Final Reflection for Bridging Learning Theory, Instruction, and Technology

My reflection on my most recent class, Bridging Learning Theory, Instruction, and Technology, begins with revisiting my personal learning theory created when this class began.  In summary, my learning theory stated that students needed their basic needs to be met, students need guidance at critical points to make that jump in their learning, and students need to be taught in multiple ways in order to recall information later.  After taking this course, I feel that I have the same theory that is now strengthened by different theories.  Below is an explanation of how my theory is strengthened by what I have learned.

Marzano, Pickering & Pollock (2001) discuss the importance of providing feedback and recognition in order to improve performance.  I believe this falls in line with my students' basic needs being met.  If a student feels acknowledged and sees the results of the effort put in, they will feel better about themselves and gain confidence.  Several different uses of technology support students who are in what Vygotsky calls the zone of proximal development.  Learning more about the benefits of blogging and other social networking gives that peer support that Vygotsky (1978) states helps support students to the next level of learning.  Finally, learning about different technologies such as VoiceThread and Prezi allow students to not only create dynamic artifacts, they also offer different ways for students to receive and process information, making future recall that much more possible. 

Some immediate adjustments I am making to my instructional practice is looking for ways to integrate any technology that will help with my lessons.  I am looking more and more for resources already created online, as well as creating my own, to use as supplemental clips during my math and science lessons.  I am also creating students who are technology experts by exposing them to technologies and allowing them to rotate the setup and creating of technologies presented in class.

I am rolling out an Edmodo site for my two classes in January.  This will allow my team teacher, our students, and myself a place to collaborate and share documents and ideas with each other, through assignments and uploaded presentations.  A second technology I am focusing on is VoiceThread.  I want to use this technology not only to supplement lessons, but also for students to create math steps and presentations for each other and themselves.  I have learned a great amount and my skills have expanded as a result of this course.  I believe that I now have more access to excellent technology tools and know how to use those tools. 

Two long-term goals I have for my instructional practice are to create a more student driven classroom though project creation using technology and to set up a student blog with another middle school for students to share their learning.  My strategy to achieve a more student driven classroom is to collaborate with my colleagues to supplement our science and math curriculum with at least one project every two months.  Our curriculum by design already has student focused strategies built in, however more project-based learning types of activities will still be beneficial.  My strategy to create and to set up a student blog with another middle school is to set up a team of students, work with them to create a blog, and reach out to other schools in our district to team up to support collaboration across schools.  The timeline for these goals is to have both in place by April 2012.

Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom instruction that works: research-based strategies for increasing student achievement. Alexandria, Va.: Association for Supervision and Curriculum Development.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Link to VoiceThread

Here is my link to VT

voicethread.com/share/2504895/

Connectivism and Social Learning In Practice

This week our class discussed social learning theory, which similar to cognitive theory, covers a good amount of ground, is supported by many technological tools, and ties together much of how learning happens in a classroom environment.

Part of the social learning theory is connectivism, which Siemens (2011) states integrates technology, social networks, and information.  When working together, students have a chance to bounce ideas off of each other, seek each others help, and work together toward a common goal.  The educator needs to be more of an excellent planner and facilitator in this environment, as most of the work and teaching during a lesson is done by students. 

Connectivism is supported by the idea that students able to collaborate and use technology to build artifacts can bring a deeper level of understanding to a concept.  Examples of technologies students can use are creating a Power Point presentation, constructing a Voice Thread, or podcasting.  When these types of artifacts are created, students are engaged, and demonstration of knowledge is easy to see. 

Social networking tools such as Facebook, Twitter, or class blogs allow students to communicate their learning, or in this case the artifacts they have made.  By including links in their messaging, students can share their creations with anyone in the immediate or global community.  This is another strong component of connectivism, the idea that humans can connect with more humans than before. 

Pitler, Hubbell, Kuhn & Malenoski (2007) define cooperative learning as a strategy that focuses on students interacting with each other in groups in ways that enhance their learning.  Students are able in well-planned cooperative learning groups to create knowledge together.  Assignments are designed in a way where students depend on each other and have opportunity to build communication and decision making skills (Pitler et al., 2007). 

The components of cooperative learning as described above show strong examples of social learning theory.  Using technology to build artifacts and learn together correlates with cooperative learning’s need for interdependence and positive interactions.  Social networking in connectivism is also evident in cooperative learning, as students build important communication skills. 

I looked online this week to see if I could find additional resources on cooperative learning, even though our class text book does a solid job of giving examples and explaining cooperative learning.  Below is a link that gives 9 class activities that support cooperative learning, some already covered in our class. 

http://edtech.kennesaw.edu/intech/cooperativelearning.htm

The link is from Kennesaw State University in Kennesaw, Georgia. 

References:

Laureate Education, Inc. (Producer). (2011). Program nine: Connectivism as a learning theory. theories [Video webcast]. Bridging learning theory, instruction and technology.Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

     Kennesaw State University. (2011).  Bagwell College of Education, Educational Technology Center.  Retrieved on 11/30/2011. http://edtech.kennesaw.edu/intech/cooperativelearning.htm

   

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

Constructivism in Practice

Dr. Orey (Laureate Education, Inc, 2011) describes constructivism as a theory of learning, stating people learn best when they build an external artifact. When a student creates a project, she or he individualizes their learning and creates something for themselves that is unique, a condition which ties cognitive learning to constructivism. Dr. Orey (Laureate Education, 2011) also talks about assimilation, in which new knowledge is fit into an existing schema, and accomodation, where an existing schema is altered to fit the new data. Accomodation happens less frequently, as it requires a larger intellectual and emotional investment to actually change part of a person's belief structure and rebuild it to gain knowledge.

Pitler, Hubbell, Kuhn & Malenoski (2007) give several examples of projects and concepts which fit into constructivism in their chapter titled Generating and Testing Hypothesis. Students are using spreadsheets to test hypothesis based on how to save money, testing hypothesis for existence of acid rain in a community, and participating in war games to teach actions taken during World War II. In all of these project examples, students are either assimilating or accomodating their schemas based on their own individual experiences. The projects make this learning almost transparent to the student, as they are engaged and excited to think through and test their hypotheses.

The concepts described by Pitler et al. (2007) which fit into the constructivist theory are experimental inquiry and decision making. Although these are part of the steps for the project completion in testing hypotheses, they need to be mentioned separately as they are the steps that will most likely alter schema in some way. During the experimental inquiry stage, students are most likely assimilating various amounts of data, as they are in the most exciting phase of their project. Their beliefs are becoming more strengthened or more challenged. In the decision making phase, students will have to assimilate and accept their hypothesis, or they may have to accomodate, change their schema to match what they have found, and reject their hypothesis.

References:

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Classroom Examples of Cognitive Learning Theory

This week in class we are learning about Cognitive Learning Theory, and learning about and using tools that support cognitive learning in the classroom.  Dr. Orey (Laureate Education, Inc., 2011) discusses several components of Cognitive Learning Theory in the Laureate Education video.  Among those discussed are Pavio's dual coding hypothesis, Information processing to short term to long term memory flow, and specific components of long term memory, such as long term memory storing declarative facts and information, procedures, and episodic memory. 

Our class textbook Using Technology with Classroom Instruction that Works gives several examples of these theories being used in the classroom.  Expository advance organizers (Pitler, Hubbell, Kuhn & Malenoski, 2007) include brochures, definitions, rubrics, and programs.  These are all examples of supporting Pavio's dual coding hypothesis, as pictures are associated with concepts and have a better chance of being retrieved in the future.

Organizing and brainstorming software (Pitler et al, 2007), such as Kidspiration, allow learners to add and organize information as it is being introduced.  This supports the idea that declarative facts are stored in long-term memory, and that long-term memory is improved by the connections made between ideas.  If data is not organized going in, retrieval will be more difficult or impossible.  Using organizing software also can give that visual picture which once again supports Pavio's dual coding hypothesis. 

Multimedia again supports Pavio's hypothesis as pictures and images are associated with concepts.  Virtual field trips takes this one step further and gives the episodic experience that helps with long-term memory.  If students are able to view important historical places online or take a live tour of a museum, that long-term memory will be strengthened and that concept will have a much more chance of being recalled at a later date. 

As a math teacher, I was interested in how I could apply cognitive learning theory to mathematics.  In reflecting on my own teaching, I realized that thinking through a problem out loud, which I do frequently with my students, supports the creation of an episodic memory for my students, especially if I am lucky enough to give my out-loud thought process the right amount of humor and able to make it interesting.  This is an important realization as I think it is important to realize some of these techniques are already being practiced in class, and now I have reason and theory behind them. 

For further ideas on how teaching math and cognitive theory can be combined, please visit this website by The Access Center, which is funded by the U.S. Department of Education. 

http://www.k8accesscenter.org/training_resources/LearningStrategies_Mathematics.asp




References:

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Behaviorist Learning Theory in the Classroom

This week's blog looks at how different instructional strategies from our text Using Technology with Classroom Instruction line up with behaviorist learning theory.  The two chapters covered this week were "Reinforcing Effort" and "Homework and Practice."

Pitler, Hubbell, Kuhn & Malenoski (2007) make a generalization that not all students realize the importance of believing in effort.  In my own 7th grade class, we were discussing just last week how important effort is, and how effort (my students used determination instead of effort) really is the main driver of being successful.  An effort rubric is presented in after the generalization is made, and it is not only an excellent tool for students to become experts at recognizing their effort level, it is also an example of behaviorist theory, as following the rubric repeatedly will lead most likely lead to success.  I believe this because as Smith (2009) states, learning is helped when objectives are clear.  If a student knows exactly what effort looks like and is able to repeat a behavior over and over based on clear expectations, positive reinforcement is taking and will take place.

Also regarding effort, Pitler et al (2007) suggest using Microsoft Excel for students to track their own performance, showing another example of a positive behavior being reinforced.  Students will naturally aim to do better, and will be able to see visually their progress.  The only other suggestion here would be for struggling students.  Varying levels of difficulty or adding in a homework graph that correlates with a quiz graph may motivate students who typically score low on quizzes, and where showing quiz grades only, for example, may only reinforce a hopeless direction for the student.

Pitler et al (2007) shows in Chapter 10 "Homework and Practice" that mastering a skill requires focused practice.  This reinforcement of a concept through homework also falls in line with behaviorist learning, as the right process to solve a problem is reinforced.  As long as homework is relevant and is reviewed, the practice will help strengthen knowledge of a topic.  I give 10 points per homework assignment in my math class, checking student homework while they work on a "Do Now" activity each morning.  I scan the homework, focusing on a particular problem or looking for quick overall comprehension.  Students only need to attempt each problem to earn credit, and correct any problems when I give the answers.  Students seem to be conditioned to attempting the problems, and now I am working on students correcting the problems when I give the answers.  Students who follow my directions have a solid homework grade and do well on their weekly quizzes and unit tests.

Since I am a math teacher, I searched for any lessons or information linking math and behaviorism.  I came across this Green Beaners website that has some interesting math lessons and information on Skinner and behaviorism.  Check it out!!

https://www.msu.edu/~purcelll/matrix.htm

You can navigate back to the Green Beaners home page and find more information.


References:

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


Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htmSmith, K. (1999). 

Reflection on Understanding the Impact of Technology on Education, Work, and Society

     I am about to complete one of several courses for my masters degree at Walden University.  In this course, I learned a great deal about how technology has affected others, how it does and can affect my students, and how it has and will shape how I teach and communicate to my students.
     The three technology skills I have developed through this course are blogging, creating and using a wiki, and creating a podcast.  Not only did I learn what these resources were, I was also able to collaborate with my fellow classmates regarding these resources and actually experience the setup and use of at least a blog and a podcast.  My overall technology skills have improved in the sense that I now have some tools under my belt and know where to find additional tools and support where I did not have those resources prior to this course.
     My knowledge of the teaching and learning process has deepened as my eyes are even more open to what my students are bringing with them to class; a wealth of technological experience.  Although I favor defining technology users as "exposed to technology" and "not exposed to technology" as opposed to a "digital native" versus a "digital immigrant," I am really beginning to see what technology can add to my classroom, in the way that my students think and the technological skills they are bringing.  Infusing technology into my teaching process is a must for my students' learning process based on these realities.
     The perspective from being a teacher-centered to a learner-centered began to change for me even before this course, but this course showed even more proof and benefits for technology as a collaboration and problem-solving medium.  Although my reality is still more of a teacher-centered classroom, I can feel momentum within myself and class building towards a more learner-centered environment.
     I feel that technology's biggest advantage in the classroom is that of differentiation.  Using wikis, blogs and podcasts as examples, all three differentiate learning through collaboration, repeated instruction and review, and accomodating all learning styles.  I need to continue to use what I have put into place in my blog and wiki beyond this class in order to continue collaboration and stay abreast of fresh ideas in technology.  I also need to keep trying different techniques and mediums in the classroom without disrupting the flow of learning.  That means I need to double my planning efforts in order to not only appropriately integrate technology, but also to make sure it is done the right way.  In doing this, I should see a rise in student achievement, as students are more exposed to the content, able to collaborate outside of the classroom, and as students are excited to use the technology, want to do better as they use the different tools.
     Two long term goals over the next two years are to increase information availability and collaboration for my students, and to acquire technology to use on a daily basis in my classroom.
     The first goal is already in progress, and I hope to have a process worked out before this school year ends.  My class web site will be set up by the beginning of November, and a class blog and podcasting will be set up by December.  My goals here are increased communication to parents through podcasting and the web site, and increased student collaboration through blogging.  Set up and maintenance of these tools will motivate students as they are rotated through the list of class jobs.
     My second goal is to acquire either an interactive white board or a class set of the ITouch or laptops, allowing me to weave in technology on a much more consistent basis with my students.  This goal will be obtained through grants and in becoming an advocate for technology in my district.  If we as a district do not have the tools presently, I will work beginning in the spring of 2012 with my district to acquire the needed tools.
     Regarding my checklist from week 1, I am currently not at a different place in my classroom compared to when I began this course.  Although I have learned much about different tools to bring technology to my classroom, I have not figured out how to bring those tools into class and what it means for my students.  With my goals mentioned above, I know my checklist will look much different even by the beginning of next year.
     This concludes my reflection for this course.  I am excited for what the next two years bring as I change my planning and teaching habits to reflect a more technologically rich environment!

Podcast: Student Interviews

This week for my masters program at Walden we had to interview 3 students about technology in their lives.  It is my first of hopefully many podcasts and here is the link.

Student Interviews

Partnership for 21st Century Skills

The Partnership for 21st Century Skills website contains information and resources about how to integrate skills needed for 21st century learning in the classroom.  This seems to be a solid start to the important task of preparing our current students for their future workplace.  I was surprised at who was involved in supporting the website, which is a mix of corporations, the U.S. Department of Education, and some state departments of education.  This shows there is awareness on many levels regarding the importance of integrating these skills for our future leaders, which is a very important step in the right direction for change.  There was nothing on the website I disagreed with, other than it was a little difficult to navigate and find information, and I hope the corporations involved have students best interests in mind and not simply a business opportunity.  As I continue to become more familiar with the website, I'm sure it will prove to be an invaluable tool in teaching me how to integrate skills into my classroom.

Blogs in the classroom

I teach 7th grade math and science, and I believe blogging in my classroom would benefit my class greatly. Blogging is a way for students to support each other with math help, to communicate homework to an absent student, or to pose questions not necessarily related to curriculum but still educational.  My blog can be a running summary of what each day's lesson entailed, complete with further examples and links to other resources for the students.  For science, news links and other links could be posted to enhance content covered in class.

Welcome!

My name is Michael, and I currently work at a charter school in Detroit.  I created this blog to keep a record of what technology I am using in my classroom, and what is working and not working.  Feel free to stop in and share resouces, or to comment on anything that grabs your interest!