Developing A GAME Plan

Honestly, I am not very familiar with the National Education Standards for Teacher (NETS-T). I only review them, when required by my classes. I get very discouraged when viewing them, because I know that they are not implemented in my classroom or our school. It seems that we are starting to take the steps towards using updated technology, but are still very far behind using; overhead projectors, chalk boards, and dated computers that are often not working.

After viewing the NETS-T, there are two indicators that I would like to share my GAME plan for strengthening:
- Design and Develop Digital-Age Learning Experiences and Assessments
Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

- Engage in Professional Growth and Leadership
Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.

I believe that I began my teaching career able to customize and personalize learning activities using digital tools. However, I fear that I am no longer proficient in this area. Technology and the digital tools used in classrooms have changed significantly. I will have to observe how teachers, at other surrounding schools, use technology in their classrooms to achieve my goal of becoming proficient once more. I also believe that this course and other Walden courses are helping me to learn how to incorporate digital tools. Once technology is finally updated and infused at our school, I can start practicing this indicator and become proficient. Until then, I will continue to learn the new ways to customize and personalize using digital tools!

I can’t begin to explain the “want” that I have for technology at our school. However, I lack leadership, participation and ideas for infusion. I blame it on being a new teacher and just trying to survive my first few years. I, now, understand that if I want change I am going to have to become proficient in this NETS-T indicator. I think that this school year is a great time to start! I will participate in our technology team, share my vision of technology infusion with our administration and help develop technology skills of other teachers. I understand that this won’t immediately change our situation but will hopefully push our school closer to the 21st century.

Reflection: Final Blog Posting

I have had several courses over the years that discuss Learning Theories. Each time I take a course and have to evaluate or think about my personal theory of learning, it changes. This course was no different. However, I think this change will reflect the rest of my teaching career more accurately. I began this course aligning myself with the Constructivist perspective. I am continually encouraging my students to discover knowledge and continually build. However, I have ended this course realizing that I cannot commit myself to one particular theory or model. My learning theory is to choose some parts of each theory.

I wish I could make immediate adjustments to my instructional practice regarding technology. I have learned about many new technology tools that I would like to use with my students. Virtual field trips, concept mapping and communication software are just a few tools I would like to begin incorporating into my classroom. This course has given me wonderful ideas, which I hope to use in the future. Unfortunately, the technology is not available for me to make changes. It also seems that it is not in our near future to have smart boards or computers in our classrooms. I am hopeful that I will be teaching a 21st century classroom one day!

Voice Thread

http://voicethread.com/share/1043725/

Enjoy!

Connectivism and Social Learning in Practice

Cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Technology can play a big role in cooperative learning. It gives students the ability to form groups and allows them to communicate at anytime from anywhere. My classes at Walden are a prime example of cooperative learning! Multimedia, Web resources and communication software can all facilitate cooperative learning. Communication software; blogs, wikis, instant messaging and Skype, is more appropriate for first grade students.

The collaboration tools that I have explored and cooperative learning are very similar. They both correlate with the principles of social learning theories. Social learning theory focuses on students actively engaged in constructing artifacts and conversing with others (Orey, 2009). Students can use collaboration tools/connectivism in Social learning. Connectivism will help students to be actively engaged and converse with others. As Siemens (2009) states, “networks are rich, there has been a significant explosion on how we connect with other people”. Our students have so many different types of technology that they can use to connect with other students for social learning or networking. It makes learning possible all of the time!

Laureate Education, Inc. (Executive Producer). (2009).

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

Constructivism in Practice

When students generate and test hypotheses, they are engaging in complex mental process, applying content knowledge like faces and vocabulary, and enhancing their overall understanding of the content (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This correlates very well with the principles of constructivist/constructionist. A theory of learning that states people learn best when they build an external artifact or something they can share with others. They require students to be active and engaged.

Spreadsheet Software, Data Collection Tools and Web Resources are all types of technology that can play a role in generating and testing hypotheses. Hubbell, Kuhn, & Malenoski (2007) state, “when teachers vary the processes in their classrooms, they are following the classroom recommendation that their students be engaged in different types of hypothesis generation. These tools are a type of constructionism as the students use these tools to create artifacts in order to resolve disequilibration (Orey, 2009).

Spreadsheets and Data collection tools are types of technology that are to advance for my first grade students. However, they can use web resources with teacher assistance. Simulation software also can provide incredibly engaging learning environments, resulting in increased motivation and retention in learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

In conclusion, I think that generating and testing hypotheses with technology is to advanced for my students. Constructionism is present in my classroom, but not in this way. Projects, websites, drawings, group work is my way of getting my students engaged!

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

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

Cognitivism in Practice

Cognitivists focus on learning as a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored and is finally used (Lever-Duffy, McDonald, 2008). As a teacher, it is my responsibility to enter that information through the senses so that it reaches the long term memory and can be recalled at a later time. Although, I understand that some information will be memorized for the test and put into short term memory. My goal is to help students store the information in their long term memory, so it isn’t forgotten later in life.

One way that I can do this is by using cues, questions and advance organizers. According to Pitler, Hubbell, Kuhn, & Malenoski (2007), these instructional strategies focus on enhancing students’ ability to retrieve, use, and organize information on one topic. I often use cues and questions during my reading recovery lessons to help my students retrieve information. “ get your mouth ready”, “ what could you try”, “ does that make sense” are all cues/questions that are used in my lessons. Advance Organizers can be used with some of my upper grade level groups. Advance Organizers are structures that teachers provide to students before a learning activity (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Our first grade classrooms were learning about penguins this winter. An Advance Organizer, such as Inspiration, before learning about them would have helped the students make sense of the content.

Another way to achieve my goal is by summarizing and note taking. This instructional strategy focuses on enhancing students’ abilities to synthesize information and distill it into a concise new form. Note taking is not necessary and seems difficult for first grade students. However, I have asked my students to take “first grade” notes in the past. However, their notes consist of three words – or sentences towards the end of the year. Using Inspiration would encourage the students to take more or better notes. My students always enjoy any chance they have at using technology.

The instructional strategies, using technology, which I learned about this week, will definitely correlate with the principles of cognitive learning theory. As Ore (2009) states, “Images are very powerful tools to use in the classroom”.

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

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.

Behaviorism in Practice

Technology makes it easier for students and teacher to track the effects and facilitates more immediate feedback (Hubble, Kuhn, Malenoski, & Pitler, 2007). I create my own spreadsheets for my Reading Recovery students. They are called progress monitoring forms. This is a way for me and my principal to track our struggling (tier 3) students. These spreadsheets can be based on reading levels or fluency levels for the first grade. However, the students are not allowed to see them (unfortunately). Our school prefers to keep students’ reading levels a “secret” from parents and students. I do not completely agree with this and it is not behaviorism. According to Leffer-Duffy & McDonald (2008), “those who see learning from a behaviorist perspective, view all behavior as a response to external stimuli”. The external stimuli in this situation would be the progress monitoring forms or the effort/achievement sheets. This would give students’ the opportunity to see their progress and create goals with me.

My students take home a reading bag each night, as homework. They are to read a familiar book to their parents and the parents sign a sheet. Having students practice a skill or concept enhances their ability to reach the expected level of proficiency (Hubble, Kuhn, Malenoski, & Pitler, 2007). I send home familiar books because I know that the students know how to read the books well. My goal is to have students read these books to their parents and gain confidence. The positive comments they receive from their parents and the rewards they receive for completing their homework are both types of behaviorism. I know that technology would help to better facilitate homework and practice (Drill and Practice). However, only 15% of my students have a computer in their home.

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.