and learning and standard five is engage in professional growth and leadership. After reviewing the descriptors of these two indicators, I feel that I can create a GAME plan that meets both standards simultaneously. Therefore, I need to first establish clear cut goals. However, I must first assess my current knowledge and skills in terms of technology (Cennamo, Ross, & Ertmer, 2009). In this case, I know that I am very tech savvy in comparison to my fellow colleagues. I utilize blogs, wikis, podcasts, cell phones, and SMART technologies on a regular basis. However, I also realize that I have not exhibited my knowledge of these skills beyond my classroom. I need to not only model these skills, but I need to be a leader and advocate their use throughout my school. I also realize that I need to learn more as well and continue my professional development by continuing to learn more about the latest technologies and their role in education.

Next, I need to take action in order to fulfill these goals. I have to truly take on the role of being a self-directed learner by taking control of my goals (Laureate, 2009). Therefore, during our monthly professional development days, I am going to model the use of a new technology for colleagues. This will enable me to teach my fellow contemporaries how I use certain tools for educational purposes, and it will also enable us to collaborate on generating new ideas to enhance future lessons.

Monitoring my goals will be based on feedback from my colleagues, students, and parents. At the end of my monthly sessions, I will ask my colleagues to complete surveys regarding what was helpful, what areas need improvement, and what technologies they need further support within their classrooms. As I take on the role of presenting, I will receive feedback from the audience.

Lastly, I will evaluate my goals throughout the entire process. During my monthly PD, I will alter my practices based on the requirements of my fellow staff members. Ultimately, it is their needs that I want to meet by modeling and discussing the various technologies. As new obstacles arise, I will alter my goals and execution as necessary to be successful.

Before education falls into complete darkness, I intend on doing my part as an educator by making a clear GAME plan and completing it successfully. My students deserve the best from me, and I realize that I am not doing enough to make other educators aware of all the wonderful technologies available. My classroom is only one of eight that my students experience, and if I am the only one bringing light into their education, then I am not fulfilling my duties as a teacher. I have been blessed with opportunities to have a 21st century classroom, and it is my turn to repay the favor by giving back to education through my knowledge.


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.

Laureate Education, Inc. (Executive Producer). (2009). Program one. Promoting self-directed learning with technology. Integrating technology across the content areas. Baltimore: Author.

Prensky, Marc. (2008). Turning on the lights. Educational Leadership, 65(6), 40-45.

Information Literacy and Online Inquiry:

I have noticed that my students most often struggle in the area of locating and managing online resources for problem solving. They most often just open up a search engine and begin to type entire sentences in the search box. When the results page comes up they click on the first link and read the first sentence of that page. If it does not have the answer they are looking for, they get frustrated and either give up or ask me for the answer.

From the knowledge and experience I gained throughout this course, when my students are required to use the internet to complete an assignment, I will make sure I plan enough time at the beginning to help them understand how to search for information, and how to read for the important points. This was one of my weakest points in regards to web literacy and so it was difficult for me to teach. I will let my students know that I used to struggle with this and that because I understand their frustration, we are going to work together. In the past, my students have responded well to this and as a result, they do not ask me for the answer, they ask me to help them discover information. According to Dr. Hartman, “Our past was rooted in book culture. The future will be rooted in online and digital media” (Laureate Education Inc., 2009).

As a professional I hope to achieve two goals related to successful integration of technology into the classroom. The first goal is to teach my students 21st century technology skills so they can be successful in life after school. The second goal is to utilize professional development time set aside in my district to help other teachers become comfortable using a variety of technology in their classroom. To help my students learn 21st century technology skills I will require them to use technology throughout my class so they can become proficient with a variety of research processes and presentation modes. To help other teachers in my district become comfortable using technology in their own classrooms, I will my free time to provide ideas about how they can use different technologies to engage their students in their content.

Our students need to be fluent with the use of the web and it is the job of teachers to help them along this path. It is also the job of technology savvy teachers and administrators to help other teachers who are not up to speed with using technology to educate students.

Resources:

Laureate Education, Inc. (2009). Supporting Information Literacy and Online Inquiry in the Classroom. Baltimore, MD.

Bridging learning theory, instruction and technology reflection

As I look back at my personal theory of learning that I created eight weeks ago for this class, I realize that my views on how my students learn have not changed much throughout my own learning. I still believe that behaviorism, constructivism and social constructivism are the three main theories I follow. Student learning is affected by rewards, punishment and reinforcement, and due to the globally connected society we live in; students are also drawn to social situations. All of these factors can be combined to create a powerful learning experience.

The greatest change I did see in my classroom over the past eight weeks is in the way I design my lessons. When I was in college I learned about the different theories of how people learn, but I did not commit the different theories to long term memory and I did not think about them when I designed lessons for my students. Now I look at the components of each learning theory, think about how my students prefer to learn, and design lessons that better meet their needs.

One aspect of my personal learning theory that I am proud of is my current level of technology integration. I still feel that I need to improve my skills with integrating technology, but the technology I currently use in my classroom is transparent in the learning process. The technology I am the most excited to show my students came from my own learning in this course. We had an assignment where we had to use the voice thread website. It is a simple interface to use, but the learning potential is amazing. Students have the opportunity to construct their own learning experience through a combination of sight and sound and then share that with their classmates or students from around the world.

Voice Thread

http://voicethread.com/share/890054/

The link above to view and listen to my voice thread regarding the use of cell phones and iPods in school. Please leave a comment and I will try to respond in a timely manner.

Connectivism and Social Learning:

Cooperative learning “…focuses on having students interact with each other in groups in ways that enhance their learning…” (Pitler, et al. 2007, p 139). When cooperative learning is combined with technology, the learning becomes more powerful. As 7th grade math teacher Karen Casselman discussed, cooperative learning gives students the opportunity to socialize, to bounce ideas off each other, and to validate answers. She goes on to say that most students expect her to be the expert in the classroom, and while that should be true, other students hold knowledge that is relevant to the situation and by teaching the material to each other, each individual students learns the content better (Laureate, 2009 A). Cooperative learning, when combined with the use of technology, goes along with the social learning theories.

The social learning theories discuss the idea that, “context and culture are critical in constructing knowledge” (Laureate, 2009 A). By allowing students to work together to create an artifact of learning, the culture of each student and the context of their prior knowledge meld together to produce powerful learning that can rarely be achieved in isolation. George Siemens said, “Knowledge resides in the patterns of how different concepts are networked and learning is the act of forming networks and navigating networks of knowledge” Laureate, 2009 B). An example of a network of knowledge was given by Dr. Michael Orey. He discussed the jigsaw form of cooperative learning.

In the jigsaw model, students are grouped together to learn about a topic. Each student is told a head of time he or she will be responsible for the learning because after a certain amount of time he or she will be required to teach that topic to another group. When the groups are reformed each student teaches his or her topic to the new group and when it is time for an assessment of learning, each student is going to “sink or swim” together based on how well each student taught their topic (Laureate, 2009 A). “Cooperative learning is not so much learning to cooperate as it is cooperating to learn” (Pitler, et al. 2007, p 143). Students do not have to like all the members of their group for this process to work. It is recommended that a variety of grouping strategies are used to ensure students have the opportunity to work with as many different people as possible. Because some students do not work well together, the idea of the base group is utilized. The base group is the one long term group that is created at the beginning of the year to allow for, “…trust, camaraderie, and teamwork…” (Pitler, et al. 2007, p 140).

I have used cooperative learning in my classroom on a regular basis and I like the results. My students know the expectations for their product and they feel comfortable using each others’ knowledge to solve problems. It is a difficult concept at first because the top students do not want to feel like they are doing the work for the bottom students but once everybody understands the concept and buys into the process, all the students benefit.

Resources:

Laureate Education, Inc. (Executive Producer). (2009 A). Bridging Learning Theory, Instruction, and Technology. Social learning theories. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009 B). Bridging Learning Theory, Instruction, and Technology. Connectivism as a learning theory. Baltimore: Author.

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

Instructional Strategies and Constructivism:

The constructivist learning theory states that each individual creates his or her own knowledge of words. Dr. Michael Orey gave the example of a parent and child walking in the park. The child sees a dog and correctly identifies the four legged, furry animal that barks as a dog. The child then sees a cat and the child identifies that as a dog as well, since it has four legs and is furry. The parent corrects the child and calls it a cat so the child learns to notice the difference between dogs and cats because one barks, one meows, and there are different sizes (Laureate, 2009). This is important in the classroom as each student brings his or her own background knowledge and learning style into the environment. The teacher’s job is to give those students the best possible opportunity to construct new knowledge and to store the important content in long term memory.

The constructionist learning theory is similar to the constructivist theory and the two are often times mentioned together, but the difference is the constructionist learning theory states that the learner must have firsthand experience with the topic by building an artifact of the learning that can be shared with others (Laureate, 2009). When I think back on my high school education, the topics and contents I remember most are the ones where I was required to do a “project”. I can remember an English class where we had to work in groups to re-write a scene from Shakespeare’s Hamlet. We then had to act out or scene either in front of the class or video tape it and show it on TV to the class. My English classes were not my favorite classes in high school but I can still vividly remember the scene my group and I chose to do thirteen years ago. I believe the reason my memories are so vivid is that because I was required to create something to show others, I knew I had to learn the content. I did not want my classmates laughing at the wrong parts of my group’s video or making fun of the lack of quality. My group spent a lot of time choosing a scene from the play, and re-writing the scene to make it applicable to our lives. The time we spent led to learning.

I mainly teach high school science classes and so generating and testing hypotheses is something my students are required to on a regular basis. Pitler, et al. (p. 203) give six tasks that teachers could use in the process of requiring students to generate and test a hypothesis. The ones I use the most are systems analysis, experimental inquiry and decision making. In my Biology class we study ecosystems and populations at the end of the school year. Part of the students’ final project is to create a fictitious organism and explain where in the world it lives. The explanation must include mating rituals, reproduction, diet, habitat, population numbers, what their organism looks like (size, color, differences in males and females), what other organisms in the ecosystem look like, how their organism interacts with other organisms in the environment, and how and why the organism is suited to live in that particular environment. The focus of this project is endangered species and so the students must also explain how their organism could be protected or saved. Throughout the process the students are using online software that simulates population numbers and how different environmental factors affect different species on Earth. This project combines learning technology with the constructionist theory of creating artifacts of learning.

Resources:Laureate Education, Inc. (Executive Producer). (2009). Bridging Learning Theory, Instruction, and Technology. Constructionist and Constructivist Learning Theories. Baltimore: Author.

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

Instructional Strategies and Cognitivism

The cognitive learning theory relates to how a learner gathers and stores information. Dr. Michael Orey explains this as information entering the brain and being put into short term memory, which can store and process roughly seven items at a time. The information in the short term memory is decoded, and either forgotten or sent to long term memory. The long term memory is explained as a network of information that has multiple connections between words and pictures (Laureate, 2009). Concept mapping, certain forms of note taking, and the use of technology in the classroom relate to the cognitive theory of learning because they aid students with transferring information from short term memory to long term memory; which is the ultimate goal of any educator.

Concept mapping, and other visual organizers, allows students to, “…focus on the essential concepts and themes that will prepare them to learn” (Pitler, et al, 2007, p 76). This is a great way for educators to help students see the connections between different parts of the same topic. An effective way to help create connections is through the process of note taking where students write words in one area, draw pictures in another and summarize the main idea in a third area (Pitler, et al, 2007, p 124). This method is effective because of the combination of images which build understanding (Laureate, 2009), written words that connect to the images and summarizing which gives the pictures and words a deeper meaning.

Technology should play a large role in the learning process as, “…teachers and students can use a variety of technology tools to create well-organized, visually appealing organizers” (Pitler, et al, 2007, p 74). Educators need to be careful in their presentation methods using technology to ensure it is as effective as possible in helping students create and strengthen connections from prior knowledge to current learning. Dr. Orey gave a hypothetical example where one teacher was talking about General Lee; on the PowerPoint presentation was a clipart picture of a baby boy. The connection the students could make was to the gender of the clipart child, but not to General Lee himself (Laureate, 2009). Once the teacher is proficient at using technology to create appealing organizers, the students will be able to learn the information easily, and retain it in long term memory because of the strong connections between words and pictures.

Resources:

Laureate Education, Inc. (Executive Producer). (2009). Cognitive Learning Theory. Baltimore: Author.

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

The Role of Behaviorism in the Classroom

The behaviorist approach to education is widely used in my building and in my classroom. Dr. Michael Orey said, “Behaviorism is operant conditioning…which is made up of reinforcement and punishment”. Each teacher has created a classroom behavior management plan which includes consequences for undesirable behaviors (Laureate, 2008). The class rules are explained to the students at the beginning of the school year or semester and the students are expected to adhere to them or suffer the punishment. But is this the only type of behaviorism that is used in the classroom? Does reinforcing a student’s effort fall into the behaviorist category; how about homework and practice?

“The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning.” Teachers must educate students about the importance of effort and require that the students measure their own effort and how it relates to achievement (Pilter, Hubbell, Kuhn, & Malenoski, 2007, p 155). Many teachers partially follow this idea by relating a failing student’s low scores to a lack of attendance or participation in class, but do not make the attempt to require the student to track effort and achievement at the same time. Many students see a lack of academic success as being a result of something somebody else has done. Common excuses include, “my mom didn’t wake me up, my alarm didn’t go off, I’m just not good at remembering anything, and I don’t do well on any test”. When teachers hear these excuses from students, they need to redirect the students’ focus toward personal effort.

“Homework and practice give students a chance to review and apply what they have learned… [because it is] an extension of the classroom… [and] provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills” (Pilter, Hubbell, Kuhn, & Malenoski, 2007, p 187). With this being said, I personally do not believe in the drill and kill method of reinforcing a concept or skill. Worksheets and quizzes have a role in the classroom, but in my classroom that role is being minimized. I teach in an 86 minute block and as a result I rarely assign homework. My students still go through the process of learning a new concept or skill and then practicing, but I have chosen to use situations relevant to my students’ lives in my methods of practice. Instead of requiring my students to memorize facts, I have them use their cell phones to relate the functions of cell organelles to objects they already know; instead of giving them quizzes regarding cell reproduction, I have them discuss how the process relates to cancer and why cancer is so difficult to treat. I agree that students need the time to practice the new skills they have learned, but worksheets are not the best possible option.

Reinforcing effort falls under the behaviorist theory because teachers desire a student’s best effort out of each assignment and when a student does well, they are rewarded and when they fail to meet expectations they are punished. Teachers need to set their students up for success by helping them to build the life skills necessary to be a productive member of society; my personal best effort in everything I do is one of those life skills.

Resources:

Laureate Education, Inc. (Executive Producer). (2008). Behaviorist Learning Theory. Baltimore: Author.

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