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).
Sunday, July 12, 2009
Sunday, June 28, 2009
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
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
Sunday, June 7, 2009
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...
Wednesday, June 3, 2009
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.
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.
Wednesday, May 27, 2009
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.
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.
Wednesday, May 20, 2009
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.
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.
Wednesday, May 13, 2009
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!!!
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!!!
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