EDUC 6713 Week 8-Final Blog Post Reflection

"We cannot hold a torch to light another's path without brightening our own."

-Ben Sweetland

The above quote by Ben Sweetland describes what has transpired throughout this course. I have learned new ways on how technology can “increase student engagement, maximize the impact of a learning activity, and provide opportunities for students to apply the content they are learning in authentic ways,” (Walden University, 2009). Reflecting on the implementation of the GAME Plan, I have learned that as a teacher it is very important for us as well as teach our students how to set goals, take action to meet those goals, monitor progress toward achieving goals, and evaluating whether the goals were achieved and extend our learning to new situations, (Cennamo, Ross, & Ertmer, 2010).

My GAME Plan goal throughout this course was to implement new digital tools into the classroom to further engage my students in their learning. In addition, increase my knowledge of technological advances in order to better serve my students. Reflecting on my plan, I have learned that, “one of the biggest factors in providing access to learning resources in a way that is sensitive to the individual and cultural needs of our students. We have to ensure that all students, whatever their backgrounds or abilities, have equitable opportunities to use all of the technology resources available in an interactive classroom with an atmosphere that respects students and provides ample opportunities for students to build on and extend their knowledge and skills,” (Cennamo, Ross, and Ertmer, 2010).

In following my GAME plan, collaborating with my school’s technology specialist, I have learned so much. Technology is ever changing and the fast pace world we live in today, we have to continuously find new ways to engage our students. Attending conferences, workshops, and collaborating with colleagues are indeed great ways to learn new ideas. One key aspect in all that I have learned is that implementing new tools do take time. Being a related arts teacher, having the constant class interruption, schedule changes, assemblies, etc., it takes students longer to grasp new concepts because they are not used daily.

This plan has had a great impact on how my instructional practices are now being taught. Immediate adjustments I would make would be to implement the use of the GAME lesson plan template daily when creating my lessons. I found that the plans we created throughout this course using the template, set the pace for a smooth transition from one point to the next. I know I will continue to collaborate with colleagues as well as business teachers in my district. Hargis and Wilcox stated in this course that when one collaborates, you “learn more, retain it more and are more satisfied with the experience,” (2008). In addition, you enhance your learning. Enhancing my learning as well as my students is indeed the overall goal for me as a teacher.

Technology integration is vitally important in teaching our students the skills needed to be life long learners. It also supports the development of creative and critical thinking skills, (Laureate Education, Inc., 2009b). In being a life long learner, students become creative thinkers and are self-directed to learn their content plus more. Creative thinkers are those who are “confident, motivated, persistent, open-minded, as well as flexible,” (Laureate Education, Inc., 2009b). Overall, this course has been indeed a true learning experience that I will take throughout my entire teaching career. I believe that I have truly become a self-directed life-long learner who is committed to ensuring my students’ success.

Thank You!

Merry Christmas & Happy New Year!

Resources:
Cennamo, K., Ross, J. & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

Hargis, J., & Wilcox, S.M. (2008, October). Ubiquitous, free, and efficient online collaboration tools for teaching and learning. Turkish Online Journal of Distance Education, 9(4), 9-17.

Laureate Education, Inc. (Executive Producer). (2009). Integrating Technology Across
the Content Areas. Baltimore: Author.

Walden University. Course Home Page. Integrating Technology Across the Content Areas. Retrieved November 16m 2009 from http://sylvan.live.ecollege.com.

EDUC 6713-Week 7-Using the GAME Plan Process with Students

As teachers, our overall goal is to, “ensure that our students know and understand the content that we teach. However the world in which we live demands individuals to be self-directed, creative, critical thinkers, able to extend learning, solve problems, and adapt to new situations efficiently and effectively,” (Walden University, 2009). We have learned throughout this course that the GAME plan enables us to customize our approach to learning tasks, develop relevant skills that are important and prepares us as well as our students for life long learning, (Cennamo, Ross, & Ertmer, 2010).

In implementing the GAME plan process with my students, I can teach them how to set goals, take action to meet those goals, monitor their progress toward achieving goals, and evaluating whether their goals were achieved through a series of lessons, (Cennamo, Ross, & Ertmer, 2010). The National Educational Technology Standards requires students to learn the following:

· Creativity and Innovation
· Communication and Collaboration
· Research and Information Fluency
· Critical Thinking, Problem Solving, and Decision Making
· Digital Citizenship
· Technology Operations and Concepts
-www.iste.org

In order to develop proficiency in my students, as a teacher I will implement lessons incorporating digital tools such as Internet Explorer, PowerPoint, Excel Spreadsheets, MS Publisher, etc. in order to bring about self-directed learning. We have learned that self-directed learning an “increase in knowledge, skills, accomplishment, or personal development that an individual selects and brings about by his/her own efforts using any method,” (Cennamo, Ross, & Ertmer, 2010). Through incorporating real life, assignments in class that is of interest to my students will allow them to be motivated and eager to be creative, communicate, collaborate, and be successful in applying the lessons that are being taught to them. Developing a life long learner is a process, in which I am committed to continue to achieve with my students.

Resources:

Walden University. (2009). Integrating Technology Across the Content Area Course homepage. Retrieved November 9, 2009.

Cennamo, K., Ross, J. & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning

EDUC 6713 Week 6:Revising My GAME Plan

Throughout this course, we have defined self-directed learning as “any increase in knowledge, skills, accomplishment or personal development that an individual selects and brings about, (Cennamo, Ross, & Ertmer, 2010). Evaluating my progress in this GAME plan, I feel as though I am meeting my goals of implementing new digital tools into my classroom. For me, this goal is ongoing and will continue to be a goal for it is something that I will strive to do throughout out my teaching career. I stated at the beginning that this plan is a work in progress. I think that in education many goals are a work in progress because many of our goals are continuous.

Restructuring my lesson plans into GAME plan format, has allowed me to better prepare my lessons as well as give me the chance to implement those new digital tools. I feel as though I will always seek further knowledge to better serve my students. Now, I do not feel as though I am ready to set new learning goals, because I am still accomplishing my current goals of increasing knowledge and implementing digital tools into my classroom. One way to extend my learning will be to increase my collaboration between business teachers throughout my district as well as the state. Hargis and Wilcox stated that when one collaborates, you “learn more, retain it more and are more satisfied with the experience,” (2008). In addition, you enhance your learning.

Overall, I believe I have truly become a self-directed life-long learner who is committed to ensuring my students’ success. The GAME plan is certainly a great tool that should be utilized always.

Have a great week!

Resources

Cennamo, K., Ross, J. & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning

Hargis, J., & Wilcox, S.M. (2008, October). Ubiquitous, free, and efficient online collaboration tools for teaching and learning. Turkish Online Journal of Distance Education, 9(4), 9-17.

EDUC 6713-Week 5 Blog Post-Evaluating My GAME Plan Progress

Again, this week, our lesson opened with an inspiring quote from Epictetus. It stated, “It is impossible for a man to learn what he thinks he already knows,” (Walden University, 2009). This quote is indeed true when reflecting on my GAME Plan progress. As a technology teacher, I thought I knew a lot however, this process has shown me that there is still yet more for me to learn. I am a firm believer that an educator never stops learning. I feel as though my actions in my GAME plan have been very effective. My school’s technology specialist and I have worked closely on implementing new technology tools into my classroom.

One thing that I have learned and am currently applying in my instructional practice is effective time management. This week, Dr. Ertmer stated how important it is to implement new concepts slowly by completing small tasks/projects. When small tasks are completed first, students are prepared better for major projects, (Laureate Education, Inc., 2009b). I feel as though there is still yet more to learn because technology changes daily. Gaining more knowledge and experience in integrating technology tools into problem-based learning is one adjustment that I will make. Based on the learning resources this week, problem-based learning offers a variety of benefits that will engage my students as well as give them the ability to go from novice learners to advance learners through experience, (Laureate Education, Inc., 2009a) which will in return benefit them greatly in the future.

-Farena J. Bradley

Resources:

Laureate Education, Inc. (Executive Producer). (2009a). Program eight. Spotlight on Technology: Problem-Based Learning, Part 1. Integrating Technology Across the Content Areas. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009b). Program nine. Spotlight on Technology: Problem-Based Learning, Part 2. Integrating Technology Across the Content Areas. Baltimore: Author.

Walden University. (2009). Integrating Technology Across the Content Area Course homepage. Retrieved November 9, 2009.

EDUC 6713-Week 4:Monitoring My GAME Plan Progress

The lesson opened this week with a quote from Johann Wolfgang von Goethe. It said, “Correction does much, but encouragement does more.” This quote is indeed a true statement. Throughout the construction of my GAME plan, I have received much encouragement, for that I am very appreciative. Helpful ideas, websites, and other resources are indeed aiding me in accomplishing my plan. I am finding the resources I need to carryout my plan with the help of my school’s technology specialist. We have been working together teaching each other, which exemplifies a TEAM (Together, Everyone, Achieves, More). I have ordered resources on wikis, pod casting in the classroom, and much more to give me ideas and projects to incorporate these new digital tools.

Now, I do not feel as though I need to modify my action plan. It is certainly working out for me. I have also taking things a step further and have already registered for classes at my school district’s Teacher Instruction Fair in January. I have learned that learning new ideas and ways to teach my students is definitely a task. However, it is a rewarding task because I know I am obtaining knowledge that will help them in all of their future endeavors. Keeping a journal and collaborating with my colleagues has also been very beneficial. Just as I quoted before, “Overall, when we set goals, tack action, monitor our learning, and evaluate our progress, WE take control of our own learning process. Being a self-directed life-long learner, we will be able to respond to the rapid and continuous technological changes,” (Cennamo, Ross, and Ertmer, 2010).

Happy Thanksgiving!

-Farena

Resources:

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. Belmont, CA: Wadsworth Publishing

EDUC 6713-Week 3 Blog Post: Carrying Out Your GAME Plan

Reflecting on my GAME plan, I am reminded through our learning resources that, we as teachers, “are one of the biggest factors in providing access to learning resources in a way that is sensitive to the individual and cultural needs of our students. We have to ensure that all students, whatever their backgrounds or abilities, have equitable opportunities to use all of the technology resources available in an interactive classroom with an atmosphere that respects students and provides ample opportunities for students to build on and extend their knowledge and skills,” (Cennamo, Ross, and Ertmer, 2010).

The Goal of my GAME plan is to implement new digital tools into the classroom to further engage my students in their learning. In addition, increase my knowledge of technological advances in order to better serve my students. In order to carry out my plan, there is a variety of resources than can be used. Beginning at school, my IT specialists as well as other teachers are resources that will aid me in carrying out my goals. In addition, the South Carolina Business Education Association, the National Business Education Association, the South Carolina Middle School Association, ISTE, NETS are all valuable resources to help me carry out my plan. Attending conferences, conducting research on their websites will give me the ability to learn the new digital tools I would like to implement into my classroom. At conferences, I will be able to collaborate with other business teachers to gain further knowledge.

Taking the step of being a member of the South Carolina Middle School Association as well as the South Carolina Business Education Association is a step in the right direction of carrying out my GAME Plan. Again…a work in progress!! :)

Resources
http://www.iste.org/
http://www.scbea.org/
http://www.nbea.org/
http://www.scmsa.org/

References
Cennamo, K., Ross, J. & Ertmer, P. (2010). Technology integration for meaningful
classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

EDUC 6713-Integrating Technology Across the Content Area

The National Educational Technology Standards requires that “teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments,” (Cennamo, Ross, and Ertmer, 2010). “Teachers promote, support, and model creative and innovative thinking and inventiveness. They engage students in exploring real-world issues and solving authentic problems using digital tools and resources,” “Teachers promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes and model collaborative knowledge, construction by engaging in learning with students, colleagues, and others,” (Cennamo, Ross, and Ertmer, 2010).

Reflecting on the NETS Standards, My GAME Plan will be developed based on the standards Modeling Digital-Age Work and Learning and Engaging in Professional Growth and Leadership. Modeling and facilitating effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning,) In addition, participate in local and global learning communities to explore creative applications of technology to improve student learning, (www.iste.org) .

G-(Set Goals): To implement new digital tools into the classroom to further engage my students in their learning. In addition, increase my knowledge of technological advances in order to better serve my students.

A- (Take Action): Working with my school’s technology integration specialist to gain further knowledge on the different types of digital tools that are being used and have yet to be introduced to my computer lab. Also, increase my knowledge in the technological advances by attending in-services, field trips, registering and attending business and technology conferences to gain knowledge and materials.

M- (Monitor): I will monitor my progress by using a journal/portfolio. In that, I can reflect on a daily basis as to what lesson was right, what was wrong, and what I can do to improve.

E-(Evaluate/Extend): I will evaluate my learning through principal observations and the technology specialist observations. Reading their feedback as well as seeing how the students implement the new tools, will determine whether or not it was successful. There is always room for improvement in all that we do. The GAME Plan is definitely a work in progress.

“Overall, when we set goals, tack action, monitor our learning, and evaluate your progress, you take control of your own learning process. Being a self-directed life-long learner, you will be able to respond to the rapid and continuous technological changes,”(Cennamo, Ross, and Ertmer, 2010).


References
Cennamo, K., Ross, J. & Ertmer, P. (2010). Technology integration for meaningful
classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

National Education Standards for Teachers (NETS-T). (2008). Retrieved November 9, 2009 from http://www.iste.org.

EDUC 6712 Supporting Information Literacy and Online Inquiry in the Classroom

Week 8: Final Blog Posting-EDUC 6712 Supporting Information Literacy and Online Inquiry in the Classroom

-“The Internet is the most powerful convenient and potentially manipulative medium ever invented. It can give you any version of the truth you are looking for. Not only does information expand and change every day, the rules for finding information also change,” (November 2008).

This course opened by saying, “just because our students are able to cruise through the Internet with speed and what looks like skill doesn’t mean they know what they are doing,” (Walden University, 2009). Throughout this course, we have learned how to implement 21st Century skills to prepare our students for the fast changing technologically advanced world we are living in today. We have learned what it means to be literate. In addition, I have learned various multimedia and Internet technologies effectively, in order to teach our students.

The most striking revelation I had about teaching new literacy skills was the different ways of teaching these skills to my students. This course really opened my eyes and introduced me to the QUEST model. Eagleton and Dobler stated, “If we want children to be deeply engaged in conversations about issues of great significance, in books, we must not only teach them how to read, but show them how to reason,” (2007). The strategies presented in this course showed me how to be even more creative and think of ways to present information to my students. One key factor is teaching our students how to think creatively. Kuhlthau said that, “when we capture their imagination, they begin to think creatively and creativity solves problems for life, (2007).

This course has influenced me to continue to give my students the right tools, provide them with a critical mind, and make the right connections, (Jukes, 2007). Implementing what I have learned already in my class, my students are learning the value of conducting research, how to read information, analyze it, and solve it. My job as a teacher is to ensure my students have the skills to survive in the world in which we live and be successful.

In order to build upon what I have learned from this course, my goal is to continue to teach the 21st century literacy skills through the QUEST model and using the inquiry based unit plan format. This course’s foundation states that, “through inquiry, facts are learned, not by rote, but by the process of in-depth exploration with the following benefits. The material that is learned will be remembered for a long time, not forgotten at the end of the test, and the learner will not only have a solid grasp of a domain of inquiry, but develop a passion for a subject that can last a lifetime,” (Walden University, 2009). Overall, I have truly enjoyed this course and will continue implement the 21st century literacy skills. In teaching my students, I will continue to produce life long learners.

Thank you!

Resources

Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York: The Guilford Press.

Jukes, I. (2007). 21st century fluency skills: Attributes of a 21st century learner. Located at http://www.committedsardine.com/handouts/twca.pdf.

Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2007). Guided inquiry: Learning in the 21st century. Westport: Libraries Unlimited.

November, A. (2008). Web literacy for educators. Thousands Oaks: Corwin Press.

Walden University Supporting Information Literacy and Online Inquiry in the Classroom Course Home Page. Week Four. Retrieved September 28, 2009 from http://sylvan.live.ecollege.com.

Week 8-Effective Bridging of Technology and Instruction-Reflection

“By learning you will teach, by teaching you will learn.”
-Latin Proverb

“The human mechanism of incorporating new knowledge behaviors and skills into an individual personal repertoire broadly defines learning,” (Lever-Duffy & McDonald, 208). Reflecting on my personal theory of learning, I am still a firm believer that students learn by doing. When they are actively involved and engaged in hands on activities, true learning takes place. This course has enhanced my effectiveness as a teacher by implementing instructional strategies and technology tools to increase my student’s learning.

Reflecting on immediate adjustments, regarding technology integration, two instructional tools I would use with my students will be note taking, cues, and questions. This course has taught me that when you provide cues and questions, your students have a clearer sense of what they are going to learn, (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Teaching my students how to take notes would definitely aid in their comprehension of the information presented. Dr. Orey mentioned the Dual Coding Hypothesis in our media learning that students’ information that they learn is stored as images, (Laureate Education, Inc., 2009). Implementing tools such as teacher based notes, combination notes, Inspiration, and PowerPoint are just a few tools that will give them the ability to see what I am expecting them to learn when lessons are being taught. This course also taught me “when students work with computer technology, instead of being controlled by it, they enhance the capabilities of the computer and the computer enhances their thinking and learning,” (Orey, 2001).

Overall, this course has given me many tools and strategies to make my classroom more effective and enhance my student’s learning. My ultimate goal is to continue to inspire my students. William Arthur Ward stated that “teaching is more than imparting knowledge; it is inspiring change. Learning is more that absorbing facts, it is acquiring understanding.” It is that understanding that creates the life long learner in my students. From this course, two goals I would implement throughout the remaining of my teaching career will be to render positive feedback and recognition to my students more. Pittler, Hubbell, Kuhn, and Malenoski stated that feedback is the most powerful single innovation that enhances achievement, (2007). In addition, recognizing students positively influence their attitudes and beliefs. This course has indeed opened my eyes to ways of integrating technology in the classroom. It has given me the ability to implement a more learner-centered classroom, which will in return give both my students and me a chance to learn.

Thank you!

Resources

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

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved 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.

Week 5-Voice Thread

Hi Everyone,

This is my first time completing a voice thread. I hope I did it right. This voice thread is in regards to a current situation we have in our school district. Due to the budget, we are having "Content Recovery" instead of having actual summer school this year. The district isn't paying for those students who are on free or reduced lunch. Also, students are only allowed to take two courses during content recovery. Finally, the cost of this program is based on the grade the student made in the class for the academic school year.

Looking forward to hearing or reading your thoughts! Thanks!

Enjoy your weekend & the Summer Vacation!!! :)

Here's the link to my voicethread:

http://voicethread.com/#b528728

Cooperative Learning & Social Learning Theories

“Just like anything else that involves human experience or interaction, the act of learning does not happen in a vacuum. It is at the intersection of prior knowledge, experience, perception, reality, comprehension, and flexibility that learning occurs,” (Orey, 2001).

The 21st Century learner indeed learns differently from those students of the past. Today in the techno-savvy world that we live in, many strategies have been implemented in order to prepare our students for the fast-paced world that is driven by technology. The instructional practices presented in our resources are indeed helpful for any teacher to aid in integrating learning. One particular, is base groups. Pitler stated that base groups help build trust, camaraderie, and teamwork. This group is formed to provide support throughout the semester or the school year, (Pitler, Hubbell, Kuhn, & McDonald, 2007). This is an essential foundation for a great year of cooperative learning. Once trust is developed, students will have the ability to put their minds at work in safe learning environment.

Social learning includes students that are actively engaging in constructing artifacts and conversing with others, (Laureate Education, Inc., 2009). When students work together, they are able to learn from each other, push each other, as well as motivate each other. The many strategies presented such as, “Keypals, Webquests, and Web Site Creation are just a few that involve cooperative learning. Being able to connect with your peers on a social level and cooperative level, not only gives you the ability to interact with each other, it gives you the ability to work together and attain group goals that cannot be obtained by working alone or competitively, (Orey, 2001).

As teachers we must know that the primary purpose of cooperative learning is the actively involve students in the learning process; a level of student empowerment which is not possible in a lecture format, (Orey, 2001).

Have a great week!

Resources:

Laureate Education, Inc. (Producer). (2009). Program seven Social learning theories.
Bridging learning theory, instruction, and technology. Baltimore: Author.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved 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.

EDUC 6711-Constructivism in Practice

Our learning resources shared that when students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content, (Pitler, Hubbell, Kuhn, & Malenoski, 2007). In developing a hypothesis, teachers help students through: systems analysis, problem solving, historical investigation, invention, experimental inquiry, and decision-making, (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

Reflecting on the correlation of the constructivist/constructionist learning theories, Dr. Orey stated that with constructionism, students need to have first hand experience. They learn best when they build an external artifact or something they can share with others; whereas, the constructivist actively constructs his/her own meaning, (Laureate Education, Inc., 2009). I agree with our text authors when they said that technology plays a vital role in generating and testing hypotheses. Technology allows students to spend more time interpreting the data rather than gathering the data, (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Showing the students how to use MS Excel, Access, PowerPoint, etc., gives them the ability to analyze data in many different ways. For example, my students create a household budget and then create several charts and graphs to show their data. In that, they are using the mechanisms of learning that Dr. Orey mentioned in the DVD learning. By implementing instructional strategies, students learn how to assimilate and accommodate information to fit what they currently know. I am a firm believer that students do learn by example. In generating a hypothesis, it gives students the ability to open their minds, think thoroughly about a topic and come up with a solution. As we continue to teach our students how to become lifelong learners, we are doing just as the teacher stated in our DVD: we are preparing our students to solve problems, think critically, as well as prepare them for the jobs of the future.


Resources

-Laureate Education, Inc. (Producer). (2009). Program six. Constructionist and
Constructivist Learning Theories. Bridging learning theory, instruction, and technology. Baltimore: Author.

-Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved 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.

Cognitive Learning Theories

Cognitive theorists explain learning in terms of how one thinks. They say learning and problem solving represent mental processes that are undetectable by mere observation, (Lever-Duffy & McDonald, 2008). Dr. Orey presented that learning revolve around information processing. The Information Processing Model consists of sensory input of information, short-term memory, and rehearsal, (Laureate Education, Inc., 2009). The instructional strategies presented this week correlates with the principles of the cognitive learning theory by aiding in their learning. These strategies focus on enhancing students’ ability to retrieve, use, and organize information about a topic, (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The ultimate goal for any student is to be able to obtain information, process it, and store it in their long-term memory, (Laureate Education, Inc., 2009).

When we provide cues and questions, our students have a clearer sense of what they are going to learn, (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Teaching them how to take notes would definitely aid in their comprehension of the information presented. From, limited short term memory, dual coding, elaboration, and network model of memory; these components key factor is making connections, (Laureate Education, Inc., 2009). Tools such as teacher based notes, combination notes, Inspiration, and PowerPoint are tools that correlate with the cognitive learning theory which aids our students in processing information.

Overall, we learned that “when students work with computer technology, instead of being controlled by it, they enhance the capabilities of the computer and the computer enhances their thinking and learning. The effective use of cognitive tools should enable learners to undertake this process and assist them in experiencing cognitive processes that would be impossible with such tools.” (Orey, 2001).

Resources

-Laureate Education, Inc. (Producer). (2009). Program five. Cognitive Learning Theories. Bridging learning theory, instruction, and technology. Baltimore: Author.

-Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved 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.

EDUC 6711-Week 2: Behaviorism Blog

Pitler, Hubbell, Kuhn, and Malenoski stated that, “effort is the most important factor in achievement. The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning,” (2007). Reflecting on the strategies in our resources, implementing technology gives teachers and students the ability to see visually how a student is behaving and how they are performing in class. The use of rubrics, spreadsheets, charts, and graphs, are a great way for students to track their success and see the areas in which they need to improve,

“Homework and practices give students a chance to review and apply what they have learned. Homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills, (Pitler, Hubbell, Kuhn, & Malenoski, 2007). In instructional technology, having tutorials gives individuals programmed instruction to aid them in completing assignments. Many programmed instructions are fun and engaged computer programs designed to keep the student interested.

Correlating strategies, theories, and learning are key essentials any teacher must take in planning effective instruction. Applying the principles of the behaviorist learning theory, overall students learn as a response to the environment. For students, if completing homework, reinforcing effort, and completing practices were something that they enjoy doing, they would change their behavior in order to receive the desired reward.

References

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

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

EDUC 6711 Class-Bridging Learning Theory, Instruction, and Technology

Welcome Everyone!

A New Mind-Set: Course Reflection

Reflection: Final Blog Posting

As this course comes to a close, one word to describe it would be, “WOW!” I have learned so much that I am now planning to implement into my classroom. In reading the materials of Week 8, this course has indeed set a new mind-set on education, technology, how students learn, and most importantly, how we as teachers teach them. In watching the DVD learning for the week, I enjoyed the stories Thornburg and Davidson told in regards to how teachers define the impact technology has had on them as well as their classrooms. I can definitely agree with them all when they stated that this new phase of technology and implementing 21st century skills has truly, “Restored the joy of teaching, allowed teachers to have fun, as well as having your students be engaged in the lessons, and overall, enjoy learning,” (Laureate Education, 2008).

Before this course, I had no idea what a wiki or a podcast was. I was a little familiar with blogs, but it was just a personal blog my sisters and me, simply setup for the three of us to communicate. Learning how to create a wiki, contributing to the wiki, creating a podcast using Audacity, adding in sound bites, etc has truly deepened my knowledge of technology and more ways for me to teach my students and for them to learn. It goes back to Week 1’s discussion of how we as teachers can use technology to do things differently as well as do something different.

My teaching and learning process has definitely changed for the better. This class has opened my eyes to how teaching is moving from a, “teacher driven world to a more inquiry project based world where teachers are more of facilitators,” than dictators (Laureate Education, 2008). We are becoming a guiding light for our students to get them more engaged in their learning through collaboration, communicating, problem-solving, etc. With the classroom atmosphere changing, my perspectives have changed too. I am more conscious of the different learning styles of my students, knowing their strengths and weaknesses. Changing from teacher-centered to learner-centered is how the global society is seeing learning. Our students today are not just learning from a textbook and we test them on the information the book gives us. Information comes in various forms now, and our students have the open access right at their fingertips! They don’t have to rely on us and think that what we say is the law and that’s it!

This course has expanded my knowledge in many ways. In our learning resources, Knezek describes it best when he stated that, “Teachers must become comfortable as co-learners with their students and with colleagues around the world. Today it is less about staying ahead and more about moving ahead as members of dynamic learning communities. The digital-age teaching professional must demonstrate a vision of technology infusion and develop the technology skills of others. These are the hallmarks of the new education leader,” (Knezek, 2008). I have learned how to become a “new education leader!” Continuous improvement comes from furthering education through seminars, advanced degrees, classes, etc. The overall goal for all teachers is to teach our students how to become lifelong learners. In doing that, we as the teacher must become one first. When we do that, we increase student achievement.

In setting goals to transform my classroom, first and foremost, would be the approval from the administration. When you have the administration’s approval, you have that “go-card” to set as many goals you desire to have. Being a teacher, the ultimate long-term goal is for all students to be successful. For this to happen, the classroom environment has to be different. The environment has to change to a more welcoming, friendly, close-knit environment versus an army drill-sergeant environment where students are afraid to ask questions or even speak. Another goal I have would be to have a complete classroom of all my classes be taught in the project based manner rather than the teacher driven manner. This change will definitely take time, because our students are so used to learning one way. In order to implement these changes, one must set the foundation. Without the foundation for any goal, the entire goal will crumble. Setting the foundation means having students and parents to come in to see the benefits of a project based curriculum. Everyone knows that change takes time; therefore, it would be gradual. Giving students daily exposure to a new way of learning will give them the ability to become comfortable with it.

Overall, no matter what goal you set for yourself or any student, we must all know that it will not happen overnight. This course has opened my eyes to a new way of learning. It will give those students who are normally not class participators, become one. It has shown me how to facilitate lessons based on each student’s needs.

In summary, Will Richardson said it best giving me an overall look at the entire learning environment. He stated, “The coming years will be marked by a flood of new innovations and ideas in teaching, most born from the idea that we can now publish and interact in ways never before possible. In reality we have a read/write/reflect/write/participate Web, none that will continue to evolve and grow in ways not yet thought of, spurred by the efforts of creative teachers who recognize the potential to improve student learning,” (Richardson, 2006)

Resources:

-Knezek, D. (2008). International Society for Technology in Education. Retrieved February 11, 2009 from http://www.iste.org.

-Richardson, w. (2006). Blogs, wiks, podcasts, and other powerful web tools for classrooms. (2nd ed). Thousand Oaks, CA: Corwin Press.

-Thornburg, D. (2008). Laureate Education, Inc. (Executive Producer). Bringing the Fun into Teaching with Technology. Baltimore.

Student's Profile Podcast

Here's my podcast! Check it out!

http://www.gcast.com/user/fbradley/podcast/main

Podcast Creation

I just finished creating another podcast. It was actually cool! I downloaded podsafe audio from SoundSnap (www.soundsnap.com) that has thousands of sounds to use in your podcasts.

Happy Podcasting!

Creating a Podcast

This is the first time I have ever created a Podcast. I really didn't know what it was until we started this class. I asked around at my school, and our technology specialist told me about podcasting. I created a sample using Audacity and added sound as well. I was excited! I wonder how everyone else is doing with their podcasting. Now I'm trying to figure out how I'm going to get the responses from my students all together with music in one podcast.

Evaluating 21st Century Skills - http://www.21stcenturyskills.org/

The Partnership for 21st Century Skill's website was a very user friendly site. This site was created to bring together the business and the education communities in oder to find ways to implement these skills into the education arena. The site was easy to navigate and gave detailed information on what this partnership is all about and what it can actually do for our students. I think everyone should take a look at this site.

It surprised me to see that there were only 10 states who have implmented the programs with state initatives. I would have thought that it would be more than just 10. I really didn't disagree with anything on the site. With our class studying and creating blogs, I would have thought that there would be some sort of blog or online chat forum discussing the pros and cons of implemening these skills into each state's curriculum.

These skills are very important skills that lead to lifelong learning. I think each state should implement these skills, but in their own time. Every state is not as fortunate as others, and therefore may not have the resources available to use. These skills will bring about a sense of self-direction and professionalism that students will take with them for the rest of their lives. As teachers, even if your state doesn't have a state initative, we could find a way to incorporate one skill or more at a time. Each skill learned will be beneficial to our students as they enter the workforce of the 21st century.

My Content Area

I teach 5th - 8th grade Computer Literacy, Keyboarding, and Computer Applications. I think blogs are a good tool for instructional context if used properly. It can be very beneficial to students to be able to express their feelings about a particular subject without being criticized in the classroom for voicing their opinion.

Utilizing Blogs in the Classroom

I have only used blogs once before this class. My sisters and I set up a blog to keep in touch with each other since we all live in different states. We saw that the blog was a quicker way to keep in contact do to our busy schedules. This is my first time using blogs in an educational setting. In keeping up with society and technology, blogs can be used in the classroom to increase class participation. The majority of all of our students has a computer now and is technology literate to the point of being able to communicate with a class in an educational and professional manner. Using a blog gives them the ability to not be shy or uncomfortable from getting up in front of a large crowd to speak. Teaching middle school, I would definitely utilize them in a controlled, private setting with parental supervision. Today, teachers teach their students effectively in many different ways.

Hi Everyone!

Welcome To My Blog!