Technolgy and Instruction Course Reflection

                Throughout the course techniques and technologies have been introduced to improve student learning.  Tying these technology tools to the specific learning theories offers a way for teachers to understand the benefits of using technology as well as see how the projects they are already doing fit with the learning theories.  One of the things I took away was that much of what I had been doing is good practice, however I have gained some ways to adjust the assignments to better fit the learning theories or incorporate several into one assignment.  In looking at my initial learning theory I believe I was using good teaching practice, I now just have more tools and ways to refine specific assignments.

                In my learning theory in week one I discussed how I believed students learned best by working collaboratively and also being engaged in the classroom.  I discussed how I felt the lecture was an outdated system of teaching and was much less effective than other alternatives.  This course reinforced this by focusing on the topics of constructionism and the social learning theory.  When Dr. Orey discussed social constructionism I believe he was describing the types of activities I attempt to use in my classroom.  Students are working collaboratively and “building” something.  The technology is built in with this theory as typically the students are “building” or “constructing” something with technology.  The most common thing to construct is the PowerPoint presentation.  It offers students the chance to build a presentation on a topic using information they have gathered.  I believe this practice can still be improved through other techniques discussed such as nonlinguistic representations.  Having students create PowerPoints with no words on them is a way to have students learn the material and discuss pictures, maps and graphs they have included in these presentations.  This forces students to understand the knowledge and does not allow them to simply read what is written off of a slide.  As a teacher, I could even move to a more nonlinguistic form of presentation for my instruction as well.

                The course has offered several new technology tools that I believe can be used to expand the engagement in the classroom as they are used as learning tools.  One of the specific tools is the VoiceThread.  I believe this tool is a way to take teaching outside the confines of the classroom walls and allow students to be presented information almost anywhere at any time.  Another tool I really liked was the sites such as SpiderScribe.  While I was very aware of graphic organizers as a teaching tool, I now have sites where students can create the appropriate learning tool based on the information being presented.  I would like to see as a part of a group presentation; students create a graphic organizer for their classmates to use during their presentations.  This would have students thinking about the organization of their information before they ever present it.  It would act as a check to ensure they have information organized in a way that is friendly to the classmates receiving the presentation.  Finally, I cannot believe the number of virtual field trips available.  I was in awe when I realized how many were actually out there.  With art playing such as huge role in European History, incorporating these into the classroom we be a wonderful tool.  They engage students and also give them the visual cues to add to their understanding of the information.  The virtual field trip is a great way to use technology as a learning tool for the students.  I also believe it is a motivating technique as their as so many options for the students to explore on each topic.

                One long term goal for changing my instructional practice through the use of technology would be to have the students be more involved in the use of the technology.  While this is something I have done for years, I would like to increase the frequency of this practice.  Dr. Orey discusses the use of technology either being a teaching tool or learning tool, and in these terms it is using technology as a learning tool that should occur more frequently.  With the limited technology available at my school I think there are still several ways to make this improvement in my instruction.  We do have a mobile laptop lab with a little over a dozen laptops and a wireless network.  I often use these for research type projects in order to get students searching for information.  I believe I could get students into cooperative learning groups and have them create a presentation using a tool such as PowerPoint or VoiceThread.  In doing so I would need to be specific on the expectations for each student in the group in order to protect against the chance of one student doing all the work for the group.  Another option would be to sign out the tablets (iPads) available from the Intermediate School District for several weeks and allow students to take part in a collaborative project in which they use the tablets to create and communicate via a wiki or some other sort of template.  In all of these ways students are using the technology as a learning tool as opposed to the instructor using it as a teaching tool.

                Another long term goal is to have students communicate using technology.  Whether it is accomplished by the development of a blog or wiki, I would like a format were students have the opportunity to carry interesting conversation beyond the classroom.  Another use for this type of technology would be to put information out there that students should be familiar with before entering class.  This would allow discussion and analytical thought to occur in a teacher facilitated classroom because the informative portion would be completed before arriving to class.  VoiceThread or a wiki would be ways in which this could be implemented.  In order to make it work for all students the topic of discussion would need to be posted several days in advance in order to give all students a chance to access a computer.  While for many it would be as simple as using their phones, for some getting to the technology could be a challenge.  I would like the opportunity to monitor these types of discussions as I think many students would be more willing to share in a written forum than they would in the open air classroom.

                Moving forward technology will be incorporated in more lessons that it previously had.  With new technologies and new ways to implement old technologies, my teaching should grow.  It was refreshing to hear ideas I practiced reinforced such as the idea of learning tools opposed tio teaching tools.  The basic premise of technology as a learning tool was in my practice, I now have more tools and more ways to implement those tools.

Laureate Education, Inc. (Executive Producer). (2010b). [Webcast]. Technology: Teaching Tools vs. Learning Tools

Laureate Education, Inc. (Executive Producer). (2010b). [Webcast]. Technology: Teaching Tools vs. Learning Tools

Social Learning Theories

     Social learning theories are those which base much of learning on collaboration and interaction between students.  Social constructionism as described by Dr. Orey can be simply put as active engagement with conversation.  In other words, students are actively constructing something and at the same time collaborating with group members.  While this is not the only social learning theory, social constructionism is one of the most powerful.

     Cooperative learning, or group learning, is a rather broad concept and can be done in a variety of ways.  One of the methods mentioned by Dr. Orey in this week's webcast was the jigsaw method.  In this method you are essentially in two groups.  In one group you are with several partners trying to learn about a general topic.  You then combine with one person from each of the groups to research and develop information to report back to your initial group.  Having used this method, I find it can be very effective if monitored correctly.  One issue always becomes the fact that each group member must be involved enough to report back with good information.  I find it to be effective because students become responsible for teaching their group members, and this responsibility often convinces them to make sure they have a grasp on the information.  It is often the case that learning the information well enough to teach it ensures a higher level of understanding.

     A webquest is another method of social learning, if done in groups.  In this method students are researching sites, often provided, and organizing information in order to complete a given task.  A webquest may ask for a timeline, a summary or any other type of finished project.  Students are responsible for sifting through information in order to complete the final project.  In the social studies classroom this can be very effective.  Since much of history is learned through the evaluation of multiple sources, the webquest offers an excellent way to do this.  technology is a must as often the information in coming from several websites.  Another facet that could be added to the webquest at the high school level is to evaluate the bias and validity of multiple sources on the same topic.  Not only is this a great historical skill, but it also plays a big part in the Advanced Placement criteria.  The webquest and the needed technology are a great way for social studies students to get information and sort through it for what they need.

     Social learning theories offer students a great way to learn through the help of their peers.  Many activities and variations of social learning theories exist.  Every subject could benefit from these concepts, though likely in different ways.  Any time students are working collaboratively with technology their will be a level of motivation in the assignment.  If students are excited about thier learning they will be more likely to store the information in their long-term memory.

Voicethread:  http://voicethread.com/share/2509216/
Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Constructionist and constructivist learning theories.

Constructionism in the Classroom

    Constructionism is the idea that students will construct or "build" something in order to gain a better understanding of the subject.  In history courses this is done by constructing a meaning based on primary and secondary sources.  Students are engaged in the construction of a conclusion based on the use of several different sources.

       The idea behind constructionism is that students are building something in order to learn more about it.  However, it is important to note that unlike in the science classrooms, the thing being built is not always an actual solid artifact.  In history you are "building" a conclusion from various information you search for.  Students often have certain ideas about why or how certain things occurred in history.  So, in the Social Studies classroom we take those ideas and search for sources to prove or disprove these ideas.  What we are "building" is an actual historically supported theory.  What we begin with is a hypothesis on the topic based on a small amount of information.  Then, using primary and secondary sources we "build" a conclusion based on as much first and second hand information as we can gather.  So while the "building" is different, we are still taking a hypothesis and using information or data collected to test it.  While it is not through experimentation in the scientific sense, it is still a process of looking at observations through first and second hand accounts and trying to build a reasonably well supported conclusion.  Through this process students become very engaged in the initial question, allowing them to learn the information and store it in their long-term memory.

     As is the case with many or most learning theories, it seems the more involved the student is the better chance that understanding is going to be achieved.  Constructionism is one example of students being fully engaged in the learning process.
Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Constructionist and constructivist learning theories.

Cognitive Learning Theory and Related Strategies

Cognitive Learning Theory is based on the idea of getting information into long term memory.  Their are many theories and strategies that have been used to demonstrate ways to ensure this happens.  Some of the methods fit well into the use of technology in teaching.  Most learning theories involve making some sort of connection so the memory can draw on that connection.  Dual coding, or the use of two types of information, make a stronger connection for the brain.  Elaboration, or making as many connections as possible to a piece of information, is another theory on how the brain can learn information and store it in long term memory.  Visual images and creating networks are among the other techniques and ideas thought to help one store information in their long term memory.  Many of the ideas could be enhanced through the use of technology.

Summarizing and note taking is one strategy that can be used to help one remember information.  Summarizing and note taking are really one action for the purpose of this discussion.  The process of taking large amounts of information and breaking it down into smaller sections and only writing those sections.  While the "note taking" is the actual process here, it is getting the information ready for note taking that actually falls into the cognitive learning theory.  Cognitive learning theory looks to make connections to information that the brain will later be able to draw on.  If one looks at information on a large scale and breaks it down they will be using some sort on analyzing information while choosing what is important.  If a student then depicts this information in an organized fashion they are then making a connection that the brain can remember.  Information can be organized using technology in ways such as spreadsheets, concept maps, or other graphically organized methods.  These methods allow the brain to make connections among the different sections of important information.  It also puts the information in a way that is much for visual, which is a concept often seen in cognitive learning theory.

Advanced organizers can be another way of storing information in to long term memory.  Advanced organizers allow a learner to take unorganized information and put it into a much more organized format.  Not only is the information organized but it is also put into a visually pleasing form.  As mentioned earlier, visual organization is a part of the cognitive learning theory.  Advanced organizers also encourage students to make the network of connections that are a part of cognitive learning theory.

Both of the above mentioned strategies allow students to put information into a place where it can be stored for the long term memory.  Technology can enhance these strategies by making the organization easier.  Many places offer organizers for information that can be collected electronically.  In this way, technology can be a crucial tool in the cognitive learning theory.

Behaviorism

In looking at behaviorism and the ideas of reinforcing effort and homework and practice it is obvious these techniques can be frequently seen in classroom instruction.  Behaviorism is based upon the principles of reinforcement and punishment dependent upon behaviors exhibited.  Both reinforcing effort and homework and practice can be used to demonstrate behaviorism.

In looking at homework and practice it is clear homework can be a very useful tool in adding to classroom learning.  It is used to different degrees at different levels and classes.  To me homework's role in education to is reinforce what has been learned in class.  I am careful to not make homework an overwhelming part of their school experience as then the homework itself becomes a punishment.  I believe if you allow homework to become a punishment, it will then not accomplish the goal for which it is intended.  So, in that perspective I aim to not allow homework to become a form of negative reinforcement in itself.

Within the realm of behaviorism, I believe reinforcing effort is as important as any part of behaviorism.  While their is not the concrete right and wrong of evaluating answers, evaluating effort allows all students to find success by working hard.  By rewarding effort, I believe the other positives we seek will follow closely behind.  I reward effort in the high school classroom by having credit/no credit grades on some assignments so that students who make an honest effort are rewarded one way of another.  We then go over the correct answers so all can have them.  However, the reinforcement of their effort makes students more willing to try on future assignments.  I believe if you can have students (especially in high school) buy into the effort portion of education you have taken a huge step toward showing them how to be successful.

Course Reflection 10/23

In entering the technology course for classroom teachers I knew I lacked the tools to use a significant amount of technology in my classroom.  However, the course introduced me to some tools I could use without needing additional technology.  It was also interesting to spend time investigating the 21^st Century work skills which can be practiced in a classroom even without a lot of technology.  While I have always been one to use a significant amount of collaboration and group work in my classes, I have found ways to enhance that through the use of technologies such as the blog or the wiki.  Beyond these I was also introduced for the first time to the podcast and wikis.  Through the introduction to these technologies I have found ways to incorporate these into collaboration I already use.  So I have developed new skills using these technologies which I believe I can in turn use with the students in my classes.

As previously stated, I believe I have always been effective at playing the role of the facilitator and allowing the students to be engaged in their learning.  This course has solidified the concept of the teacher as a facilitator.  It has also given me tools and techniques to become a more effective and efficient facilitator.  I have always wondered about those who seem so teacher driven in their classrooms, however, in reading the ideas of others it seems like this exists everywhere.  My perspective was reinforced by the assignments and readings which alluded to the strengths in having a learner centered classroom environment.  The course has also established a core of ideas for me to continue to learn from.  Moving forward I will look for activities incorporating wikis and other technologies in the classroom.  I believe these tools can be used to expand on student learning by taking lessons and allowing them to carryover outside the classroom as well as by having a forum for students to gain knowledge before entering class, allowing for a more in depth lesson in the classroom.  It also allows for the enhancement of the 21^st Century work skills of group collaboration and project based learning.

The skills taught in the course will allow me to set some new goals for my own teaching.  One long range goal I have is to create a lesson which in collaborative in nature, but requires some of the students to do their collaborating on a wiki so the collaboration can be evaluated.  This assignment would span over a several week span, and it would be integrated with other lessons continuing in class.  This would be different than the typical group assignment where the time is provided on consecutive days.  This would also be different in that the collaboration could be incorporated into the grade because of the use of a wiki, in which the instructor could view all group collaboration.

A second goal would be the creation of a class blog in which students are required to post three times per trimester and respond to at least three other students.  This would allow for students to share their knowledge in a way that others could see.  It also allows students to evaluate the ideas of their classmates in a structured manner which could be followed by the teacher.  In order for this to work some class time will need to be given in order for insurance that students have an equal opportunity to complete the assignment.  However, the class time can be narrowed by making the requirement over a more lengthy period of time in which the students as able to access computers through the after school lab, at a friend’s house, or somewhere in the community such as the public library.

In reflecting on all the themes and topics of the course, the initial one of “doing something different as opposed to doing the same thing differently,” is the one which has stuck with me the most.  So many who believe they are using technology are really not creating anything knew for their students and are instead supplementing a blackboard with a PowerPoint presentation.  It really sets up all the rest of the course as it changes your focus.  It eliminates a lot of things as simply doing the same thing over and over just in a different way.  True teacher facilitated, student engaged learning comes from doing things in a way different from the way they have been traditionally done.  This is the true change I believe we will all take away from the course.  It is a fundamental change in the way teachers think.  Each will incorporate it in a way that is suitable for them.  However, I believe this is the underlying theme that will forever change the way we think about technology, traditional teaching roles and education in general.

Rob Killips

Looking a 21st Century Skills

In evaluating the website by the Partnership for 21st-Century Skills (http://www.p21.org/) I found a lot to like, and some things to dislike.  The overall mission and idea behind the website is very on target with much of the research I have recently followed in education.  In fact, as a part of my school's Professional Learning Communities I was put in a group to research this very topic, the changing role of education in preparation for the workplace.  The overall premise of the website was the skills necessary for the 21-st century workplace.  I like a lot of the information.  One of the things I found most interesting was the ideas of topics beyond the classroom.  As a Social Studies teacher several of the things I found fascinating were the emphasis on both global awareness and civic literacy.  These are both hot-bed topics in the Social Studies world and it was nice to see recognition of that outside a strictly Social Studies setting.  Another thing I found fascinating was the implementation of life and career skills.  This section of their framework fits into what it is I try to communicate to my students, the changing world.  So many of my current high school students will work from home, at hours outside of the 9 - 5 workday and on normally off days that it is hard to explain to them.  It is very nice to see such things added into the P21 framework.  It addresses topics such as self-direction, independence, flexibility, project based situations and much more.  So much of this is also in line with research I have conducted through my PLC.

A few things that concerned me about the site include it layout/organization and it major partners/sponsors.  It is driven by major education and technological companies, which concerns me a bit.  Not that these entities cannot be on target with educational goals and a changing workplace, but it would be nice to see a higher amount of educator input in an initiative looking to affect education so drastically.  Another issue I had with the site was I felt it was difficult to navigate and seemed a little unorganized.  As simply a browser, it was hard to tell what it was I was getting into with each link or section of the site.

In looking at the information in the framework, I certainly am able to reinforce many of the ideas I have been looking at for a couple of years now.  Moving in the direction of a different world of work is something I have begun to do in my classroom.  It is something we discuss on occasion, allowing students to realize that they will not enter a workplace like those in the generation before them have been in.  The site offers some tools and other helpful pieces to implement in the classroom.  I hope to continue to find tools to help make my students aware of the changing workplace as well as to help prepare them for it.

If I were to use blogging as a tool in the classroom I would try to use it as a place for students to interact about content.  As Social Studies teachers it is always a goal of ours to encourage students to discuss and question topics.  We encourage students to make a case supported by information, with the realization many different options could be correct and that is what makes our subject so unique.  With this in mind, a blog would be an excellent place for students to post thoughts, ideas and opinions on specific topics and subject matter.

I think blogging with a class would enhance learning by allowing students to put their perspective on a topic, as well as interact and gain understanding from those who have a differing view.  It is this sharing of viewpoints that enables students to have a greater understanding and appreciation for the viewpoints of others.  Every Social Studies class has a place for taking a position, defending it and recognizing the other opinions.  Through these types of interactions students are able to apply knowledge they have to different situations.  Application of knowledge in this manner is sure to enhance any lesson.

Technology and the Social Studies Classroom

I have recently become fascinated with the use of technology in the classroom.  As a Social Studies teacher I am constantly looking for ways to improve upon my use of classroom technology.  Smart Boards are not yet a part of our classrooms and therefore I look for every opportunity I can to add new ideas.  I have used technologies such as CPS for quizzes and PowerPoint.  However, I have become less confident in PowerPoint since reading articles which elude to the fact many teachers fall MORE into the "sit and get" routine because of PowerPoint.  I do NOT want to become that teacher who bores students, instead I want to be the teacher who offers students opportunities to be engaged in their learning.  Our school also has a strong Professional Learning Community set-up which is very well supported by our administrators.  During this time we have deeply engaged in discussion about preparation for our students at many levels including continuing education, the workplace and the world.  It is fascinating that so much of the research emphasizes preparing students for the 21st century workplace and that most often includes familiarity with the latest technology.  Anyone with ideas of technologies they have used in the high school classroom, especially Social Studies, I would be interested to heat your success stories.