Reflection (week 8 final post)

In my last post, I mentioned that facilitating and inspiring learning will never become a distant goal that I no longer aspire to attain. I have learned a lot in this course by doing. From this, I will design more lessons geared towards having students "do" more and not be so robotic and incorporate so much rote memorization. Unfortunately, I have also learned that my district is even further behind the technological curve than I had originally anticipated. However, I also view this as a challenge because, as a young educator in an ancient department, I can inspire change. It is obvious, with the help of such courses as these, where education and all other relevant professions are headed. Why not embrace such a movement and use such tools to enhance our learning and facilitate growth?

My GAME plan is a lot like many of my lessons that I create from scratch. It is slow-developing and while it is a solid, manageable and effective plan, little will be accomplished with little effort. There were times where I could have made certain things better and put in the appropriate time. However, there are many things that I have learned from creating my GAME plan that I will take with me and credit towards improving myself and growing both as a learner and as an educator.

Have a safe and exciting New Year!!!!!

Kevin.

More GAME planning (week 7 assn)

I think that my selected NETS-S goal of facilitating and inspiring learning and creativity will never change. I intend on constantly implementing new and innovative lessons that inspire both my students and myself. I constantly preach to my students that you (or it) can always be better. Tiger Woods is easily the best golfer and even after he wins several tournaments and has a career year, he responds that it could have been better and that he still has work to do (I know that he is not the best person to use as a positive example right now). This basic principle is what I hope to continue even past my retirement. My GAME plan is not quite off to the speedy start that I would have preferred. However, I have been slowly progressing and getting better. This is important and if it ever is impeded, then it will become problematic.

I intend on helping my students developing proficiency using the technology standards and indicators outlined in the NETS-S by simply sticking to what was said above: doing more and never being satisfied with complacency. Yeah, it is great to complete something and feel gratification, but could it have been better? Yeah, that lesson was great this year and I can't wait to implement it again, but will it be as successful with a different dynamic of students? Remaining constant in my self-evaluation and having students adopt similar habits will be important for developing such skills as outlined in NETS-S.

Kevin

Revising my GAME plan (week 6 assn)

The two NETS-T goals that I chose for my GAME plan were as follows: #1 - Facilitate and Inspire Student Learning and Creativity and #3 - Model Digital-Age Work and Learning. My first goal was to become proficient in the technology that will be implemented. I feel confident that I have gotten more efficient with certain tools that I have already used or will use in the near future. I always seem to have an empty feeling, however, that there is much more that I should be doing and that I am still "behind the curve" in regards to integrating technology into my classrooms. However, with the limited resources that are available and through my constant efforts, it is better than it was yesterday and I will continue to improve. We have also had many assignments and learned a few resourceful tools with our classroom blog and wiki. This was another goal of mine and I feel more competent now that I have incorporated it into our classroom routine.

What have you learned so far that you can apply in your instructional practice?

I have learned how to create a group wiki and add pages to it. This will become effective for small group assignments that will also require some individuality. Many group projects are somewhat difficult to assess due to the struggle of balancing requirements within a group and properly allocating responsibilities. This will promote group involvement but will also require students to do some on their own and not be so dependent on their group members.

What goals are you still working toward?

I will always be working on my first goal and was also the reason for it being the first: become proficient with the technology that will be implemented. I am a strong advocate for the integration of technology and am not generally the teacher that gives students' grief when their phones are out. I will always be working on self-improvement and some of my professional goals will remain constant. I am also still working towards a constant goal of never accepting mediocrity. My students deserve someone with leadership qualities to show them what it is like to tackle a new problem, like embracing new technologies, and making the best of a situation.

Based on the NETS-T, what new learning goals will you set for yourself?

I would have to say that the last learning goal, #5 Engage in Professional Growth & Leadership would be a new NETS-T that I would set for myself. Reiterating what I said earlier, I firmly believe that teachers must remain effective by constantly searching for new and effective lessons. Resorting to complacency and being repetitive only promotes dull, ineffective instruction and poor leadership. Being able to continuously improve professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources are all mentioned within this learning goal.

What learning approaches will you try next time to improve your learning?

I intend on using this week's social networking and online collaboration lessons in my classes. My students are all actively involved in some sort of social networking site and to be able to harness that knowledge and incorporate effective instruction is something I look forward to attempting.

Kevin

Evaluating GAME plan progress (week 5 assn)

* How effective were your actions in helping you meet your goals?

I am still developing a skill at time management. I am beginning to accomplish my goals that I have set out, however, it is probably at a slower pace than I would prefer. I have taken a few of my ideas that I have developed and at least attempted to find a way to integrate technology. We have went to our library and I have had a few small group assignments that forced them to utilize various aspects of the internet. However, I am also not quite where I would like to be. There is always room for improvement!!!

* What have you learned so far that you can apply in your instructional practice?
I have definitely learned to try things out and be experimental. I have shown my students through practice, that it is alright to not completely understand something and learn through experience. I have shown my students how to make mistakes and learn from them. Fortunately, I have an older group of students and they are hopefully taking to what I have done thus far. I have also learned to allow students to help me in the process. Albeit I am the teacher, I definitely have allowed my students more leverage into helping me and each other learn from one another. If a student has an idea or prior background knowledge with using a resource that most may not be familiar with, I have gotten better about relinquishing the controls and allowing others' to take the reins.

* What do you still have to learn? What new questions have arisen?
I still have to learn A LOT. I always seem to have this empty feeling that I have no clue what I am doing and am going to repeatedly fall on my face. I am the type that needs to know exactly where I am going and the purpose for doing something. Entering a new realm and having to incorporate technology within a district such as mine, with little to none, is very difficult and requires much patience.


* How will you adjust your plan to fit your current needs?

Rather than wish I had more resources to work with, I am going to take advantage of what little I do have. It is too easy for me to simply whine and complain for all of our district's shortcomings. This only creates frustration and benefits no one, especially my students. I will adjust my GAME plan according to what is needed for each particular class. If one class is more individualized, I will shorten the groups down. Basically, I will attempt to highlight each student and each class's strengths and build on our weaknesses. Having a reliable lesson to fall back on that is relevant and worthwhile will be something that I need to make an adjustment to my current plan. I have had several difficulties in the past with our building and technology so to be completely reliant on a factor that I can't control bears way too much risk.

Kevin

Monitoring GAME plan progress (week 4 assn)

Happy Thanksgiving Everyone and especially enjoy the time off from school with your family and friends!!!

I have found SOME information and SOME resources I need. The problems is that I am finding some information and resources that I don't need. The biggest problem that I am encountering is one that was easy to predict: time management. I have had some success finding resourceful information, but it is cluttered with material that is useless or irrelevant. By the time I sift through what is important and what isn't, what's credible and what isn't, I have spent an absorbent amount of time. Most of this time spent is partly due to being a perfectionist, but I am also skeptical that my processes are ineffective. Being proficient in utilizing these tools, I have found, will require the one thing that I have a very limited amount of: time. I may need some professional guidance from some of you that have been there, done that. What would be an effective, time consuming method of research and development?

I have been successful in collaborating with colleagues and sharing useful information via e mail and directly. I have learned a few helpful hints on how to effectively manage a class wiki and blog from our Media Specialist (librarian). Our class has since had several assignments via our class blog. One of my modifications to my GAME plan is to enhance our blog and wiki with more advanced requirements. I intend on having students attaching hyperlinks to their responses and becoming more proficient with many of their additional tools. If any of you have any suggestions on some blog / wiki information that you have found successful in the past, please speak freely and let me in on some of your secrets.

I have definitely learned that I need to allocate more time for planning. I definitely don't adequately prepare as well as I should. As a result of these tendencies, I tend to become overwhelmed with everyday tasks that are required of us, such as grading and communicating with parents. The only real "new" question that has arisen since initiation of my elusive GAME plan is simple, how can I make it better? This is not necessarily a new question, but rather a question that should be considered new each time self-reflection is needed.

Kevin

Carrying out my GAME plan (week 3 post)

Oh boy. It is always so much easier just to talk about it and not be about it. Actually putting the GAME plan into action or putting anything into action is always daunting for me. I don't know why but general anxiety sets in when I do something that I am inexperienced with. First off, technology is used more as an excuse or crutch in my district than it is something to propel student learning. It will be extremely difficult to incorporate exotic and elaborate technology into my classroom with no student computers and only one teacher laptop and projector. I know that may seem like a cop out to most (and maybe it is) but you have to understand my situation before going on...

My intended learning strategy is to get students to construct or create something collaboratively with one another and with the purpose of gaining a better understanding of our constitutional rights. By the way, I teach high school social studies and the last few years, I have been fortunate enough to teach senior government. The resources I would need is access to a smart board (possible, but need to sign out in advance), our computer lab (so that students can have some time on a computer), my projector and laptop, and I am not certain of what else. I would like to start the project off with a webcast or interview over the internet with a previous or current student (close to age of my students) that has done something similar. They will hopefully instill confidence in them that it is possible, they can get an idea of what the final product will look like, they will hear it from someone other than me and someone they would consider a peer, and finally, they will be encouraged to learn and do so by incorporating technological tools (like the webcast or internet teleconference). I am somewhat playing make believe here because I am not even sure if our district / building has the necessary tools to facilitate such a thing.

I need to know how to make the best out of a least desirable situation. Most of my students have a negative outlook on their school and their school's technology. I need something that will grab their attention and let them know that this assignment, this class and this teacher are for real. I want them to know that although this district is not affluent and necessary tools aren't available, we can still accomplish big things. I know I am being wishful, but I would like to believe that someone or some place in our school system or community could provide some assistance. We have a beautiful public library in our town. Maybe pool together resources with them? I am not sure and sometimes my anxiety can take over when I am not certain if I am heading in the right direction.

So far, the only steps I have taken is doing background research and spending time figuring out what is available. I have learned that we do have two smart boards in the building (for nearly 90 teachers to share). I have not yet try to sign one out, but I have been told that there is a "waiting list." I have spoken to our media specialist and I have been set up with access codes to bypass filtering blocks from internet searching. I have already created a classroom blog and wiki. Students have made a few posts and are becoming familiar with a few basics to using such resources. However, they are still apprehensive (like me) and aren't sure of themselves because it is new to them.

Kevin

GAME plan

The following is my GAME plan to enrich the learning environment of my social studies class by integrating technology into both new lessons and those already created. Two areas that I would like to improve upon from the National Educational Technology Standards (NETS•T)and Performance Indicators for Teachers and Performance Indicators for Teachers are:

1. #1 - Facilitate and Inspire Student Learning and Creativity

2. #3 - Model Digital-Age Work and Learning

The following GAME plan is fit to help me improve myself with regards to these performance standards and indicators:

G : Before starting anything, it is important to set goals. My first goal is to become proficient in the technology that will be implemented. With regards to the first standard of facilitating and inspiring student learning and creativity, I will specifically focus on indicators: c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes and d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments. I have created a class blog and wiki for the first time this year. As a result of my inexperience and lack of technology within the district, I have taken small baby steps towards implementing such tools. The students have already been conditioned on how to properly cite online resources and how to properly post onto our class blog. My goal for this is to enhance student comprehension of certain topics through the use of this blog and other social networking resources online. Utilizing virtual environments and other technological tools is a something that I intend on incorporating for many lessons. My second goal of modeling digital-age work and learning will be focused primarily on indicators: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations; and b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. In order for the lesson to be successful, I need to become proficient in the technology that will be incorporated.

A : The action that I will be taking towards achieving these goals are simply to adequately prepare for facilitating such lessons. Due to my inexperience with such tools, I must become proficient in managing these resources. I will coordinate several meetings and collaborate with the media specialist at our school and two teachers of whom I know already have integrated similar technology into their lessons and have been successful. I have already spoken to one of those teachers and gathered valuable information as to how to manage certain functions within such assignments. I will also approach my supervising principal and ask for "friendly coverage" so that I can observe a lesson firsthand from one of my colleagues.

M : I plan on monitoring all student input into the blog and keeping a log of each entry per each student. I have already spoken to our technology director and have inquired about software that may be available that can monitor each computer in the lab during the time spent in class. I will be able to monitor what each student is doing and without being physically standing over them. The difficult task I will have is to monitor those students who will complete their entries and tasks at home online. I am not certain of the appropriate methods for this and will definitely seek out advice from my colleagues at school and my classmates here at Walden.

E: How I intend on evaluating my progress will be according to the responses from my students. I will be able to determine, through their responses, how they are comprehending certain topics and adjust the lesson accordingly. I will need to develop specific rubrics that will outline certain responsibilities and they will be followed by certain deadlines that will need to be met. I will evaluate their progress at various stages of the lesson(s) and not simply at the end.


National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.

Week 8 Reflection (EDUC 6712)

I would say that the most striking revelation involving the new literacy skills would be from week one. Questioning, as Dr. Hartman noted in week one’s DVD program (Laureate Education, Inc., 2009), starts with the students asking a question and that this is backwards from the traditional book culture that we have grown so accustomed to. I haven’t even passed out books this year. We have only used the books twice as reference material. My supervisors are not fond of this fact, and they have made it clear to me that students “need something to take home to mom and dad to prove that work is being done in the classroom.” It is a shame that we spend over 130,000 dollars on textbooks every year.
I have learned how to properly design a curriculum using such templates as our Inquiry-based Unit Plan that we created for this course. I intend on using such practices to design a curriculum based around the many new literacy skills that we have learned in this course and from previous courses as well. In order for me to do this, I must become more proficient in creating effective lessons integrating what little technology is available to me and my students.
One of my professional goals that I have created as a result of this class is to apply for grants from local businesses to obtain more computers, preferably laptops. It is very difficult for me to get amped up about integrating technology when there is a waiting period to access the school lab and there are no computers in the classroom. The lab that I am referring to also has outdated equipment running on ridiculously slow servers (some still run Windows 95 and 98). If I can somehow access a small number of laptop computers, I feel that many of the lessons I would like to incorporate into my teaching could be more attainable. This is a reality that I must face and stop blaming others for.

EDUC 6653 Week 7 Application

In this week's application, we were to evaluate research methods. Below are four scenarios and with them, I provide a brief rationale for a research method that I feel would be the most effective in answering the question.


Scenario 1: Ten students are available for in-depth interviews. Participants will be selected based on their involvement with the peer mediation program. They will be observed over three weeks. Analysis will attempt to determine issues concerning peer mediation.

An interactive method called phenomenology within the qualitative research designs would be the best method used to answer the question. In this study, the researcher “collects data on how individuals make sense out of a particular experience or situation” (McMillan & Schumacher, 2008, p. 26). I chose this method because it specifically stated that long interviews are conducted with the subjects and the purpose is to gain their understanding on the issue at hand.

Scenario 2: Two classrooms of students are selected. There are 30 students in each class; each group will have similar demographics—age, sex, race, socio-economic background, etc. Classes will be randomly divided into two groups of 15 students. Of these two groups, one randomly selected group will get training on peer mediation and the other group will not. Thus in each classroom there will be one group that is trained in peer mediation and one that is not. Analysis will occur on which groups have the fewest office referrals.

A true experimental design within the quantitative research is what I feel would best suffice to this scenario. McMillan and Schumacher tell us that, “in an experimental design, the researcher manipulates what the subjects will experience” (McMillan & Schumacher, 2008, p. 23). This is exactly what the researcher is doing in this circumstance. They are making comparisons with students that will and will not receive training on peer mediation. I would also classify this scenario as being a true experimental because there is random assignment of subjects to two different groups.

Scenario 3: A school counselor is interested in knowing how student attitudes affect the value of peer mediation to decrease the number of office referrals that are being filed for inappropriate interactions.

Secondary data analysis would best serve this scenario with an accurate answer to its question. In this scenario, the researcher (school counselor) does not need to spend time designing a study or collect data. He or she simply wants to utilize data that has already been collected.

Scenario 4: Peer mediation has become widely used in many schools. The feelings of those involved in the process are little known—either from those doing the mediation or those receiving it. The ZASK-R Acceptance Preference Survey will be given as pre- and post-tests to 40 students participating in mediation. Follow-up interviews will be conducted on a bi-monthly basis.

This scenario screams mixed-method research. The ZASK-R Acceptance Preference Survey provides the researcher with quantitative results that can be shown and the follow-up interviews serve as a qualitative method because it explains why certain behaviors took place. McMillan and Schumacher gave us a great example that was clearly similar to this particular scenario: “For example, a study of how teachers apply the results of high-stakes tests to their instruction might use a written questionnaire to survey a large number of teachers, as well as qualitative interviews to probe the reasons for the use documented in the survey” (McMillan & Schumacher, 2008, p. 28). McMillan and Schumacher also point out that mixed-method research is becoming more popular because of the advantages it has by using a variety of methods to effectively investigate a variety of scenarios.


Reference

McMillan, J. H., & Schumacher, S. (2008). Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson.

Week 3 EDUC 6653 (educ. research)

I plan to determine if high school students can improve their grade point average in a technology-rich classroom as opposed to a more traditional-based classroom.

Who: high school social studies students
What: effective integration of technology and impact has on student learning as well as their grade point average.
Why: Have a more accurate curriculum built towards modern learning. Methods are up to date with what students are learning on their own as well as rest of society. To increase the technological skills of everyone involved and make today’s classrooms more relevant (not just the students will benefit from an increase in technology).


Research Question: Will students that have computer access at home have a higher rate of success (higher GPAs)?

The question is addressing the factor of students that will be furthering their education by utilizing their resources at home. I am interested in knowing the statistical evidence behind such a question. I believe (with the help of my classmates) that I will be incorporating QUANTITATIVE research designs; particularly comparative and true experimentation.

ADJUSTMENT (educ 6653 week 2 assn)

I made a mistake with the last post. I was supposed to be more specific and choose a particular issue to research, not many (as I did). I intend on determining if students engaged in more lessons built around technology would have increased grade point averages to those that are presented with lessons in a more traditional way (i.e. lectures, bookwork, etc..). After reading many of the discussion posts, I have found that my research topic emulates that of many classmates. Rather than see that as a negative, I am going to be optimistic: it is obviously a topic of interest and one that will get researched often within these next few weeks. We can all learn from one another and get a well rounded answer to our universal question.

Who: high school social studies students
What: effective integration of technology and impact has on student learning as well as their grade point average.
Why: Have a more accurate curriculum built towards modern learning. Methods are up to date with what students are learning on their own as well as rest of society. To increase the technological skills of everyone involved and make today’s classrooms more relevant (not just the students will benefit from an increase in technology).

Week 2 EDUC 6653 (educ. research)

I plan to determine the most effective method of independent fund raising that will help provide our high school social studies department with adequate technology. I also plan to determine how much more proactive students are in a technology-rich classroom as opposed to a more traditional-based classroom.

Who: high school social studies students
What: effective integration of technology and impact has on student learning as well as the most effective method for fund raising and a proper "how to" access such needed tools.
Why: have a more accurate curriculum built towards modern learning. methods are up to date with what students are learning on their own as well as rest of society. also to increase the technological skills of everyone involved (not just the students will benefit from increase in technology).

Week 8 Reflection (EDUC 6711)

I have learned a lot from this class. I know that seems to be endless rhetoric when you reach the end of many WONDERFUL classes offered within our Walden program, but this one has taken the cake thus far. I have learned immensely about things that I have never been aware of and that are so easy to access and use.

In my initial week's assignment regarding our personal theory of learning, I mentioned that I involve more of the applications within the Social Learning theory because many of my lessons are driven by student participation through such activities as discussions and utilizing one another to take part in the group's learning. I still feel that way and value the purpose of discussion and interpersonal relationships. However, after this class, I am eager to incorporate many new, enriching components to liven up the occasionally dull discussions that so many introverts dread and extroverts relish in.

Such activities that involve using a smart board or projector for taking students through a virtual field trip is one technological tool that I grew interest in due to the fact that I am a social studies teacher. Once introduced to Amy Petitgout's 8th grade social studies class in New Jersey (Laureate Education, Inc., 2008), I began to think of endless amounts of topics that I could incorporate such a wonderful classroom tool. Making time lines and re-enacting certain historical stories have a tendency to end up in Dullville and gradually lose student interest. When done right and given adequate planning, my students would love such an activity and almost wouldn't even realize that they would be accomplishing the same tasks as they were before when they were bored.

Another technological tool that I definitely intend on purchasing and implementing within the next school year is Voice Thread (http://www.voicethread.com). This is right up my students alley. Most of my students are ridiculously proficient in social networking realms (texting, Facebook, myspace, etc...). Voice Thread (http://www.voicethread.com) provides students with similar networking features and can accommodate a vast amount of educational purpose. I like to think that my chosen technological tools can be used to help solve our "boredom crisis" in our Social Studies wing. This leads me to my long term goals.

As I said above, we have an issue in my social studies department. I am the youngest teacher in our department by nearly 13 years. Of the ten social studies teachers on staff in our building, 8-9 lecture daily and have a weekly quiz of some sort and move each lesson, chapter by chapter, section by section. I understand that certain subjects require following curriculum that is provided by the state (ours is the OGT = Ohio Graduation Tests). However, using these tools would not only provide useful information to the students, but it would be relevant. Whether we like it or not, technology is a bear that is never going to hibernate again. Why not educate our students and prepare them for a life that they will be experiencing and provide them with skills that are needed for this time of day? My first long term goal will be to teach a full year without using a textbook (aside from a resource for certain research). Unfortunately, there will be days that we will not be able to access our computer lab of 30 (shared by nearly 1300 students and faculty daily). Aside from using textbooks for research, I intend on creating a curriculum without the dependency of a textbook written through someone else's perspective. I intend on teaching my students how to challenge what is presented to them and not accept the first thing they hear or read as the ultimate truth. I intend on doing so by incorporating technology.

I know that I have whined many times about my current lack of technology and I apologize. When I do that, I am venting because our administrators in charge present to the community that our technology is competitive and we are "cutting edge" when everyone that is behind the scenes knows that is completely a lie. Politics. Ugghh. Did I mention that I was a social studies teacher? My next long term goal is to apply for grants or some other means of financing for technology in our school, specifically our social studies department. There are many fortunate, successful companies that are willing to donate certain items that they may no longer need but are extremely resourceful in the classroom. Then we could have our vocational schools, or students that are capable, help restore or revamp the computers or tools to the teacher's needs and increase their resources. I tell my seniors that they need to apply for as many scholarships and grants as possible. It is free money and they are not going to hunt you down to give you their hard earned money. Why can't that same principle apply to me and my current situation? I know that I am amped up now as a result of this class but I don't mind. It actually serves as proof that I learned much about this class and was thankful to have been enrolled in it.

Dr. Orey (Laureate Education, Inc.,) had a great quote that I will always remember and use to prove a point when he said that we learned more when we went through student teaching or began our first teaching assignment than we did preparing to be a teacher. Students don't want to be talked to for hours on end in an environment that is dull, uninviting and uninspiring. They want to be challenged and pushed. They may not admit it, but when engaged in an effective learning environment that is safe and involves student centered lessons, they are usually active participants. It is my lifelong goal as an educator to work as hard as I can to not only establish and create such an environment but to never be complacent. thanks for reading this.

kevin

Voice Thread

http://voicethread.com/#e531003

Here is the link to my Voice Thread. I simply found a few photos of my school and students and posed a simple question: why doesn't our district keep up with technology and teaching strategies like they do with our facilities? I was able to find a photo of our school from nearly 50 years ago. I used that to pose the question. To most of you, the photograph is simply a bunch of farmland with a few random sporting fields and one building. Now, there is a large complex and all of that land is accounted for. However, lessons that were taught in that building some time ago used strategies and methodologies that are still used today. Are today's students the same as that some 50 years ago? C'mon.

I also found a picture of our students during a Washington D.C. trip in front of the White House. I found this relevant because our federal government intends on including Education as one of the priorities in this economic restructuring and the White House is where our President will make and maybe sign some key legislation regarding such issues. I am re missed that I waited a little too long to divulge into learning about Voice Thread. This was a crazy last week of school for me and while it does feel good to be close to done, I feel as though I have created a mediocre Voice Thread as a sacrifice. Thanks for reading and till next week...

Social Learning Theories (week 5 app)

I really enjoy examples of real life scenarios to help further understand a concept or topic. Dr. Orey used a medical student as an example of how inert knowledge or Situated cognition is something that social learning theories attempt to resolve. He said that a medical student studies medicine for three years but has to take up a residency to learn how to apply those lessons learned in a real world setting. He uses this example to catapult the concept that social learning theories are intended to contextualize information and bridge what is being learned and how best to apply it. The jigsaw strategy that he mentioned was one that I have used before. I love that strategy and the kids generally respond well when I adequately prepare for it.

I understood social learning theories as teaching the whole thing and not breaking it up into parts. The difference between constructivism and social constructivism is that it utilizes other people (esp. through conversations and discussions). I definitely agree that social learning is how we primarily construct meaning. How and why did most of us adopt english as our primary language? Did we decide that was what we wanted to speak? No. At such a young age, we need that knowledgeable other that Dr. Orey mentions in his descriptions of ZPD (zone of proximal development). I agree that many of us conceptualize our own ideologies and belief systems as we grow older and mature. However, primarily we definitely learn through others.

Laureate Education, Inc. (Producer). (2009). Program eight. Social Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Constructionist / Constructivist Learning Theories (week 4 app)

I always get frustrated when I see these examples that are published. I realize that they are like the wonderful sumptuous sandwich on advertisements that never look like what you buy and I acknowledge why they are used as examples for others to see. However, I would like to see something that is relevant to most teaching situations. I teach at a very middle of the road district with adequate community support (funding). While we are not the best and most up to date district, we definitely are not at the bottom. These classrooms all are equipped with top of the line technology and it seems that all of them have unlimited resources where funding is not a problem. I want to see someone teach one of those magical lessons without a computer but still be considered integrating technology. Sorry, venting again. Focus...

The example on page 213 of the book was one that I found relevant because I am a social studies teacher and gravitate to those topics. The teacher, Mr. McDivitt conducted an experiment where he used a website with an instructive game on it as a teaching tool and in another class, with the same topic, used more traditional methods. According to his experiment, BIG SURPRISE...the class that were given the computers and adequate resources not only recorded better test scores, but they seemed to enjoy learning more. Who wouldn't? Would you rather do this class online from the seat in your home in perhaps your pajamas or at a college campus in a lecture with an overhead and a monotoned professor?

The relevancy is that in his class where he played the online game, he was requiring them to be an active learner and build something. Each student took on the role of a country leader and made certain decisions that were required to achieve their country's goals. The idea behind this class being more productive as opposed to the traditional classroom was that as they were building and creating something, the students were making assimilations and accomodations in order to reach equilibration. Dr. Orey mentions that these three along with schema are the building blocks for Constructionism.

Week 3 Blog Assn

There was a lot of good information in this week's DVD with Dr. Orey leading the way for both sections. The second one about the virtual field trip entitled "Spotlight on Technology" was a lot more of just watching the lesson unfold in its entirety as opposed to "Cognitive Learning Theories" where Dr. Orey sat and spoke more. I enjoyed the point that Dr. Orey made regarding forgetting information after it has been stored in the long-term memory. He said that you don't forget the information itself, but rather, the connection; how to get to that information in the long-term memory. That made sense to me and he made another good point when he mentioned that it should be the goal of educators to get students to store as much information into that long-term memory as possible.

What bothers me the most is that both classrooms used in the DVD as examples were fully equipped with top of the line equipment / technology and one even had teacher aides. This is in now way accurate to the school that I teach at. If we are lucky, we can sign out a projector on a limited basis. One lady had walls lined with computers, a laptop, a top of the line smart board and even a sexy cart to set the laptop on. I was jealous that all of her desks matched and didn't have permanent carvings in them. One year, if all of my students were present for fifth bell, three students had to sit on the ground. Can you imagine? Pathetic.

What was I supposed to be discussing? Damn. Sorry. Hard for me to avoid the inaccuracy of their published DVD examples of a classroom to that of my own. I enjoyed Paivio's dual coding theory and agree that people tend to remember images much better than text. I am constantly saying "I may remember them when I see them" or something to that regards. Dr. Orey mentions that this theory also correlates smell and other senses with both the image and some type of label (code). One of the best things that I can paraphrase from Dr. Orey this week is when he stated that images were some of the most powerful tools a teacher can use in their classroom (Laureate Education, 2008).


Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Laureate Education, Inc. (Producer). (2008). Program six. Spotlight on Technology [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Behaviorism in Practice (week 2 assn)

Within the two chapters that we had to read, I was very much uninspired. Most of the examples used were all elementary based and in districts that had more than ample resources. One of the schools I read about had 5th grade students with personal laptops. I teach seniors in a very rural, underfinanced district that still has Windows 98 and 2000 operating systems in the one computer lab (20 computers) shared by 1300 students and nearly 80 teachers. I had to get that out, sorry.

In regards to our assignment this week, all of the examples that I read about in Ch. 8 & Ch. 10 definitely correlate with many of the behaviorist theories covered thus far. For example, the rubric created by Ms. Powell, a 5th grade teacher, exemplifies operant conditioning. By having them complete an effort rubric via spreadsheet reinforces what behaviors Ms. Powell would like her students to do again. One of the central themes is that activity is important and that learning is best accomplished when the learner is active rather than passive. The fact that Ms. Powell does this over the course of a four-week unit portrays another key element to behaviorism regarding frequency, or practicing. Regular practice, especially in different contexts, is required for skills to be acquired and for learning to take place.

I would be interested to know the time that was put into creating this four-week unit that I used for an example above. I am also curious to know of what resources these particular 5th graders have readily available for them. I am extremely envious of schools that have certain technological priorities in place. I am very frustrated with my district and the administrators that run them because they don't equip their (my) students with the same quality of equipment that is in their offices, but expect them to create the same quality material with limited resources. Am I rambling? Sorry. Thanks for reading my post and I hope your end of the year is pleasant!!!

Week 8 Reflection

This is a final blog posting for EDUC 6710: Understanding the impact of technology on Education, work and society. Below are some questions and in italics are my responses. I enjoyed this course and all that was learned from it. I hope to incorporate many new ideas and activities to help enrich my classroom environment and make it more conducive to student success.

• In what ways has this course helped you to develop your own technology skills as a professional teacher?
  

It has allowed me to realize the truth behind the fact that integrating powerpoints on an overhead and simply regurgitating the same methods as done traditionally only compounds the problem and is not "integrating technology." This course has allowed me to realize the power of Web 2.0 or the Read, Write Web. I feel comfortable informing my fellow colleagues on certain lessons that were learned or how to incorporate activities using podcasts, blogs, etc...

• In what ways have you deepened your knowledge of the teaching and learning process?
  

It has confirmed some theories of mine and has also opened my mind to others. I have always been against "teaching to a test" or many of the basic theories that are now outdated. I have always been a proponent to more interactive methods but our district lacks the resources to accommodate many of those needs. Although that is partly an excuse, it also has some legitimacy. I was not aware of such terms as digital native and what not. I have also been more prone to accept the fact that kids don't retain much with many of the methods that were used in schools during my grandparents era. Times have changed but our schools are stuck in neutral. This has motivated me to do better and not just be another wave that crashes in to the shore.

• In what ways have you changed your perspective from being teacher-centered to learner-centered?
  

I definitely challenge my students more. We are going to do a blog activity and incorporate it into our next unit. Although we are currently doing things that this class renders "outdated" and less effective, I intend on doing more interactive lessons that students will benefit more from and will require them to be more proactive in the learning process. I am not a huge fan of me telling them stuff and them merely listening and expect to retain the information on some random assessment. I like the idea that assignments they complete now (generally speaking) are typically geared for a small audience and are often thrown away or discarded shortly after. What I have learned from this course is that integrating technology into not only my class, but in other realms, will force students to use the internet for purposeful learning and require them to be a more integral part in their own education and have a more "hands-on" approach. It is also more interesting. I believe that inherently, kids want to learn and do the right thing. The system, as it is designed today, is not allowing them to keep up with the technological curve that is so constantly evolving.

• In what ways can you continue to expand your knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement?
  

I can continue to read such great books as that of Will Richardson or the many articles that were cited in our course. I can simply refuse to be complacent. I have compiled a decent amount of respectful blogs and/or wikis that I am certain will only get better with more dedication and time. By simply reading through other people's ideas and activities will allow me to grow as an educator. Trying new things with my students and taking risks will allow me to increase student achievement. Most teachers, including myself, have succumbed themselves to sticking with what they are most comfortable with and are tentative about trusting their students being on the internet or doing activities that are more technologically based.

• Set two long-tem goals (within two years) for transforming your classroom environment by which you may have to overcome institutional or systemic obstacles in order to achieve them. How do you plan to accomplish these goals?

1. Never be complacent and have everything geared around what is best for ALL students. With the help of this course, I have found that as a new teacher, I have been guilty of spending less time on lesson planning than is what's needed. I haven't properly prepared myself and that in turn will have an adverse effect on my students. This is the complete opposite of what should be taking place. I should be spending whatever is necessary to better prepare my students for a world filled with interaction, technology and thinking outside of the box. Basically, I need to spend more time lesson planning and keeping everything kid - centered. I can do this by being more diligent with my allocation of time. I have allowed outside factors to affect my time needed for lesson planning. I should have a block of time weekly, or even daily that is never messed with as with that of a normal routine like eating or sleeping. This will always be a goal of mine.

2. Making instruction more student / learner driven. While this is a radically different approach than most of my colleagues in our district, I intend on doing what's right. If that means I have to sacrifice more time lesson planning, so be it. If that means I have to completely trash my previous plans and start from scratch, so be it. I want my students to not only enjoy what they are doing, but to make it relevant to what they'll be doing 5, 10 or 20 years from now. I am not simply referring to skills related to the workplace, but social skills and life skills that go beyond a textbook. Helping my students understand the impact and necessity of working with other people to accomplish a goal or simply conversing in a respectful, yet insightful discussion. I intend on accomplishing this goal by spending more time lesson planning and by taking more risks. Part of the reason why I have been so bland with my curriculum was because i was unwilling to take risks and try new things. Teaching with technology that I am not exactly comfortable with is an intimidating thing and one that requires a decent amount of time. I intend on putting in that time necessary for me to become proficient.

Refer to your checklist from Week 1. Have any of your answers changed after completing this course?

Not many of my answers have changed after completing this course. I am thankful for all of the lessons that I have learned and greatful for the many people that helped in this class including my professor and classmates.

My Podcast

http://ourmedia.org/node/484583


Here is a link to my podcast. I had three students record their responses to twelve questions that I asked them regarding the outline stated in our requirements. I noticed from listening to other classmates podcasts that I may have asked too many questions. However, my rationale is that the three I listened to were of younger students and I have seniors. I expect more from them and they were able to finish with their answers in a minute or so each. I spent a large amount of time simply downloading material and figuring out the best way to convert certain material to certain format and figuring out how to post it online. While it may seem that I am complaining, I am thankful that I spent so much time on it because I feel that I learned more by doing. This is the principle idea that I want my students to understand and with the help of this course and my wonderful classmates, I am getting better !!!!!

Hint = if you are unable to access the podcast b/c it says you need a plug in or what not, you should be able to click the "Links - archive.org - original" hyperlink and it definitely should work. I have tried this from three different computers and it has worked both ways.

Week 4 Application

Below are the links to the blogs that I posted responses to regarding the assignment to evaluate the 21st century thinking website.


http://aliciarenee25.edublogs.org/2009/01/28/21st-century-skills/#comment-10


http://slkparsons.wordpress.com/2009/01/29/partnership-for-21st-century-skills/#comment-12


http://teckyscienceteaching.wordpress.com/2009/01/28/21st-century-learning/#comment-8

21st Century Skills (.org)

My initial reaction to the website was that it was user friendly. After I surfed a little, I wasn't quite sure what it was that I was searching for. Also, my home state of Ohio was not one of the ten listed in the drop down for "State Initiatives." I really enjoyed that there were updated articles readily accessible.

I was most surprised to see that Cisco systems was a primary sponsor. I know that Cisco is a huge contributor to most innovative technologies and to see that they were involved in such a great concept was intriguing. Thinking now, I am not certain how much of a surprise that would be to have such a large technology based firm back a techology based mission. I suppose my biggest surprise was when I read that there was no cost for a state to become a P21 state partner and that all they had to do was submit an application.

I do not disagree with anything on the site and feel that all intentions are pure and true to the concept of improving the status of education and providing an enriched learning experience for our students modeled by modern strategies.

I suppose that the implications for my students and for myself are to be more involved. If the district does not provide adequate funding, ask someone that may have the power to grant you some. Be proactive. The more important lesson to be learned is that we, teachers and students, need to be on the same team in the learning process and be able to learn from one another. I get the feeling that 21st century learning will become a vital tool for our students in their lives outside of the required years they are to be in the school system. What then? Aren't we supposed to prepare them for their future? Whom better to help provide an outline for that then their future employers?

www.21stcenturyskills.org

How to use a blog in a classroom

I am not certain if this is the proper place to post my thoughts on how best to utilize blogs in my classroom. I currently teach 5 classes of senior government, psychology & economics. I also have 1 class of freshman U.S. and world history. I may use a blog in my classroom as a source for discussions that would be furthered in the classroom. I could simulate what is required of us: make a posting or so on a regular basis and require students to respond to others' posts and carry on discussion. I could also use a blog to get ideas from other teachers about various topics that could be incorporated with one another on a "team teach" basis. Another idea for classroom use could be to have them post various resource links or sites that could help enhance one another's project or assignment.

It could also be a place to submit assignments or maybe used as an alternate homework activity for my college prep classes. Using a blog definitely could enhance the lesson if used this way because it would require them to further learning on a particular subject. This would also allow them to work with one another in a less traditional environment and maybe even one that they are more comfortable with (via the internet). The key for any lesson is to enhance student learning and to maximize their potential. I believe that utilizing blogs in this realm would definitely accomplish both of these goals.

Care to Share?

I was assigned to start a blog and the best thing that I thought fellow educators could contribute to would be lessons that were effective. What better than a place we can bookmark and check regularly for new and effective lessons that we are assured have worked before. I am constantly looking for new ideas and love when I can use lessons that other respective colleagues have already tried and found successful.

Please just be certain to identify the GRADE LEVEL and SUBJECT that you teach before you make a posting that I am sure someone will find valuable. I intend on using my blog as a template for not only helping myself but helping others be more successful in their own respective classrooms. I enjoy utilizing quotes and one that I find simple but true is from Shawshank Redemption when Red says to Andy "get busy livin' or get busy dyin'." What a great way to look at things.

Don't be shy, start with giving a lesson that you find useful and if we all do a little, nobody has to do a lot!!!