EDUC-6711I-4 Reflection

My “Personal Theory of Learning” that I developed in week one has not changed all the much, if at all. If anything I feel more strongly about it. I expressed that as a teacher, we cannot be bias in our approach to learning. We must understand that all students have their own unique way to learn. In Michael Orey’s video, he states that in a “learning theory,” learning must be active in the process. Our instructional theory is what we do to facilitate learning. (Laureate Education, Inc 2010). I expressed how I believe students learn best through a constructivist approach by physically “doing.” Through learning about all the different technology tools and instructional strategies, I feel even stronger about my theory. This course has deepened my knowledge and understanding of learning theory and the use of educational technologies because I have never created a Voice Thread before. I was very skeptical before doing so, but after creating it I realized how easy it was and I enjoyed doing so. I learned how to create concept maps using bubbl.us. Dr. Michael Orey said it best when he said concept mapping is a graphical way to organize information (Laureate Education, 2010).

My immediate adjustments regarding my instructional practice with technology integration will be the use of spreadsheets and concept maps. My instructional practice will not be so lecture based and I am going to try to incorporate more technology. The use of a spreadsheet and a concept map will help students stay organized. Spreadsheets will be helpful when I am graphing different functions. To input a lot of data can be time consuming so a spreadsheet will help in saving time. Spreadsheets are valuable to students generating and testing hypotheses. This helps students become engaged in processing information, applying content knowledge, and enhancing their overall understanding of the content (Pitler, Hubbell, Kuhn & Malenoski, 2007). Dr. Michael Orey said it best when he said concept mapping is a graphical way to organize information (Laureate Education, 2010). Using a concept map will enhance students learning by helping them process the information.

Two long term goals I would like to make to my instructional practice regarding technology would be to use more Virtual Field trips or Voice Threads in my teaching. I would also like to incorporate a Class web page or Blog. This would allow for more learning to take place beyond the classroom. I can post Voice Thread on the web page or blog for students to view for help with they homework or just weekly reminders. My strategy for achieving them will be to complete my graduate classes by the end of this school year and I will start planning this summer. By next school year I will have a web page or blog created.
Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Instructional Theory : Author.
Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Cognitive Learning vs. Learning Theory. Theory. Baltimore: Author.

Pitler, Hubbell, Kuhn & Malenoski. (2007). Using Technology with Classroom Instruction that Works. Denver, Colorado: Mid-Continent Research for Education and Learning (McREL).

Voice Thread Link

Solving Multiple Step Equations

http://voicethread.com/share/2289412/

Connectivism and Social Learning in Practice

Social learning theories are based on the idea that students learn by communicating. Dr. Orey states that social constructivism is based on collaborative learning in which students interact with other people while constructing something (Laureate Education, 2010). The idea of social learning theory is highly correlated with this week’s reading in Using Technology with Classroom Instruction that Works, “Cooperative Learning.” Cooperative learning can be facilitated in many ways but this week’s reading focused on three resources: multimedia, web resources, and communication software. Technology and the internet has greatly enhanced our ability to communicate with others. Out of the three resourced discussed I like the idea of create multimedia and web resources. I like the example in the book where Ms. Ortiz has student work in groups to create videos about famous mathematicians. Activities such as this one are great when planned for and done correctly. When these types of activities go smoothly, it is often due to the lack of preparation (Pitler, Hubbell, Kuhn & Malenoski, 2007). Students must know what is expected of them. This is where a rubric comes into play. In terms of web based resources, there are so many resources available. The resource I like the best is under course management. I am most familiar with Moodle and Blackboard. To better help my students inside and outside the classroom, I would like to incorporate Moodle. This way if a student is absent or loses something, they can go onto our Moodle page and see what they missed or print off a new copy of whatever they missed. I have a few colleagues at the moment that use Moodle and I really like the idea.

Refrences

Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Social Learning Theories: Author.

Pitler, Hubbell, Kuhn & Malenoski. (2007). Using Technology with Classroom Instruction that Works. Denver, Colorado: Mid-Continent Research for Education and Learning (McREL).

Constructivist and Constructionist Learning Theory

Constructivist and constructionist activities are not new concepts and I think it is save to save every administrator would love to walk into his or her teacher’s classroom and see these types of activities being used. Dr. Michael Orey states that during constructionist activities, students learn best when they build an external artifact (Laureate Education, 2010). I would have to agree. I know I learn best when I am physically involved. If I am traveling someplace for the first time, I will remember the directions better if I am the actual driver rather than if I was to be the passenger. If I am the driver, I am fully engaged and my focus is on every turn. The same concept applies in the classroom as well.

In Using Technology with Classroom Instruction that Works, “Generating and Testing Hypotheses” explains how student are engaged in processing information, applying content knowledge, and enhancing their overall understanding of the content (Pitler, Hubbell, Kuhn & Malenoski, 2007). In order to generate and test hypotheses students must use critical thinking skills and perform some sort of experiment to test their hypotheses. This is related to this weeks constructivist/constructionist learning theory due to the hands on approach. After establishing that students learn best working hands on, technology is a great way for students to be engaged and work hands on. A few uses of technology that work great for testing hypotheses are spreadsheets, data collection tools, and web resources. Again, I do not see too many examples involving math even though it is stated that all three types can be used in all areas. At the moment, I believe spreadsheets might be the most productive for me. Students can do many different things with spreadsheets. They can collect and store their own data and test many different hypotheses on the correlation between their data. Students can create histograms, bar graphs, scatter plots and line graphs. With scatter plots, students can create lines of best fit or use line graphs to compare data. Students can also use spreadsheets for different functions such as linear functions and exponential functions.
It is difficult to use constructivist/constructionist activities on an everyday basis because they are time consuming but when used correctly and efficiently, students can benefit greatly.
　
Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Constructionist and Constructivist Learning Theories: Author.

Pitler, Hubbell, Kuhn & Malenoski. (2007). Using Technology with Classroom Instruction that Works. Denver, Colorado: Mid-Continent Research for Education and Learning (McREL).

Cognitive Learning Theory

In Using Technology with Classroom Instruction that Works, “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking” are two instructional strategies embed technology and are highly correlated with the principles of the cognitive learning theory.

Cues, questions, and advanced organizers are great for student’s organizational skills. I am a big advocate that sometimes, less is more. To help with informational processing when students are first learning a topic, focusing on a few keys points is better than giving them multiple. Our short term memory is only limited to about five to nine items at a time (Laureate Education, 2010). Cues, questions, and advanced organizers should focus on what is important rather than what is unusual (Pitler, Hubbell, Kuhn & Malenoski, 2007). The cognitive theory is based on information processing and there are technologies that allow us to correlate cues, questions, and advanced organizers to process information. For math, I really like the idea of using spreadsheet software and brainstorming software. Spreadsheets allow the students and myself to collect and organize data quickly. I can also use spreadsheets, like Microsoft excel, to create graphs and tables. Brainstorming and organizing software allows the students to put together a visual map of the main ideas. Giving the students a visual is just another way to use their multiple senses.

Summarizing and note-taking is important in the math classroom, just like any classroom for that matter. I had a student ask me the other day why we have to take notes. I simply expressed to him that the notes are important because they are his study guide for the exam. Unlike last week, I did not read many examples on how to incorporate these strategies into a math classroom. I could definitely use the note-taking templates created in inspiration to create a map for students to fill in with main topics and examples of each topic such as maybe a problem that correlates to that topic. In terms of communication software, I really like the idea of using a blog. This implements the strategies of reciprocal learning (Pitler, et al., 2007). Students can ask questions on the blog and other students can help each other help while I facilitate the learning.
With the cognitive theory being based on the idea of processing and storing information, making connections, and creating networks, the two strategies discussed above can help our student’s process information better and make better connections.

Technology-based cognitive tools can help increase students’ engagement and deepen their understanding. In the past when I have taught graphing linear lines of best fit to scatter plots, I did not feel as though the students were fully engaged. They also did not have a real deep understanding as to what the best fit line represented about the data. This is partially my fault because of time restrictions. My method for introducing this lesson was mainly direct instruction. I could incorporate a technology-based cognitive tool to enhance the lesson. With the use of Microsoft Excel, students could enter and access their data much faster than if they were doing it with paper and pencil. This would save us time and I could proceed with deepening their understanding. Students could both run their own experience and collect their own data or I would already have the data for them. Ideally I would like them to collect their own data for them to use. Once this data is entered into excel, the students can draw their own line of best fit to the graph and then they could use excel to draw the actual line of best fit and also get an equation for that line. The students could then compare their line of best fit with the actual line. They could compare equations as well. By them creating an equation for the line brings back information from previous lessons. Dr. Michael Orey stated that by integrating multiple senses in presentations improves learning (Laureate Education, 2010). The students are accessing all their senses due to such a hands on activity. When students are fully engaged, their abilities are endless. Using technology-base cognitive tools allows them to do just that.

Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Cognitive Learning Theory. Baltimore: Author.

Pitler, Hubbell, Kuhn & Malenoski. (2007). Using Technology with Classroom Instruction that Works. Denver, Colorado: Mid-Continent Research for Education and Learning (McREL).

The Use of Technology with Classroom Instruction and Behaviorist Learning Theory

“Reinforcing effort” and “homework” and two instructional practices that involve technology from, “Using Technology with Classroom Instruction that Works.” No two people are the same. Everyone’s brain processes information differently, therefore learning is very different as well. Success depends on many different factors but I still believe success is ultimately intrinsic. In today’s world of technology, educators have methods for students to keep track of their own progress and effort using spreadsheets and data collection. I was very surprised to see these strategies being used as young as fifth grade. I like the concept because it makes students take ownership of their work and success. They can see if they do not do well, it will show based on the time they put in.

Homework and practice are strategies that I truly believe in, especially being a high school math teacher. I am constantly telling my students that if they do not do their homework and practice the material, they will not be successful in the class. I was truly surprised to see that students need about 24 practice sessions to become 80-percent proficient with a skill (Marzano et al., 2001, p. 67). I was also surprised by all the math examples as well. Students used spreadsheets for graph parabolas and students constructed a game of battleship using PowerPoint. There were also a lot of websites geared towards math and sharpening skills. The National Library of Virtual Manipulatives, BBC Skillswise, and ExploreLearning are a few of the websites listed.

Michael Orey stated that technology is most effective when remediation activities are minimally incorporated (Laureate Education, 2010). The technology strategies listed above are not for mediation but for the students to track their own effort and work. In terms of the behaviorist learning theory, behaviors are characterized on a reward and punishment basis. Desirable traits should be reinforced while undesirable traits should be punished (Laureate Education, 2010). With the strategies listed above, technology cannot be a reward. What the technology does for us is backs up whatever decisions we make in terms of rewards and punishments. Since the students, along with educators, are tracking the student’s effort via spreadsheets and data collection, the students themselves will see that they are not performing because of their own lack of endeavor. When students lose out on recess or lost free time and have to put in time doing work instead, they know it was no one’s fault but their own. I am a huge advocate of students taking ownership. I can put all my free time into helping a student, but if they are not willing to put the time in as well, then my options run thin.

Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Behaviorist Learning Theory. Baltimore: Author.

Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom Instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association of Supervision and Curriculum Development.
　

EDUC-6710I-2 Reflection

“Understanding the Impact of Technology on Education, Work, and Society” has helped me develop great technology skills as a professional teacher. Throughout the course I learned how to develop my own blog, develop a wiki with the help of my classmates, I created a pod cast, and I learned how to incorporate 21st Century skills in the classroom. I did not possess these skills prior to this course. I realize how productive and blog or wiki can be in the classroom. Students today are technology natives by growing up in a technology driven world. It is vital that we as educators incorporate technology into our classroom as much as possible. To incorporate technology, we are also learning. We might have to learn how to use a certain form of technology just like I had to learn how to develop and work a blog. This is one reason why many teachers may be afraid to transition into the use of technology. The phrase, “if it is not broke, don’t fix it.” Many may have this mentality but the reason for using technology goes much deeper than the meaning of this phrase. The hand on approach to using technology teaches the students so much more. They are much more engaged and their brains are functioning at a much higher level. 

I have always attempted to be more student-centered rather than teacher-centered. Up until now I realized I am much more teacher-centered than I would like to be. Mathematics is a very difficult and direct subject. Math is sequential and the students need basic skills in order to perform at a higher level. Many of my students lack these basic skills, making it very difficult for me take a more advanced, student-centered approach.

The best way for me to continue to expand my knowledge of learning, teaching, and leading with technology to increase student achievement is to continue learning myself. I have only begun to learn about blogs, wiki’s, pod casts, and 21st Century Skills in the classroom. Whether it is reading, a conference, or a class such as this one, in order to build my knowledge I must continue to learn what I can and then put what I have learned into practice. Through practice, I will learn what realistically works and what does not.

Two long term goals of mine are to incorporate a blog or website into my classroom and to incorporate more cell phone and computer based learning. I plan to do this by setting aside time at night for me to check my blog and answer questions. Our district is lower their rules about cell phones and allowing cell phones and laptops in the classroom. I do not expect all students to have laptops so I will attempt to set aside time in the computer lap or get the laptop carts once a week. 

Before completing this course, I only designed instructional activities requiring student collaboration to accomplish a joint task. I am not a lot more aware of creating more real-world problem-solving activities and providing various tools and resources. I cannot say I am currently doing any practices to develop skills for school and the workplace environments. I do plan to promote the development of leadership and technology skills in my students and colleagues. I would also like to participate in developing a vision for technology integration and communicate the reasons for using technology across our curriculum for mathematics.

Students and Technology Podcast

I interviewed a few of my students about the technology they use inside and outside the classroom. I could not record their responses in the classroom so I had them hand write their responses. The students I compiled responses from are in my high school Geometry class.

The link for my Podcast:

http://jasongunderman1786.podomatic.com/entry/2011-07-26T13_32_28-07_00

Evaluating 21st Century Skills

Partnership for 21st Century Skills

--My reaction to the Web site
At first glance, I was trying to find the relevance of P21. It was short after that I realized how this website is correlated with our field of study. Lately, I have been reading and discussing how we as educators are suppose to prepare our students for their future in the 21st Century. Outcomes expected for the 21st Century student includes core subjects; life and career skills; learning and innovation skills such as critical thinking and communication; and information, media, and technology skills. Aligned with these outcomes is a support system that includes standards and assessments, curriculum and instruction, professional development, and learning environments. This framework consists of the skills and knowledge students should master to succeed in the 21st Century.

--Information on the site that surprised me
I was reading through the State Leadership Initiatives and New York State is not listed. This was interesting to me. To become a P21 Leadership State, the state must show commitment from the governor and chief state school officer along with submitting an application describing the state’s plan to combine the three R’s and four C’s (critical thinking and problem solving, communication, collaboration, and creativity and innovation). The plan must state all assessments, standards and professional development programs. I am surprised to see 16 schools on the list. This is more than I would have expected.


--I disagreed with....
I partially disagree with having to have written permission to use any of the framework for 21st Century Learning. I can understand why they might but with education being the main focus, I would think they would want educators to have easy access and use of their products. All requests are sent through email so depending on how quickly a response is given depends on whether I may feel differently about it. 

--The implications for my students, and for me as a contemporary educator?
I believe the concepts of 21st Century Learning is extremely relevant to our students and myself as a contemporary educator. The competition in the job market today is very competitive. Our students are not only competing with each other, but with candidates from other countries as well. It is our job to educate our students and make them aware of the opportunities and challenges that await them.

Using a Blog in the Classroom

1. An idea for how you might use a blog in your classroom.
    One method for using a blog in my classroom would be to use it as a discussion board for assignments and homework.

2. What purpose would the blog serve?
    The purpose would be to serve as a place for the students to get together as a group to discuss and ask questions on any given assignment or homework. This way, before asking me the question, it gives the students a way to solve their own problems. If I see that everyone is having the same issue, then I can resolve it. Also on homework, students can get on to see if anyone else is having a similar issues or to ask a question on how to apply what was done in class to solve particular problems. This also works great for students that missed a given topic or might have gotten called out of the room.

3. Is it a place for students to interact about content? Is it a showcase for their work? Or?
    This definitely gives students a common place to talk about recent content. This could potentially be a place for students to post their work. Instead of handing it in class, they can post it online. This could be more efficient for both the students and me. I believe grades should only be given for the particular student to see. Grades can be rather personal. It needs to be clear that no final answers are given. It will be discussed in class how important plagiarism is and the consequences of it. 

4. How does using a blog enhance the lesson?
    The blog would not necessarily enhance a specific lesson but it could benefit a whole unit or class. Students spent an ample amount of time on the internet communicating with others, therefore, why not set up a way for them to discuss class work. If they are absent from class, they can go into the blog and ask what they missed from that day and even get the homework so they can have it for the next day.

5. Include your grade level and content area.
    The grade level this is intended for would be high school algebra and geometry. This is typically ninth, tenth, and eleventh grade.

6. Include your rationale as to why a blog is a good tool for the instructional context.
    My rationale for why a blog is a good tool for the instructional context is because it adds the communication and discussion factor. Sometimes in class, students do not get to communicate as much as we would all like to in a forty minute class period. They might not have the time to ask the questions they might want to. With the use of the blog, they can get online and ask away. Some students might be afraid to ask another students or the teacher for that matter face to face. Communication is key to learning and being successful, a blog aids in accomplishing this goal.

Should Calculators Be Used In Elementary School?

As a secondary math teacher, this question comes up quit often. A buddy of mine brought this up to me the other day, calculators are a great tool in mathematics and when used correctly they serve many purposes, especially in higher level mathematics. The use of them at the elementary level concerns me. This might vary from district and state, but I feel that calculators are too widely used at such a young age. I know part of the purpose of this is due to the curriculum that must be taught at a younger age. However, when it comes to simple arithmetic such as adding, subtracting, multiplying, and dividing, calculators should not even be on the student’s mind. It is sad when I have students in the high school that do not know there multiplication tables. They have such poor number sense and computational skills. I was not allowed to use a calculator until at least seventh or eighth grade, and this was just a basic scientific calculator. In fourth, fifth, and sixth grade we were made to memorize our multiplication tables. I feel education today frowns on making students memorize. Learning should be about exploring concepts, not memorization. I disagree and I believe there are some things that just need to be memorized and become second nature. This starts with simple arithmetic. Don’t get me wrong, the concepts of adding, subtracting, multiplying and dividing are very important in developing number sense and computation skills. The students, however, are not going to be able to do this by pushing buttons. Even at the high school level, I deny students the use of calculators on some topics. Unfortunately, I cannot say to them, “As you get older, you will not always carry a calculator around with you.” This is false because everyone today owns a cell phone and therefore will have a calculator on them. I feel this is the wrong way to look at the situation. Just because the technology is available to us now, such as cell phones and computers in the work place, does not mean these students should not learn basic mathematical skills. Students should not rely on a calculator or a computer to do basic math for them.