Resources:
In order to carry out my GAME plan, I will need to develop surveys for students to complete after they have completed a week’s worth of journal entries. This will allow me to get a feel for the students overall attitude with completing electronic journals versus handwritten journals. The surveys will be completed by the use of clickers where students will be able to respond anonymously. I would also like to find blog entries that are similar to the project my class will be working on. This will give the students a better feel for the assignment and ways to express their creative side.
Additional Info:
A criterion sheet should be created that the students will follow while posting to their blogs on a daily basis. The sheet will be turned in at the end of the week and will act as a check sheet for each student. There must be a total of five blog postings that follow the grammatical expectations for 2nd grade. There will also be a requirement of at least two pictures/images that they imported to a posting(s).
Steps Taken:
Thus far, I have been able to introduce the idea of blogging to my students. We have looked at the blog site they will use to create and post to. The students are becoming familiar with how to use the site through the use of an example blog and its posts. My upcoming steps are to have each student create their own blog and have it ready to post to when we come back from Thanksgiving.
Monday, November 15, 2010
Tuesday, November 9, 2010
The Game Plan: Week 2
My Personal GAME Plan
G: Set Goals
A: Take Action
M: Monitor
E: Evaluate and Extend
After looking over the NETS-T (National Education Standards for Teachers), I have chosen two indicators I would like to work to improve proficiency and confidence with.
NETS-T Indicators:
1. Facilitate and Inspire Student Learning and Creativity
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.
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
Set Goals:
1. Promote student reflection using collaborative, digital tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.
2. Strengthen collaboration with students and parents through the use of digital tools and resources to support student success and innovation.
Take Action:
1. Students will be required to write in journals using the computers, rather then a paper notebook.
2. Students will communicate ideas, opinions, and suggestions through a collaborative classroom wiki page.
3. Through the class wiki page, students and parents will be able to access support and ideas to help students at home by keeping a weekly agenda of what is going on in the classroom.
4. Parents with access to the Internet will be sent resources to help their child via electronic sites, journals, or activities.
Monitor:
To monitor my progress, I will have students complete an anonymous survey with the use of clickers. Students will answer questions related to the classroom wiki page as well as their daily electronic journals. I will also monitor the class site for parent comments.
I will assess student learning through formative assessments that students will complete twice a week.
Evaluate and Extend:
As a whole class, we will discuss the strengths and weaknesses of completing journals via the computer. We will also discuss the wiki page and offer suggestions for improvements. Students will have an opportunity to voice their opinion and work closely with the technology to make necessary changes or improvements.
Collaboration will take place with other professionals who employ this form of technology in the classroom to get their opinion on student successes and failures.
Reference:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
G: Set Goals
A: Take Action
M: Monitor
E: Evaluate and Extend
After looking over the NETS-T (National Education Standards for Teachers), I have chosen two indicators I would like to work to improve proficiency and confidence with.
NETS-T Indicators:
1. Facilitate and Inspire Student Learning and Creativity
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.
3. Model Digital-Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
Set Goals:
1. Promote student reflection using collaborative, digital tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.
2. Strengthen collaboration with students and parents through the use of digital tools and resources to support student success and innovation.
Take Action:
1. Students will be required to write in journals using the computers, rather then a paper notebook.
2. Students will communicate ideas, opinions, and suggestions through a collaborative classroom wiki page.
3. Through the class wiki page, students and parents will be able to access support and ideas to help students at home by keeping a weekly agenda of what is going on in the classroom.
4. Parents with access to the Internet will be sent resources to help their child via electronic sites, journals, or activities.
Monitor:
To monitor my progress, I will have students complete an anonymous survey with the use of clickers. Students will answer questions related to the classroom wiki page as well as their daily electronic journals. I will also monitor the class site for parent comments.
I will assess student learning through formative assessments that students will complete twice a week.
Evaluate and Extend:
As a whole class, we will discuss the strengths and weaknesses of completing journals via the computer. We will also discuss the wiki page and offer suggestions for improvements. Students will have an opportunity to voice their opinion and work closely with the technology to make necessary changes or improvements.
Collaboration will take place with other professionals who employ this form of technology in the classroom to get their opinion on student successes and failures.
Reference:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Sunday, June 20, 2010
Class Reflection
Bridging Learning Theory, Instruction, and Technology has allowed me to discover new technology possibilities that I could bring to the classroom. I have also had the opportunity to learn new ideas on ways to integrate technology with the help of my classmates and professor. I have learned about the importance of preparing students for their future in this technology dependent society.
The Personal Theory of Learning that I developed during the first week of this course, I believe, still successfully represents my beliefs as an early childhood educator. Learning is a social activity. Students should be interacting, sharing ideas, and learning from each other. With this said, students should be the ones enveloped in technology. After analyzing the use of the Smartboard during the day, I have realized that I spend the majority of the time interacting and working through problems or work. It is my hope that I can transfer this responsibility to my students and have them more involved in the explanation part of assignments or class discussions.
An adjustment I would like to make to my instructional practice regarding technology integration would be to allow students more opportunity to work one-on-one with different technology tools. This method may take more time during the day, but overall well worth it. Students need to be given these opportunities at school because some may not have access at home. Two tools I would like to use with my students would be spread sheets and Voice Thread. Spread sheets would allow students to be able to organize their thoughts in a visual table or chart. Voice Thread would allow students to take their written work a step further by using their stories as a script where they can choose images to represent their ideas.
Two long term goals:
1. Include at least one form of technology integration each day for instructional purposes.
• Assign a technology tool for each day of the week – Monday: Smartboard; Tuesday: Wiki. Students would be able to learn the ins and outs easier and would be able to receive one-on-one assistance as it would be used in class discussions or demonstrations.
2. Use a variety of technology. (Currently I am mainly using a Smartboard and have not integrated a lot of variation in technological tools.)
• Give students a checklist of products that they would complete over the courseof the year – use a word document, wiki, Voice Thread, spreadsheet. Students would be able to choose a tool to illustrate a project but must complete the entire checklist by the end of the year.
The Personal Theory of Learning that I developed during the first week of this course, I believe, still successfully represents my beliefs as an early childhood educator. Learning is a social activity. Students should be interacting, sharing ideas, and learning from each other. With this said, students should be the ones enveloped in technology. After analyzing the use of the Smartboard during the day, I have realized that I spend the majority of the time interacting and working through problems or work. It is my hope that I can transfer this responsibility to my students and have them more involved in the explanation part of assignments or class discussions.
An adjustment I would like to make to my instructional practice regarding technology integration would be to allow students more opportunity to work one-on-one with different technology tools. This method may take more time during the day, but overall well worth it. Students need to be given these opportunities at school because some may not have access at home. Two tools I would like to use with my students would be spread sheets and Voice Thread. Spread sheets would allow students to be able to organize their thoughts in a visual table or chart. Voice Thread would allow students to take their written work a step further by using their stories as a script where they can choose images to represent their ideas.
Two long term goals:
1. Include at least one form of technology integration each day for instructional purposes.
• Assign a technology tool for each day of the week – Monday: Smartboard; Tuesday: Wiki. Students would be able to learn the ins and outs easier and would be able to receive one-on-one assistance as it would be used in class discussions or demonstrations.
2. Use a variety of technology. (Currently I am mainly using a Smartboard and have not integrated a lot of variation in technological tools.)
• Give students a checklist of products that they would complete over the courseof the year – use a word document, wiki, Voice Thread, spreadsheet. Students would be able to choose a tool to illustrate a project but must complete the entire checklist by the end of the year.
Monday, May 31, 2010
Voice Thread
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
The Computer Issue
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.
Subscribe to:
Posts (Atom)