Here is a link to my first Voice Thread assignment where I was to think of a need, problem, or situation I am confronted with in my classroom or school today. One issue that I currently have in regards to technology is the lack of computers and their functionality. Click the link to find out more!
The Computer Issue
Monday, May 31, 2010
Sunday, May 30, 2010
Connectivism and Social Learning
Cooperative Learning is the major component in social learning. Our class explored the social learning theory with regards to how students learn. I believe that an effective, successful classroom is one where students are communicating with one another and they are actively engaged in their work. A quiet classroom, to me, is one that little learning is occurring. Yes, there is a time and place for students to work independently, such as silent reading or test taking. However, the majority of the time should be spent questioning, analyzing, and talking with peers. Students are able to build upon key social skills that they will need by involving themselves in small or large group discussions.
The authors of our class book, Using Technology with Classroom Instruction that Works, discuss the idea of cooperative learning. They noted, “When students work in cooperative groups, they make sense of, or construct meaning for, new knowledge by interacting with others” (2007, p. 139). Students need to be able to work together to solve problems. Most jobs of today involve communicating and working together to come to a consensus or generate new ideas. One idea that I hope to take from the authors is web site creation. Allowing students to work cooperatively in small groups to create a website based on a project or idea will allow them to learn to express themselves in a positive, sharing environment.
Resource:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
The authors of our class book, Using Technology with Classroom Instruction that Works, discuss the idea of cooperative learning. They noted, “When students work in cooperative groups, they make sense of, or construct meaning for, new knowledge by interacting with others” (2007, p. 139). Students need to be able to work together to solve problems. Most jobs of today involve communicating and working together to come to a consensus or generate new ideas. One idea that I hope to take from the authors is web site creation. Allowing students to work cooperatively in small groups to create a website based on a project or idea will allow them to learn to express themselves in a positive, sharing environment.
Resource:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Sunday, May 23, 2010
Constructivism in Practice
This week our task was to explore the constructivist learning theory and strategies to use in the classroom that highlight this approach. The constructivist theory is based around how students understand and store information. An area we were asked to look at was “Generating and Testing Hypotheses,” from the book Using Technology with Classroom Instruction that Works. The authors noted, “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” (2007, p. 202). Having students predict possible outcomes is very important in an elementary classroom. Not only does this allow students to share their thoughts and opinions with one another, but it allows them to think critically through their thought process.
With the help of technology, students can work with spreadsheets that may allow them to successfully organize their thoughts. Using a spreadsheet could be done as a whole group via the Smartboard, individually, or in small groups, depending on students’ comfort level. This will create a more exciting atmosphere where students want to think outside of the box and push their thoughts to the next level. The constructivist approach to learning would be highlighted because students comprehend all possible information, storing it into a spreadsheet, and are generating all possible outcomes.
A website that the authors gave, Explore Learning, would be a great tool for students to become familiar with. It takes the idea of generating and testing hypotheses to the next level. Students are able to interact with a more exciting learning approach that allows them to think critically.
The ideas behind the constructivist learning approach is something I try to incorporate into my daily routine as far as pushing students to think critically and to challenge themselves. When students have a way of organizing their knowledge on spreadsheets or tables, they are more likely to understand the information they are taking in.
Resource:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
With the help of technology, students can work with spreadsheets that may allow them to successfully organize their thoughts. Using a spreadsheet could be done as a whole group via the Smartboard, individually, or in small groups, depending on students’ comfort level. This will create a more exciting atmosphere where students want to think outside of the box and push their thoughts to the next level. The constructivist approach to learning would be highlighted because students comprehend all possible information, storing it into a spreadsheet, and are generating all possible outcomes.
A website that the authors gave, Explore Learning, would be a great tool for students to become familiar with. It takes the idea of generating and testing hypotheses to the next level. Students are able to interact with a more exciting learning approach that allows them to think critically.
The ideas behind the constructivist learning approach is something I try to incorporate into my daily routine as far as pushing students to think critically and to challenge themselves. When students have a way of organizing their knowledge on spreadsheets or tables, they are more likely to understand the information they are taking in.
Resource:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Sunday, May 16, 2010
Cognitivism in Practice
The authors of Using Technology with Classroom Instruction that Works, have brought more ideas to the cognitive learning integration for the classroom. Technology is such an important aspect that should involve every student, each day that they are at school. When the school is able to provide them with technology, they will be more prepared for their future in our technology dependent society. However, integrating technology in the right way is important for student success and positive outcomes that they can take with them each year.
Cues, Questions, and Advance Organizers are great tools that help students organize their information in a more easy-to-follow format. It also helps those visual learners because they are now able to put in information or data that they have found using a concept map or spreadsheet.
The authors share a website that I would like to integrate into my classroom, BrainPOP Jr; they said it is “an online collection of short animated films for students in kindergarten through 3rd grade” (2007, p.85). It has a lot of great features that cover all aspects of the curriculum and range from difficulty. The only downside to the site is it does require a subscription, but I feel would be a great tool to have in the classroom.
Summarizing and note taking, according to the authors, “focuses on enhancing students’ ability to synthesize information and distill it into a concise new form” (2007, p. 119). After teaching students the ins and outs of effective note taking, they will be more prepared to find the important facts of a story, discussion, or new concept. At an elementary level, students' note taking basically consists of being able to find facts that are important for a book report or area of study for a unit. The authors give several hints to help elementary level students summarize information which include, “Take out the material that is not important to understanding. Take out words that repeat information. Replace a list of things with a word that describes the things in the list. Find a topic sentence.” (2007, p. 121). These helpful hints will aide students to organize information in a way that they can understand and that they find important, which plays into the cognitive learning approach.
There are lots of great ways to integrate technology into the classroom in an educational format. Giving students the opportunity to explore new educational sites, programs, and/or virtual field trips, allows them to have a structured environment that promotes success. Students will be more excited about summarizing a book or to learn about a particular culture. They are more excited because they are using technology and techniques that fits their preferred learning style.
Resource:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Cues, Questions, and Advance Organizers are great tools that help students organize their information in a more easy-to-follow format. It also helps those visual learners because they are now able to put in information or data that they have found using a concept map or spreadsheet.
The authors share a website that I would like to integrate into my classroom, BrainPOP Jr; they said it is “an online collection of short animated films for students in kindergarten through 3rd grade” (2007, p.85). It has a lot of great features that cover all aspects of the curriculum and range from difficulty. The only downside to the site is it does require a subscription, but I feel would be a great tool to have in the classroom.
Summarizing and note taking, according to the authors, “focuses on enhancing students’ ability to synthesize information and distill it into a concise new form” (2007, p. 119). After teaching students the ins and outs of effective note taking, they will be more prepared to find the important facts of a story, discussion, or new concept. At an elementary level, students' note taking basically consists of being able to find facts that are important for a book report or area of study for a unit. The authors give several hints to help elementary level students summarize information which include, “Take out the material that is not important to understanding. Take out words that repeat information. Replace a list of things with a word that describes the things in the list. Find a topic sentence.” (2007, p. 121). These helpful hints will aide students to organize information in a way that they can understand and that they find important, which plays into the cognitive learning approach.
There are lots of great ways to integrate technology into the classroom in an educational format. Giving students the opportunity to explore new educational sites, programs, and/or virtual field trips, allows them to have a structured environment that promotes success. Students will be more excited about summarizing a book or to learn about a particular culture. They are more excited because they are using technology and techniques that fits their preferred learning style.
Resource:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Monday, May 10, 2010
Behaviorism in Practice
The behaviorist learning theory is reflected in several of our teaching strategies and practices on a daily basis. According to the behaviorist learning theory, students and teachers follow the reinforcement and punishment techniques in the daily management plan. The authors of Using Technology with Classroom Instruction that Works correlate two strategies to this behaviorist approach including reinforcing effort and homework and practice.
The reinforcing effort approach looks at how students learn, what interests them, and realizes that every student may have a different learning approach that is more successful to them. According to Pitler, Hubbell, Kuhn, and Malenoski, “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, p. 155). When teachers are proactive about searching and implementing ways that work for students, students will be more successful in all areas of the daily routine. The authors go on to note, “Technology makes it easier for students and teachers to tract the effects of effort and facilitates more immediate feedback” (2007, p. 156). Reinforcing students for making an effort, working collaboratively, and giving it their all will more than likely result in more positive interactions with the whole class.
The second strategy mentioned is homework and practice. Homework is a great tool for reinforcing a behavior or lesson outcome for the class. When students have comprehended the information discussed, homework acts as a reinforcer for the material that was covered. It was noted “Homework and practice give students a chance to review and apply what they have learned” (2007, p.187). When students are comfortable and confident that they will be able to complete the work they must do outside of class, they will become more confident on a day-to-day basis. Homework is also a great way to assess students’ understanding and gives the teacher an opportunity to reteach information that may not have been grasped.
Incorporating technology into behaviorism can be done by having students track information or to keep track of their progress throughout the year. Using technology allows for faster, more immediate feedback so that students know what they need to focus on and teachers can adapt lessons more efficiently.
Reference:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
The reinforcing effort approach looks at how students learn, what interests them, and realizes that every student may have a different learning approach that is more successful to them. According to Pitler, Hubbell, Kuhn, and Malenoski, “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, p. 155). When teachers are proactive about searching and implementing ways that work for students, students will be more successful in all areas of the daily routine. The authors go on to note, “Technology makes it easier for students and teachers to tract the effects of effort and facilitates more immediate feedback” (2007, p. 156). Reinforcing students for making an effort, working collaboratively, and giving it their all will more than likely result in more positive interactions with the whole class.
The second strategy mentioned is homework and practice. Homework is a great tool for reinforcing a behavior or lesson outcome for the class. When students have comprehended the information discussed, homework acts as a reinforcer for the material that was covered. It was noted “Homework and practice give students a chance to review and apply what they have learned” (2007, p.187). When students are comfortable and confident that they will be able to complete the work they must do outside of class, they will become more confident on a day-to-day basis. Homework is also a great way to assess students’ understanding and gives the teacher an opportunity to reteach information that may not have been grasped.
Incorporating technology into behaviorism can be done by having students track information or to keep track of their progress throughout the year. Using technology allows for faster, more immediate feedback so that students know what they need to focus on and teachers can adapt lessons more efficiently.
Reference:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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