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.

Understanding the impact of Technology on Education, Work, and Society

I am finishing my last week in the course: Understanding the impact of Technology on Education, Work, and Society. This course, alone, has been a wonderful reason to pursue my Master's degree. I have learned a tremendous amount about technology and how to use it in the classroom. It has truly opened my eyes to a whole new way of teaching.

I have been a "blogger" for a little over a year. I use my personal blog to share photos and stories about my family. However, this professional blog gives me a space to share with fellow professionals. It gives me the ability to share with teachers all over the world! How Wonderful!!! Something new that I have recently learned is how to create a wiki. Before this course, I had never heard of wikis. I just finished creating one for our Elementary School. We are going to use it as collaboration space. A place to share research based materials to use during our RTI time. I am still learning about podcasting. I really do enjoy the process, but I am still learning the mechanics of how to do it.

This course has given me a great foundation and starting point. I still have a lot to learn about integrating technology into the classroom. I will use the information that I have been given and expand my knowledge. I have set two long-term goals for transforming my classroom environment into a place where technology is integrated seamlessly to meet instructional goals. I will begin these goals next year, when I move back to a regular classroom. Creating these goals was difficult for me, because I teach younger students. However, I want to integrate these because technology really allows the students to break down the classroom walls (Krucli, 2008). My first and most exciting goal is to use podcasting in my room on a regular basis. I want my students to podcast their plays, handwriting, artwork, ect... I hope my students will be able to do this with me facilitating them. Again, I want it to become a "normal" part of our classroom routine. My second goal is to integrate Distance Learning. This is a program that I was taught and certified to use in my undergrad studies. Unfortunately, I have never had the opportunity to use it. It allows students to take field trips to the zoo, other countries, classrooms around the world, ect... without leaving their desks. It is an exciting way for technology to help students make more connections.

Technology is going to allow me to bring something that I enjoy, into the classroom. All of my students have different learning styles and technology is another way to help facilitate these styles. I am very excited to start this transition!

Thornburg, D. & Davidson, H. (2008). Bringing Fun into Teaching with Technology. [streamed video].

Profiling the Students of Today

Hi everyone, I posted a new episode to my podcast, Megan Harrells Podcast.

Please click the link below to view it.

http://smharrell17.podomatic.com/entry/2009-12-17T19_51_26-08_00

See you there!

- Megan

Partnership for 21st Century Skills

The Partnership for 21st Century Skills has emerged as the leading advocacy organization focused on infusing 21st century skills into education (Partnership for 21st century skills, 2004). Their website http://www.21stcenturyskills.org/ is full of great information explaining 21st century skills and technology in the classroom. Again, they have a great amount of information that is well organized (even graphs). However, I felt their website to be very boring and unappealing! I felt “forced” to read it, although I wanted the information.

I was surprised by the low number of states participating in the PL2 Leadership State program. According to the website (Partnership for 21st century skills, 2004), “the programs prepare students with the 21st century skills they need to be successful in school, work and life.” Why hasn’t every state signed up yet? I wasn’t surprised that Indiana isn’t participating. We seem to be the last state to do anything helping education!

I did not agree with the list of Core Subjects and 21st Century Themes. The website (Partnership for 21st century skills, 2004) states, “ Mastery of Core subjects and 21st century themes is essential in the 21st century”. I don’t think that World Languages or Arts are essential in the 21st century. Even though I was involved in arts (band/music) in High School and College, I don’t think that was essential for my teaching degree.

I do feel that our school is doing a wonderful job at teaching the Core Subjects & 21st Century Themes. We also teach Learning and Innovation skills, even at the elementary level. Our High School teaches Life and Career Skills. I can’t say how well, because I’m not in the building. However, the whole corporation is failing to teach Information, Media and Technology Skills. We do have a few classes in place. Unfortunately, they are not using updated technology or teaching the students 21st century technology skills.

Is Blogging Appropriate for my Classroom??

I am currently the Reading Recovery teacher at my elementary school. I work with Tier 3 students (one-on-one) these are my RR students. I also work with Tier 2 students (group work) these are my CIM students. RR lessons and CIM lessons are very scripted. I have a 30 minute block of time to work on reading and writing. My goal is to help these struggling students get back on grade level - so they are not referred to special education.

Here is a picture of my RR part of the classroom….















I feel that using a blog as a class portal is appropriate for my classroom. From a teaching standpoint, having a place to publish the course curriculum, syllabus, class rules, homework assignments, rubrics, handouts and presentations makes Web log a powerful course management tool (Richardson, 2009). We are currently required at East Washington to keep a website showing a continuum of education. We use the websites to prove that we are still educating students if we are shut down for the H1N1. I think that blogs would be a much better way to prove continuing education.


Knowledge management and articulation is also an appropriate use of blogging in my classroom. I attended a workshop today with the RTI team at our school. We loved all the ideas that the presenter had for our team, but our biggest issue was time. When will we possibly have time to have these extra meetings - we are already out of the classroom enough! According to Richardson, (2009) “ School committees and groups that meet on a regular basis can use a blog to archive minutes of meetings, continue dialogues, share lings to relevant information, and store documents and presentations for easy access later on.” What a great idea! However, this does mean that my colleagues would have to “buy” into blogging.

At first grade level, I don’t think that blogging is appropriate for my students. However, it is appropriate for me to use to contact parents, and collaborate with colleagues.
Do you have any suggestions on other ways I can incorporate blogging into my classroom?