I am continuing to spend a significant amount of time determining ways to strengthen my confidence in the area of technology integration! In my daily teaching, I am constantly reflecting upon lessons in the different content areas and how I could implement technology. As I review my GAME Plan, I a considering the different resources and additional information that I will need to carry out my plan:
- information on current issues affecting our community
- chart paper and markers
- Internet access
- computers
- class web page and domain
- blogger account
- some continued professional development in the area of technology integration
So, far I have taken some steps for my GAME Plan. For instance I have secured the materials such as computers with Internet access, a blogger account (my own), materials, and I am continuing to learn in this area throughout this current course! I am also exploring some of the different issues affecting our community, and I am having a tough time deciding! I really plan to meet my goals and have my students gain a thorough understanding of real-life problems as well as solutions while experiencing technology as a learning tool and meeting many of our ILA content standards! Any suggestions are greatly appreciated!
Wednesday, March 17, 2010
Thursday, March 11, 2010
Developing Your Personal GAME PLAN
I spent a considerable amount of time exploring the ISTE website. I also explored the individual standards for teachers. As I navigated through the site, I found that I was more comfortable with some of the standards than others. One of the indicators that I felt I would like to strengthen my confidence in was indicator 1b. I would like to be better able to engage students in exploring real-world issues and solving authentic problems using digital tools and resources. Not only to I want to be better able to do this, but i truly believ that it is so important. Children build meaning through experience and they value education more when they feel that it has purpose. Another indicator that I would like to strengthen my confidence in is indicator 3b. I would like to have my students collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation. This is another area that I find is very important for fostering student learning, and an area that I would like to increase my skill level in. In order to better my abilities in these areas, I have begun to develop my personal GAME plan!
The first part of my GAME plan consists of the (G) or goals area and the (A) action area. I would like to begin by setting the goal for myself to strengthen my abilities in the areas of the two indicators described above, by taking the action of creating and teaching authentic lessons.
-In order to engage students in exploring real-world issues and authentic problems using digital tools and resources, I would like to design a lesson that allows students to explore and research different problems in our own community. For instance, littering, poverty, and student achievement would be appropriate issues for students to research. The action I would take when teaching the lesson would be to have students use the web to create and maintain a blog about the issue and to use the web to explore different websites that focus on the real-world problem as well as offer solutions that students can explore as well.
- In order to collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation, I would again like to design a lesson closely related to the one above. Both lessons will help to strengthen my abilities in these areas. The actions that I would like to take would again be to teach these lessons. I would like students to take the information learned through their experiences and above and have them collaborate with classmates and myself to create a classroom webpage that will contain the information on a real-world problem as well as provide an opportunity for collaborating and communicating with others.
As I connect these two indicators that I feel I need to be better able to perform in, I now consider the (M) monitoring and (E) evaluating areas of my GAME plan! To be sure that I am monitoring my progress with engaging students in real-world issues and authentic problems, I will be sure to consistently implement this instructional strategy. I will focus on their level of participation and success and therefore reflect upon my instructional strategies and make any necessary changes! For the evaluating area I will extend student learning by having them continue to maintain the blog and work through multiple real-world issues. I will use my own observation of students as well as evaluating finished products to evaluate and modify my teaching. For increasing student collaboration with others using digital tools and resources, I would monitor my own progress by providing students with multiple opportunities to collaborate with not only other students but community members, myself, etc. I believe this will occur with the successful creation and maintenance of a classroom webpage that reflect our learning! Again, I will evaluate learning by extending these lessons into more than just a one-lesson, but a "way of life" in our classroom.
I still have a lot to consider with my GAME plan for learning and I hope that my own peers will assist me with any ideas and suggestions to foster better learning in my classroom!
Sarah Horner
The first part of my GAME plan consists of the (G) or goals area and the (A) action area. I would like to begin by setting the goal for myself to strengthen my abilities in the areas of the two indicators described above, by taking the action of creating and teaching authentic lessons.
-In order to engage students in exploring real-world issues and authentic problems using digital tools and resources, I would like to design a lesson that allows students to explore and research different problems in our own community. For instance, littering, poverty, and student achievement would be appropriate issues for students to research. The action I would take when teaching the lesson would be to have students use the web to create and maintain a blog about the issue and to use the web to explore different websites that focus on the real-world problem as well as offer solutions that students can explore as well.
- In order to collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation, I would again like to design a lesson closely related to the one above. Both lessons will help to strengthen my abilities in these areas. The actions that I would like to take would again be to teach these lessons. I would like students to take the information learned through their experiences and above and have them collaborate with classmates and myself to create a classroom webpage that will contain the information on a real-world problem as well as provide an opportunity for collaborating and communicating with others.
As I connect these two indicators that I feel I need to be better able to perform in, I now consider the (M) monitoring and (E) evaluating areas of my GAME plan! To be sure that I am monitoring my progress with engaging students in real-world issues and authentic problems, I will be sure to consistently implement this instructional strategy. I will focus on their level of participation and success and therefore reflect upon my instructional strategies and make any necessary changes! For the evaluating area I will extend student learning by having them continue to maintain the blog and work through multiple real-world issues. I will use my own observation of students as well as evaluating finished products to evaluate and modify my teaching. For increasing student collaboration with others using digital tools and resources, I would monitor my own progress by providing students with multiple opportunities to collaborate with not only other students but community members, myself, etc. I believe this will occur with the successful creation and maintenance of a classroom webpage that reflect our learning! Again, I will evaluate learning by extending these lessons into more than just a one-lesson, but a "way of life" in our classroom.
I still have a lot to consider with my GAME plan for learning and I hope that my own peers will assist me with any ideas and suggestions to foster better learning in my classroom!
Sarah Horner
Tuesday, February 23, 2010
Transitioning from Knowledge to Synthesis -EDUC 6712 Reflection
I have learned a great deal of information throughout my current course, Supporting Information Literacy and Online Inquiry in the Classroom. The information that I learned on New Literacies was the most interesting and important to me. I find that it is imperative that we as teachers begin to design our instruction around today's world. We must recognize the skills that our students need to be successful. The world is ever-changing and teachers need to be as well.
I think it is crucial to teach students new literacy skills. We must rethink how we define literacy in education and instead respect its true definition. Literacy no longer applies to simply reading and writing and doing math. The most striking revelation that I had about the teaching of New Literacy Skills was how much it made sense, and how scary it is that I had yet to hear anything about this new theory in my own teaching, prior to this course. Why don't teachers know about New Literacies and why are they not receiving help to understand and teach them? I feel as though I have been given the opportunity to learn so much in this course that will help to influence my own teaching. I now have a deep understanding and appreciation of new literacies. I am already beginning to implement them in my classroom. My students are being given more authentic and meaningful learning experiences, especially when using computers!
After this course and all I have learned, I have two professional goals! The first goal that I have is to take the knowledge that I now possess and share it with my fellow staff members and colleagues. I find it so important that they too are educated in the teaching of new literacies and that they are given instructional training. I have already taken steps to plan a professional development training with my school in May! My other goal is to continue to learn and be better able to consistently implement effective teaching of information literacy skills. I hope to do so by continuing to explore different resources that focus on the teaching of new literacies.
I am very anxious to apply all that I have learned in my classroom. Although my students are only in kindergarten, I want to ensure that they are literate by all definitions and well prepared to be success ful in today's world. I plan to strive to educate my students on the skills necessary for them to acquire this success. We may only be starting with evaluating a website, but we are on our way to learning much more!
I think it is crucial to teach students new literacy skills. We must rethink how we define literacy in education and instead respect its true definition. Literacy no longer applies to simply reading and writing and doing math. The most striking revelation that I had about the teaching of New Literacy Skills was how much it made sense, and how scary it is that I had yet to hear anything about this new theory in my own teaching, prior to this course. Why don't teachers know about New Literacies and why are they not receiving help to understand and teach them? I feel as though I have been given the opportunity to learn so much in this course that will help to influence my own teaching. I now have a deep understanding and appreciation of new literacies. I am already beginning to implement them in my classroom. My students are being given more authentic and meaningful learning experiences, especially when using computers!
After this course and all I have learned, I have two professional goals! The first goal that I have is to take the knowledge that I now possess and share it with my fellow staff members and colleagues. I find it so important that they too are educated in the teaching of new literacies and that they are given instructional training. I have already taken steps to plan a professional development training with my school in May! My other goal is to continue to learn and be better able to consistently implement effective teaching of information literacy skills. I hope to do so by continuing to explore different resources that focus on the teaching of new literacies.
I am very anxious to apply all that I have learned in my classroom. Although my students are only in kindergarten, I want to ensure that they are literate by all definitions and well prepared to be success ful in today's world. I plan to strive to educate my students on the skills necessary for them to acquire this success. We may only be starting with evaluating a website, but we are on our way to learning much more!
Tuesday, October 27, 2009
Reflection
I spent a considerable amount of time reflecting upon my personal theories of learning and instruction and how they have changed throughout this course. I feel as though I still believe that each students learns in their own individual way and that it si the responsibility of the teacher to dicsover how students learn best and design instruction to meet those specific needs. However, after taking this course, I have added many instuctional learning theories and strategies to my personal learning beliefs. I feel as though there is much value in social learning theories, constuctivist learning theories, as well as behaviorist learning theories. I feel that students definitely possess the ability to construct their own knowledge through their own expereinces and also from their interactions with others. Within these theories I have learned some very effective startegies that I have adapted in my personal learning theory. Cooperative learning opportunities and problem-based, project-based, or experimental learning provide highly effective student learning. Along with these adaptations to my personal learning theory, I have also increased and imporved my level of integration of technology. I have discovered and explored several new powerful web tools to use in the classroom, and pan to do so!
I would like to make some immediate modifications in my teaching including the implementation of 2 new web tools! One thing I would like to do is to be more efficient when designing my lessons. I would like to be sure that I am creating authentic learning opportunities for my students where they are actively engaged and able to construct meaning through their experiences, rather than me simply delivering information in instruction. I would also like to immediately be sure that when and where I integrate technology that it is for students learning not only to assist my own instructional practices. I would first like to try concept mapping in my classroom, as well as the virtual tours/fieldtrips. I believe that although all of the web tools learned throughout this course were very valuable, these most appropriately apply to the age group of children that I teach.
In the future, I would like to see myself integrate a larger amount of technology into my classroom and be more willing to try new things with my students. Although I clearly understood the difference between using web tools for student learning and using web tools for my instruction, I still mainly used it for myself. I would like to in the future find that I am integrating a higher level of technology into valuable learning experiences for my students. I would first like to begin acheiving this goal by continuing to complete my courses here at Walden Universty. I would also like to see myself not be so inhibited by the fear of failure and begin to try new web tools and utilize technology in my classroom. I have set a personal goal to implement at least one new web tool a month! I truly believe in the benefits of technology and of the use of valuable instructional strategies and want to see myself begin to explore these in the learning opportunities that I provide for my students.
I would like to make some immediate modifications in my teaching including the implementation of 2 new web tools! One thing I would like to do is to be more efficient when designing my lessons. I would like to be sure that I am creating authentic learning opportunities for my students where they are actively engaged and able to construct meaning through their experiences, rather than me simply delivering information in instruction. I would also like to immediately be sure that when and where I integrate technology that it is for students learning not only to assist my own instructional practices. I would first like to try concept mapping in my classroom, as well as the virtual tours/fieldtrips. I believe that although all of the web tools learned throughout this course were very valuable, these most appropriately apply to the age group of children that I teach.
In the future, I would like to see myself integrate a larger amount of technology into my classroom and be more willing to try new things with my students. Although I clearly understood the difference between using web tools for student learning and using web tools for my instruction, I still mainly used it for myself. I would like to in the future find that I am integrating a higher level of technology into valuable learning experiences for my students. I would first like to begin acheiving this goal by continuing to complete my courses here at Walden Universty. I would also like to see myself not be so inhibited by the fear of failure and begin to try new web tools and utilize technology in my classroom. I have set a personal goal to implement at least one new web tool a month! I truly believe in the benefits of technology and of the use of valuable instructional strategies and want to see myself begin to explore these in the learning opportunities that I provide for my students.
Friday, October 9, 2009
Wednesday, October 7, 2009
Social Constructivism
Social constructivism is based on the theory that people build understanding through social interaction and culture. Social constructivism is much like social learning theories that suggest that people primarily construct knowledge from social interactions with others in their environment. In the book, Using Technology with Classroom Instruction that Works, the chapter on cooperative learning explores a teaching strategy that "...focuses on having students interact with eachother in groups in ways that enhance their learning"(Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 139). After reading this chapter, the correlation between social constructivism and cooperative learning becomes very evident.
We can clearly see that cooperative learning and social constructivism are related. Social constructivism suggests that people learn through interacting with people and the environment around them. Cooperative learning is a strategy to foster this type of learning. When teachers design a cooperative learning environment, they are providing an opportunity for students to construct meaning from their interactions, both social and academic, with their fellow classmates. Students not only effectively learn content matter from this type of instruction, but they also inherit the ability to work cooperatively which is a lifelong benefit. "To be prepared for the fast-paced, virtual workplace that they will inherit, today's students need to be able to learn and produce cooperatively"(Pitler, Hubbell, Kuhn, and Malenoski, 2007, p.139). We as teachers need to remember that it is not only our job to teach children curriculum content, but to also prepare students to be successful and productive members of society.
Cooperative learning is a building block of social constructivism. Using cooperative learning as an instructional strategy in the classroom is a very valuable learning tool. As we use this strategy to successfully teach content matter, we can also foster and encourage the ability to work copperatively in a variety of situations.
Reference:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
We can clearly see that cooperative learning and social constructivism are related. Social constructivism suggests that people learn through interacting with people and the environment around them. Cooperative learning is a strategy to foster this type of learning. When teachers design a cooperative learning environment, they are providing an opportunity for students to construct meaning from their interactions, both social and academic, with their fellow classmates. Students not only effectively learn content matter from this type of instruction, but they also inherit the ability to work cooperatively which is a lifelong benefit. "To be prepared for the fast-paced, virtual workplace that they will inherit, today's students need to be able to learn and produce cooperatively"(Pitler, Hubbell, Kuhn, and Malenoski, 2007, p.139). We as teachers need to remember that it is not only our job to teach children curriculum content, but to also prepare students to be successful and productive members of society.
Cooperative learning is a building block of social constructivism. Using cooperative learning as an instructional strategy in the classroom is a very valuable learning tool. As we use this strategy to successfully teach content matter, we can also foster and encourage the ability to work copperatively in a variety of situations.
Reference:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thursday, October 1, 2009
Constructivism in Practice
Constructionist/constructivist learning theories are based upon the notion that people construct their own knowledge when learning. If we as teachers provide authentic and meaningful learning opportunities where students are able to learn from an experience and they are actively seeking information as opposed to teacher-directed lessons, we will find a more effective approach to teaching various content. In the book, Using technology with Classroom Instruction that Works, it suggests "Generating and Testing Hypotheses'" is a strategy that is possible to use in all content areas. "When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.202). Opportunities where students are able to generate and test hypotheses align perfectly with the theory of constructivism. Students are able to use methods of learning that are project-based, inquiry-based, or problem-based, which provides students with the experiences to construct their own knowledge!
When teachers use instrucitonal stragies that are teacher directed, often they find them ineffective and students quickly become disengaged. It is vital that teachers find ways to make learning fun and to motivate students to take responsibility for their own learning. As we are all aware, their is a strong correlation between effort and acheivement. Therefore, we must encourage our students to put in the effort that will acheive a high level of success. From my own personal teaching experience, I have found that using a method that presents a question or a problem to students and then allows them to research and investigate possible answers and solutions has always produced a high level of learning. Students admire and respond to the control that they are given over the situation. This motivation alone fuels students to seek information, be actively engaged, and construct knowledge.
When considering constructionist/constructivist learning theories and the types of instructional strategies that correlate with this type of learning, the implementation of technology can be an effective tool. "Technology can play a vital role in generating and testing hypotheses because new developments in probeware and interactive applets allow students to spend more time interpreting the data rather than gathering the data- a process that can be tedious and error prone"(Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 203). Experimental inquiry, problem solving, and decision making are just some of the tasks mentioned in the book that teachers can use to help students generate and test hypotheses across different content areas. These tasks correlate with taking the constructivist approach to teaching and not simply delivering instruction to students on a particular skills or subject. These tasks described in the book offer students the opportunity to consider various answers and solutions, to invent, to experiment, to predict, problem solve, and investigate. They are methods that design authentic learning experiences in which students are free to explore and experience real-world issues and discover multiple solutions. Constructivism in teaching, including generating and testing hypotheses and the various tasks that assist in doing so, provide a way for students to learn content matter through building and applying their own knowledge. Thanks to technology, this method of teaching/learning is much more realistic and accesible than ever before. In the past, using constructivist approaches like testing hypotheses for example, may have been too time consuming to utilize in mulitple content areas. However now, thanks to tools such as spreadsheets software, data collection tools, and web resources, it is time effecient and highly effective!
Constructivism in practice fosters a desire to learn. When students are given opportunities to explore content matter in different ways, they are better able to learn and retain information. Using technology in conjunction with the various instructional strategies discussed in the learning resources this week support the theory of constructivism and its effectiveness as well!
Reference:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
When teachers use instrucitonal stragies that are teacher directed, often they find them ineffective and students quickly become disengaged. It is vital that teachers find ways to make learning fun and to motivate students to take responsibility for their own learning. As we are all aware, their is a strong correlation between effort and acheivement. Therefore, we must encourage our students to put in the effort that will acheive a high level of success. From my own personal teaching experience, I have found that using a method that presents a question or a problem to students and then allows them to research and investigate possible answers and solutions has always produced a high level of learning. Students admire and respond to the control that they are given over the situation. This motivation alone fuels students to seek information, be actively engaged, and construct knowledge.
When considering constructionist/constructivist learning theories and the types of instructional strategies that correlate with this type of learning, the implementation of technology can be an effective tool. "Technology can play a vital role in generating and testing hypotheses because new developments in probeware and interactive applets allow students to spend more time interpreting the data rather than gathering the data- a process that can be tedious and error prone"(Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 203). Experimental inquiry, problem solving, and decision making are just some of the tasks mentioned in the book that teachers can use to help students generate and test hypotheses across different content areas. These tasks correlate with taking the constructivist approach to teaching and not simply delivering instruction to students on a particular skills or subject. These tasks described in the book offer students the opportunity to consider various answers and solutions, to invent, to experiment, to predict, problem solve, and investigate. They are methods that design authentic learning experiences in which students are free to explore and experience real-world issues and discover multiple solutions. Constructivism in teaching, including generating and testing hypotheses and the various tasks that assist in doing so, provide a way for students to learn content matter through building and applying their own knowledge. Thanks to technology, this method of teaching/learning is much more realistic and accesible than ever before. In the past, using constructivist approaches like testing hypotheses for example, may have been too time consuming to utilize in mulitple content areas. However now, thanks to tools such as spreadsheets software, data collection tools, and web resources, it is time effecient and highly effective!
Constructivism in practice fosters a desire to learn. When students are given opportunities to explore content matter in different ways, they are better able to learn and retain information. Using technology in conjunction with the various instructional strategies discussed in the learning resources this week support the theory of constructivism and its effectiveness as well!
Reference:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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