Bridging Learning Theory, Instruction, and Technology Reflection

            During the first week of Bridging Learning Theory, Instruction, and Technology course I presented my personal theory of learning as a combination of behaviorism, cognitivism, constructivism and aspects of the communications theory (Lever-Duffy & McDonald, 2008). As I sit here reflecting on all that was covered during the seven weeks of study, I still believe that my personal thoughts on theory of learning remind the same as it is inclusive of a variety of learning styles. Using this combination of theory of learning allow me to meet the diversity within my classroom ensuring that all learners are taken into consideration. This course has help to enhance my choice of instructional strategies along with educational technologies that will engage learners within the learning environment.

            In making immediate adjustments to my instructional practice would be in the utilization of incorporating more technology in my classroom. Two technologies that I will begin to use in my classroom is weblog and voicethread. I believe the use of these technologies will help to enhance my students’ learning by helping students to improve in their ability to express themselves and to improve their discussion ability. Improvement in these areas will also help to improve students’ self-confidence thus improving their learning and achievement within the classroom. The use of concept map is something I also want to utilize more of in my classroom to help students to build off their prior knowledge and motivate them to gain control over their learning.

            To ensure my professional growth I have set two long-term goals to change and enhance my instructional practice regarding technology integration in my classroom. One such goal that I have set is to incorporate more technology into my lessons. I have already begun applying strategies to achieve this goal. Since learning about web 2.0 technologies from my Walden course, I have begun to implement blogging and podcasting in my classroom and will soon implement the use of voicethread and concept map among others. Another goal that I have set is to ensure that I am using the available technologies more as a learning tool than an instructional tool in my classroom. Dr. Orey stated that what the teacher does with the technology to impart or present instruction to the students are instructional usage, while allowing students to have access to technology to be actively engaged in their learning is using the technology as a learning tool (Laureate, 2011). Armed with this information, I will begin to strive to create a learning environment that put the technology in the hands of the learners, making them active learners in my classroom.

           

References

Lever-Duffy, J. & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Laureate Education, Inc. (2011). Technology: instructional tool vs. learning tool. [Video Webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1374104_1%26url%3D

CONNECTIVISM AND SOCIAL LEARNING IN PRACTICE

           Cooperative learning is one form of social learning that is being used in the teaching environment in the 21-st century. Teaching students to learn via social media will help prepare them for the fast-paced virtual workplace they will be required to function in (Pitler, Hubbell, Kuhn & Malenoski, 2007). Humans are social beings and as a result I believe that students strive better when they are required to work together to create an artifact or make connections with their prior knowledge. Working together in this way is part of the social learning theory discuss in this week’s video resource Social Learning Theories (Laureate, 2011).

            The use of technology in social learning can allow educators to provide a safe environment for students to learn the skills required for the 21-st century work environment. Outside of the classroom, most students are already using social media to create communities from which learning take place with other students as well as experts in their field. Pitler, Hubbell, Kuhn & Malenoski (2007) stated that the use of technology along with cooperative learning tools – multimedia, web resources, and communication software) provide our students with anytime, anywhere service which facilitate lifelong learning (Pitler, et al, 2007).

            This week I created my first VoiceThread. I focus on an issue teachers at my educational institution face on a daily basis and that is getting students to do and turn in homework. Here is the link to my voicethread page http://voicethread.com/share/3487221/.

References

Laureate Education, Inc. (2011). Social learning theories. [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1374104_1%26url%3D.

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

Constructivism in Practice

With the emphasis on creating a student-centered learning environment in today’s classroom, the use of constructivist/constructionist learning theories have a pivotal role in achieving this goal. In an effort to provide students with real-world experiences and to solve realistic dilemmas educators provide learners with problem-based learning (Glazer, 2001) and an opportunity to actively engage them in creating or designing artifacts (Han & Bhattacharya, 2001; Laureate, 2011) to enhance their learning.

            With the available educational technologies, providing students with these learning experiences is increased making the learning experience richer and more meaningful to students. In this week’s learning resources we explored the teaching strategy Generating and Testing Hypothesis. Pitler, Hubbell, Kuhn & Malenoski (2007) states that this teaching strategy can be used in all content areas and not just applicable for science.

            The use of generating and testing hypotheses correlates with the principles of constructivist/constructionist learning theories as they “engage students in complex mental processes, applying content knowledge and enhance understanding of the content” (Pitler, Hubbell, Kuhn & Malenoski, 2007). In the course text, Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn & Malenoski (2007) suggested that these educational technologies can enhance the practice of generating and testing hypotheses – spreadsheet software as an interactive tool, data collection tools which acts as a cycle of inquiry, and finally web resources (gaming software/simulation) which provide simulated scenarios and interactive experiences that allow students to be engaged in project-based, problem-based, or inquiry-based learning in the classroom.

            These educational technologies definitely correlate with the instructional strategy – generating and testing hypotheses – and the constructivist/constructionist learning theories.

References

Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved September 26, 2012, from http://projects.coe.uga.edu/epltt/

Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved September 26, 2012, from http://projects.coe.uga.edu/epltt/

Laureate Education, Inc. (2011).  Constructionist and constructivist learning theories. [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1374104_1%26url%3D

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

Cognitivism in Practice

Cognitive theories of learning deal with how the mind process information, that is, how we think and gain knowledge and allow us to interact with information in order to acquire and share new knowledge (Robertson, Elliot & Robinson, 2007). Using cognitive theories of learning in the planning of lessons will assist teachers to be more effective in their delivery of content matter as well as increase students’ engagement and their ability to recall and apply information.

            This week, two instructional strategies were explored – cues, questions, and advance organizers and summarizing and note taking.  In today’s classroom teachers consistently ask questions to clarify students’ understanding and the use of cues to help them recall information within the classroom. Pitler, Hubbell, Kuhn, & Malenoski (2007) state that “cues are explicit reminders or hints about what students are about to experience. Questions perform the same function as cues by triggering students’ memories and helping them to access prior knowledge. Advance organizers help students focus their learning”.

            In using the cues, questions, and advance organizers strategy several technology tools – word processing applications, spreadsheet application, organizing and brainstorming software, and multimedia application – are available to the teacher.  The use of word processing applications allow the teacher to use expository, narrative, and graphic advance organizers or a combination to allow students to organize their thoughts and get them thinking about what they know about a given topic. This embodies the cognitive theory as students are actively engage in the lesson and not merely sponges soaking in the information directly from the teacher. The use of spreadsheet allows students to apply their critical thinking skills. Other technology tools such as brainstorming software allow students to draw from experience/memory. The use of essential questions also causes students to analyze and critique something using the knowledge gain which ties in with information processing (IP) which is part of the cognitive processing theory (Orey, 2001). Dr. Orey stated that when students are able to make connections with what they are learning they are more likely to be able to recall the information (Laureate, 2011). To establish this connection, teachers need to provide opportunities to activate students’ background knowledge where connection can be made and the use of educational technologies provide visual aids and multimedia resources that appeal to the various learning styles in the classroom.

            Looking at the teaching strategy of summarizing and note taking assist students to “synthesize information and distill it into a concise new form” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). With this strategy, the teacher is helping the student to not only process information but sieve, thus keeping the important data from unimportant information. This tie in with Dr. Orey’s discussion where he mentioned that our short term memory can only process 7 (+/- 2) pieces of information, therefore it is essentially that our students learn how to sieve information to be able to retain the essential. Web 2.0 tools such as wikis and blog can be used as reciprocal teaching tools which allow for collaboration and in-depth conversation that extend beyond the classroom.
           

References

Laureate Education, Inc. (2011).  Cognitive learning theories. [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1374104_1%26url%3D

Orey, M. (2001). Information Processing. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved September 18, 2012 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.

Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging     perspectives on learning, teaching, and technology. Retrieved September 19, 2012 from http://projects.coe.uga.edu/epltt/

Behaviorism in Practice

For week two (2) of my Walden University course ‘Bridging Learning Theory, Instruction and Technology’, the behaviorist learning theory was the focus. Learning theories has been around in education for a long time and seek to provide a pedagogical foundation for teachers to understand how students learn. Behaviorism is concerned with observable human behavior (learned habits) as a result from stimulus-response. “According to behaviorists, the learner acquires behaviors, skills, and knowledge in response to the rewards, punishment, or withheld responses associated with them” (Lever-Duffy & McDonald, 2008). Thus, behaviors that are undesirable can be replaced by new desirable behaviors. In the week’s learning resources, Dr. Orey stated operant conditioning is the practice of behaviorism in the classroom and operates on two (2) premises – reinforcement of desirable behaviors and the punishment of undesirable behaviors. Of these two mechanisms, reinforcement is the most powerful, especially in classroom management (Laureate, 2011).

            Along with looking at the behaviorist learning theory, this week’s learning resources also looked at instructional strategies – reinforcing effort and homework and practice – that embed technology. Pitler, Hubbell, Kuhn & Malenoski (2007) in their book Using Technology with Classroom Instruction that Works stated that effort is needed for students to attain success as it is within the individual’s control. The instructional strategy of reinforcing effort embodies the behaviorist learning theory as it helps students to understand the relationship between effort and achievement. With this strategy students are taught the importance of effort and how to track the effects of their effort. The use of educational technology such as the spreadsheet software and data collection tools can help support the teacher’s reinforcing effort in the classroom. This teaching strategy work in a similar framework as the behaviorist theory, undesirable behavior is being replaced by desirable behavior in order to assist students to achieve success. Teaching students the importance of effort and how to track their effort is the reinforcing behavior that students must adopt and it is reinforce until the students get it. The use of the spreadsheet software not only engages students in the process but also let students see the relationship between their effort and achievement over a given period. I must say this is not a panacea for students’ lack of effort in the classroom, but with “consistent and systematic exposure” (Pitler, Hubbell, Kuhn & Malenoski, 2007) an impact would be made.

Pitler et al (2007) stated that the use of data collection (as well as online surveys) can be used to show students the relationship between effort and achievement, especially when students can associate themselves with another group. Knowing and seeing that others have gone through the process and overcame the challenges they would be motivated to put out the effort. This is in line with the behaviorist theory, students’ effort is reinforced and they begin to take more responsibility for their own success – a new behavior is learnt.

            After concept has been taught to students, they need to practice and apply their learning for it to become permanent and available when needed. Teachers accomplish this task with the use of Homework and Practice. Pitler et al (2007) stated that homework and practice allow students to review, deepen understanding, gain proficiency and apply what they have learned. As educators we are aware of the pitfall assigning homework can entail and as such Pitler et al (2007) suggested that teachers should:

·         “establish and communicate a homework policy

·         design homework assignments that clearly articulate purpose and outcome

·         vary approaches to providing feedback.

Like the behaviorist theory of reinforcing desirable behavior, assigning homework allow student to practice concept/skill until proficiency is reach. It is essential that teacher provide feedback to students as quickly as possible in order to avoid erroneous practices. In using this strategy there are several educational technology available to help teachers extend learning outside of the classroom which will make it easy for students to work individually and collaborative on assignments.  These educational technologies include Word Processing, Spreadsheet, Multimedia, Web Resources, and Communication Software.

The use of some educational technology has created a strong link with the behaviorist learning theory which has not only help teachers with classroom management but help students to repeat aspects of learning (behavior) until proficiency is attain. As such one can conclude that the behaviorist learning theory still has its place in the 21-st century classroom.

References

Laureate Education, Inc. (2011).  Behaviorist learning theory. [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1374104_1%26url%3D

Lever-Duffy, J. & McDonald, J. (2008). Theoretical foundations. (Laureate Education, Inc., custom ed.). Boston MA: Pearson Education, Inc.

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

           

Walden University Course Four Reflection

            The excitement of the Olympics can be felt all over the world and like those athletes who have trained hard and are proud to represent their country at the London 2012 games, I am also proud to have made it this far in my Walden University course – the end of my fourth course. I just did my celebratory lap and am getting ready for the next course to start.

            Looking back over this course, I must say that I have acquired skills that will help me to grow in my technological abilities as well as prepare me to better integrate technology in my classroom, with a view to enhance students’ learning. Understanding the Impact of Technology on Education, Work and Society, my technology skills have greatly improved. I am now comfortable and able to use web 2.0 technologies which will aid me in preparing engaging lessons and activities for the digital natives (Prensky, 2001) in my classroom. As an educator, I have had the opportunity to use technology such as computers, Internet and the Smart board in my classroom, however, not all on a consistent basis. Nonetheless, this course has empowered me to move beyond my comfort zone to try and implement podcast, wiki and weblog in the upcoming school year.

            As educators, it is our job to prepare students to take their place in the work environment and society and knowing and understanding how digital natives use technology outside of school will better assist me in delivering engaging lessons especially with the use of web 2.0 technologies. Prensky (2008) stated that students today grow up in the light and are connected to the world in real time. Therefore, these students should not be seen as “intellectually empty” (Prensky, 2008) but need to be guided and their knowledge strengthened in the learning environment. These digital natives are quite comfortable and experienced in the use of digital media resulting in a new learning style referred to as “media learning” (Laureate, 2010). As a result, I must equip myself to be able to engage these students in my classroom. Learning and experiencing web 2.0 technologies is the initial step in this direction.

            Knowing the 21st century skills, critical thinking and problem-solving, communication, collaboration, and creativity and innovation (www.p21.org), that are needed for the work environment and implementing them in the classroom will greatly help the teaching and learning process to facilitate student success in my classroom. Despite the lack of needed technology in most schools, collaborating with other professionals not only in one’s school district but globally, will give rise to best practices as well as creative ways teachers can utilize what they have available to deliver engaging lessons to our digital natives.

            From reading Marc Prensky’s article, ‘Turning on the Lights’, it is evident that students are entering schools plugged in. With this in mind, I must find engaging ways to build on my students’ knowledge instead of allowing them to power down when they get to school (Prensky, 2008). These digital natives benefit and are more engaged through gameplay within the classroom. I have experienced the success and engagement the use of game based technology brings to my business studies class. Students are not only engaged in the activity but challenge themselves and each other to reach the highest level each time they play. It is heartwarming to see this level of engagement and interaction among the students in my class. With this experience and reading of expert findings on the benefits of learner-centered methods of lesson delivery, I am more inclined to change my old method of teacher-centered approach to teaching. According to Trilling (2005) I must move from the one size fit all and utilize technology to differentiate and personalize instructions for my students.

            In an effort to continue to expand my knowledge of teaching and learning, I will begin to utilize more technology in my lessons to inspire and engage my students in order to increase student achievement. I will also actively continue to educate myself, conduct research and experiment with various technologies to enhance my delivery of lessons. I also believe that belonging to a professional group to share ideas and best practices will greatly assist with the success of my students’ academic achievement. Sharing my technological expertise with my coworkers will not only enhance my skills but will help to benefit those learners in their classroom and help the school to prepare 21st century learners.

            One long term goal for transforming my classroom environment over the next two years is the increased use of technology such as web 2.0 technologies and other useful websites that can aid in students’ learning. To accomplish this goal, I will begin to introduce web 2.0 technologies in my lessons beginning this school year. As a new user, I know it will be challenging but with constant practice and the aid of my digital natives I will overcome the challenges. Whenever my research leads me to educational websites, I will liaise with the school’s computer administrator in an effort to get access to these sites via the school’s server. The second long term goal I will set for myself is to endeavor to become a facilitator of learning. I am so accustomed to lecturing to my students and have difficulty implementing the learner-centered approach. So over the course of the next two years, I will work to make my classroom learner-centered. To help me achieve this, I will continue to research and practice using this approach in my classroom until I am comfortable and it becomes a habit.

            Looking back at my week one (1) checklist, I had checked ‘sometimes’ for all options under the heading of “Practices to support 21st century skills”. For the area of “Developing technology skills for the school and workplace environments” my responses were sometimes and rarely. Now that I have completed this course, Understanding the Impact of Technology on Education, Work and Society, these responses will indeed change as I strive to incorporate 21st century skills as well as technology in my classroom.

            The knowledge obtained from this course has empowered and enabled me to bring my classroom and teaching in line with 21st century skills. I will continue to educate myself and adapt my teaching to meet the needs of my students.

References

Laureate Education, Inc. (2010). Millennial learning styles. [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1342456_1%26url%3D

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

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).

Trilling, B. (2005). Towards learning societies and the global challenges for learning with ICT. TechForum. Retrieved from http://www.techlearning.com/
techlearning /pdf/events/techforum/ny05/ Toward_Learning_Societies.pdf

 

Views of Three (3) Digital Natives

One requirement for my Walden University course – Understanding the Impact of Technology on Education, Work, and Society – is to create a podcast profiling the students of today. Podcasting is a new technology that I am participating in and plan to use in my classroom for the upcoming school year.

According to Prensky (2001), digital natives are children born in the technological age. “These students are native speakers of the digital language of computers, video games and the Internet” (Prensky, 2001). Persons who acquire the digital language are referred to as digital immigrants. For this pod cast, I interviewed three (3) students from the high school to obtain their views on the use of technology in and out of school.

At the end of the survey with these students I realized that more need to be done in the school to better equip and train students for the 21st century.

Click here to listen to podcast: http://podcastmachine.com/podcasts/13920/episodes/71954

References

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).

Prensky, M. (2001). Digital natives, digital immigrants. Part II: Do they really think differently? On the Horizon, 9(6)

Review of Partnership for 21st-century skills website

As technology continues to drive the work environment, more emphasis is being place on incorporating 21st-century skills in the classrooms to adequately prepare students for the jobs of the future. However, a closer look at our classrooms today reveal that there is a wide disconnect between the technology available in the classroom and what students are expected to use in the workplace. To try to bridge this gap one organization came into existence – the Partnership for 21st Century Skills.  This week I visited and spent some time exploring this website and provide the following review.

Partnership for 21st-Century Skills or P21 is a public-private organization that consists of leaders in the education and business sectors who came together in 2002 to create a model of learning for the millennium and help schools address the educational needs of the 21st century (Partnership for 21st Century Skills, (n. d.)). The website is very user friendly and is without distracting advertisements. The site has a wealth of resources and information to assist educators to embark on implementing not only the 3Rs but the 4Cs – (Critical thinking and problem-solving, Communication, Collaboration, and Creativity and Innovation) in the classrooms.

Educators can find a great wealth of resources on the site as well as interesting articles on the P21 blog page. Each month two (2) prominent educators respond to questions about 21st century skills, policy and best practices. The site also provides resources for parents and the communities. Not only does the site provide these resources and information, they also provide speakers for speaking engagements, workshops, and seminars which are helpful for those educators who wish to infuse 21st century skills in their schools/classrooms.

With the wealth of information available on the P21 website, I will be better able to incorporate the 4Cs as well as more project based activities in planning my lessons and integrates knowledge and skills which would help to prepare my students to function in the 21st century workplace. I will be a better advocate for the implementation of 21st century skills in my school as well as become influential in getting my coworkers and administrators on board.

It is a great challenge for schools to embrace 21st century skills in face of economic challenges, however, the need for these skills in the workplace will continue to increase due to the “acceleration of technology, rapidly accumulating knowledge, and increase global competition” (Partnership for 21st Century Skills, (n. d.)).  I have no doubt in recommending the Partnership for 21st Century Skills website to educators, administrators, parents, and community leaders seeking knowledge and understanding on the 21st century skills for the work environment.

References

The Partnership for 21st Century Skills. (n. d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.p21.org/images/stories/otherdocs/p21up_Report.pdf

The Partnership for 21st Century Skills. (2011). The partnership for 21^st century skills. [Website]. Retrieved from http://www.p21.org/.

Introduction of Blogs to my classroom

The use of weblog in my year 11 business studies class will be a new experience for not just my students but for me as well. The main aim for the use of weblog in my classroom is to enhance and deepen students learning as well as provide students with an outlet where they will be able to participate in class discussions without feeling intimidated – some students are shy to voice their thoughts in class and as most students are used to texting, this will be a comfortable medium for them to use. I also hope that the use of the blog would serve to build a community where students will collaborate to increase their learning.

To begin the introduction of the use of blog I will allow students to visit and read blogs from a selected list for them to have a model to follow. Next I will post a unit topic and objectives, in doing so students will be able to keep abreast with the areas of study to be undertaken and may wish to do reading ahead of the class. Students will also be asked to introduce themselves by posting to the class blog as well as responding to their classmates’ postings. This will give students training in accessing, posting, and responding to post independently. This will be done in one of the four (4) lessons allotted for the course. In using a lesson to facilitate my students to use weblog will assist those students without a computer or internet access at home.

Once I deemed that students are comfortable in navigating the class blog they will be provided with a rubric outlining the class expectations. At this point content related questions will be posted and students will be required analyze the questions and then post a response to the original questions. Along with content questions business related current events will also be used to get students to apply their business knowledge in real life situations. Along with posting responses to the original post students will be required to reply to three (3) of their classmates postings. According to Richardson (2010) when students realize that their work no longer ends at the classroom door but is assessable to the world at large they will be motivated to learn.

Reference

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin.

Blogging Newbie

Hello Global Community,

I am a high school teacher, a newbie into the world of blogging. I am willing to learn and put into practice lessons learnt from my Walden University program. Hence, Tech Talk! I look forward to gain insight on how to effectively incorporate web 2.0 in my classroom and increase my ‘tech bag’ from which I can pull from to enrich my lessons.

I do welcome help and suggestions of best practices on incorporating technology in my classroom.