Of the five classes I've taken towards a Master's Degree in Technology in Education, this was by far the most useful. Through an study of the different learning theories, I was given numerous and invaluable resources that will better equip me to teach in the increasingly technology-driven school environment.
After rereading my Personal Theory of Learning which was completed nearly eight weeks ago, I realized that not much of my outlook has changed. My education of the different learning theories has reinforced my ideas and added to my understanding of the successful methods I am currently using my classroom. My claim at the beginning of the class was echoed by Judy Lever-Duffy; that is, behaviorist, cognitive, constructionist/constructivist, and social-learning theories are all relevant learning theories when prescribed to students based on individual need (Lever-Duffy & McDonald, 2008). My opinion has always been that learning occurs more readily when the student is engrossed in meaningful experiences that connect classroom activity to real-world application. An emotional engagement is the key to motivation and it is the job of an educator to create this bond between student and learning (Laureate Education Inc, 2009). After a thorough study of each learning theory, I can analyze my current teaching practices with more knowledge of when to effectively use the different theories within daily practices.
The dramatic difference in my teaching as a result of this class revolves around the use of technology. For weeks, I have been introduced to a myriad of resources, spanning cooperative learning projects, graphic organizers, interactive multimedia, and simple motivational strategies, each utilizing technology based on the different learning theories. Of these technology resources, I am eager to see the true potential of Keypals and the meaningful learning opportunities that can be brought about by communication with cultures or countries unfamiliar to my students. This broadened perspective of the world challenges the students and presents many possibilities for cooperative learning and problem solving (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Another resource which is high on my to-do list is website creation. Within this website creation, I am interested in using student-created webquests to expand understanding. I have always had the impression that a student learns more by teaching. The webquest will force the students to develop their comprehension of concepts by attempting to lead others on a path of exploration. These applications fit nicely with the goals I have set for my classroom.
As the class ends, it is important to set goals that state how this education will be used so it is not forgotten and wasted. My first goal is to adapt these technology resources for my classroom so as to introduce resources to do different things instead of doing things differently. I can easily use the Spreadsheet application, but it needs to be more than just an easy organizational tool to quicken a process. It needs to be used in a way that is meaningful and relevant to real-world problem solving so that the students can see its usefulness and application outside of school. This is where webquests and virtual field trips based on student interest and curiosity will be involved. My second goal is to use the numerous resources to expand my range of teaching strategies to include more student-centered activities (Orey, 2001). Too often, I can be dragged into thinking that the students need my constant tutelage because of apathy or failure to achieve consistent success. By giving the students more freedom to explore with only guidance from me will increase student motivation and create deeper comprehension and connection to the material (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The resources stated above, especially the webquest/website creation, are such activities in which students can be engaged in this meaningful learning opportunities and express themselves in an educational endeavors.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory,
instruction, and technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education,
Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Monday, October 26, 2009
Thursday, October 8, 2009
VoiceThread - Parent Involvement
This is a link to my very first VoiceThread. It's a brief overview of the problem we have with parent involvement at both home and school, and what my school has done to try and encourage more participation.
http://voicethread.com/share/657453/
http://voicethread.com/share/657453/
Wednesday, October 7, 2009
Connectivism and Social Learning in Practice
The significance of social learning within the classroom is worth the debate that it has initiated. Some teachers are obviously skeptical about the true potential of social learning or cooperative learning in the classroom. Most arguments cite the fact that the intelligent or outspoken students do most or all of the work while the shy, reserved, or less intelligent students hold on for the ride by attaching their name to an assignment. I have found that the common reason students fail to be productive in collaborative work settings is that they are not taught how to properly work in groups. Teachers assume students have learned to share and appreciate the opinions of others, but too infrequently is this skill developed. The use of technology in the classroom is one way to incorporate social learning theories while motivating and including all students in the process of learning.
In a cooperative learning environment, it is the teacher’s responsibilities to provide learning opportunities that have a need for active involvement from everyone. In this week’s resources, we examined many opportunities that provide such opportunities, but I intend to highlight my favorite two. Student-created multimedia is one of the best technology resources to accommodate cooperative learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007). “Creating a video is a complex task that requires many roles and responsibilities,” (p. 141). With teacher guidance, all students involved must contribute and are usually motivated to do so by the complexities of organization and execution of this project. Groups are varied by talents, abilities, and/or backgrounds to accomplish a common goal (Orey, 2001). Perception of success and failure is contingent upon the group’s ability to work together. As they are working together in a cooperative group, they are engaging in cooperative teaching also, which overall provides meaningful learning experiences in which to construct knowledge.
Another very useful technology resource discussed this week was Keypals (Pitler, Hubbell, Kuhn, & Malenoski, 2007). These websites, such as ePALS and Keypals Club International, facilitate correspondence and project-based learning between students of different communities. “Communication with students in other cities, states, and countries broadens the perspective of students and challenges them to learn about other cultures, languages, and issues throughout the world,” (p.145). The social context in which the learner is engaged creates inherited knowledge as a member of a culture. If students are able to branch out of a restrictive social environment, they will be able to construct a deeper understanding of the world and its realities. For example, my wife was born and raised in a rural town in Pennsylvania. She had never met a Jewish person before she met me at college, which was hours from her home. This new social context broadened her understanding of Judaism, which had been skewed by her inherited knowledge from her town. That is on a small scale. Consider using this in a classroom in which students from the United States engage in active discussion with students from other countries. The cultural understanding afforded by Keypal resources is amazing and broadens their worldly knowledge, allowing them to construct meaning in a technology-based social learning environment. Dr. Orey (2001) said knowledge is a human product of social and cultural experiences. Students create meaning through their interactions with each other and with their environment. By expanding this environment and providing interactions with a greater, more diverse population, the students can develop a more meaningful reality and base of knowledge. My class has already begun communicating with a class of 11-year olds in Australia to discuss cultural issues and engage in problem-solving activities. They are able to practice language skills (because "We don't want the Austalians to think we're stupid" - student in my class) simultaneously. I personally love this resource and look forward to incorporating further in my curriculum.
Resources:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
In a cooperative learning environment, it is the teacher’s responsibilities to provide learning opportunities that have a need for active involvement from everyone. In this week’s resources, we examined many opportunities that provide such opportunities, but I intend to highlight my favorite two. Student-created multimedia is one of the best technology resources to accommodate cooperative learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007). “Creating a video is a complex task that requires many roles and responsibilities,” (p. 141). With teacher guidance, all students involved must contribute and are usually motivated to do so by the complexities of organization and execution of this project. Groups are varied by talents, abilities, and/or backgrounds to accomplish a common goal (Orey, 2001). Perception of success and failure is contingent upon the group’s ability to work together. As they are working together in a cooperative group, they are engaging in cooperative teaching also, which overall provides meaningful learning experiences in which to construct knowledge.
Another very useful technology resource discussed this week was Keypals (Pitler, Hubbell, Kuhn, & Malenoski, 2007). These websites, such as ePALS and Keypals Club International, facilitate correspondence and project-based learning between students of different communities. “Communication with students in other cities, states, and countries broadens the perspective of students and challenges them to learn about other cultures, languages, and issues throughout the world,” (p.145). The social context in which the learner is engaged creates inherited knowledge as a member of a culture. If students are able to branch out of a restrictive social environment, they will be able to construct a deeper understanding of the world and its realities. For example, my wife was born and raised in a rural town in Pennsylvania. She had never met a Jewish person before she met me at college, which was hours from her home. This new social context broadened her understanding of Judaism, which had been skewed by her inherited knowledge from her town. That is on a small scale. Consider using this in a classroom in which students from the United States engage in active discussion with students from other countries. The cultural understanding afforded by Keypal resources is amazing and broadens their worldly knowledge, allowing them to construct meaning in a technology-based social learning environment. Dr. Orey (2001) said knowledge is a human product of social and cultural experiences. Students create meaning through their interactions with each other and with their environment. By expanding this environment and providing interactions with a greater, more diverse population, the students can develop a more meaningful reality and base of knowledge. My class has already begun communicating with a class of 11-year olds in Australia to discuss cultural issues and engage in problem-solving activities. They are able to practice language skills (because "We don't want the Austalians to think we're stupid" - student in my class) simultaneously. I personally love this resource and look forward to incorporating further in my curriculum.
Resources:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, September 30, 2009
Constructionism in Practice
Problem-based, project-based, or inquiry-based instruction is my strategy of choice in my classroom. Not only are students more engaged within a genuinely authentic learning experience, but they are given experiences that are very learner-centered instead of teacher-centered lectures. There is something very rewarding as a teacher in watching students interact with the content and each other to come to a cohesive endpoint. This type of approach, which demonstrates the constructionist theology, is sometimes intimidating to teachers because it involves allowing students to evolve their own learning within a semi-structured activity. It causes the teacher to become a facilitator or motivator, while the student is given the responsibility of planning, creating, and processing information in an individualistic way (Orey, 2001). Some teachers need absolute control over the progress of each student, especially in the age of mandated standardized testing. While it seems like it takes some control from a teacher, an effective classroom manager can monitor collaboration and progress within a subtly structured setting.
I believe that this type of approach within the classroom improves student achievement for a few reasons. First of all, students are able to take greater ownership for their learning. Too often, I see students just going through to motions of the daily grind to satisfy the expectations of the teacher. In this way, the students are merely working for the adult, not themselves. The constructionist approach, if it includes a bit of flexibility to interpretation or option to add unique and creative touches, puts students in the driver seat to explore and interpret curriculum concepts from their own perspective. Second, it is a great motivator. Worksheets are boring and lack the pizzazz that accompanies projects or inquiry lessons. I’ve said it many times – teaching isn’t about just educating youth anymore, but about educating and entertaining them to keep a focus on learning. This sentiment, instead of breeding contempt and complaints, should be thought of as a challenge that allows creativity on the part of the teacher. Third, experimentation and exploration leads to reflection and further development of ideas. Because of time restraints, we don’t always give adequate time to students to reflect and assimilate/accommodate information into new schema (Laureate Education Inc, 2009). Within project, problem, or inquiry-based instruction, this reflection is built in to the activity so that each student can take time to understand and ask relevant questions to those students he or she is collaborating with or an adult.
The resources from this week offered many mediums to create this type of lesson. In all suggested technologies, the student engages in a firsthand experience during which they create or build something to share with others. Simple PowerPoint (or similar programs) projects as shown in the video series (Laureate Education Inc, 2009) engage the student in a meaningful activity in which they create an artifact to revisit. This artifact, though given certain parameters of expectation via a rubric, displays a student’s unique conceptual understanding of material. For presentation purposes, a PowerPoint presentation to accompany a speech could increase the span of information presented and encourage creative presentations for an actively listening and watching audience. I loved the book report idea shown on the video as each student creates an individual project with creative interpretations of self-chosen novels. As the students said, it was difficult and frustrating at times, but the reward of a finished artifact strengthened their understanding and motivated them to continue. I previewed several of the websites mentioned in the book (Pitler, Hubbell, Kuhn, & Malenoski, 2007) as each allowed students to experience the concept and explore for deeper understanding. I particularly enjoyed the NASA SCIence Files Problem Board and ExploreLearning websites as they were uniquely interactive and problem-based. Finally, the spreadsheet ideas were interesting to me, but seem to be a bit out of the grasp of my fifth graders. I will be exploring the online collaborative spreadsheet software mentioned, such as Google Spreadsheets, to see how I can use it in my classroom. I like the idea that they allow students to manipulate information, “consider graphical patterns, and test their predictions or hypotheses by receiving quick feedback on multiple scenarios,” (p. 204).
While all teachers have their lists of projects and inquiry-based activities, technology can do much to enhance the possibility for creative thoughts and artifacts. For example, many teachers in my school still love creating posters with markers, rulers, and large paper. This is a constructionist type of activity, but it could be enhanced and made more relevant to today’s students by using tools like Word Drawing or some other technology resource. From my experience, students will continue to work on something using technology until it fits their definition of perfect much longer than they will with paper and pencil activity.
In my class, we build solar cookers to be tested outside on a nice, sunny day in May. The students must plan, hypothesize, blueprint, build, test, and reflect upon a design. For the past couple years, I have been using technology for the planning, hypothesizing, and blueprinting stage, using PowerPoint to present their ideas to me before building. After testing, they complete the PowerPoint with pictures and a reflection about their successes and weaknesses. Some students have decided to make an iMovie instead, showing actually footage of the building and testing process with narration. By merely substituting technology for paper and pencil work, I saw an increase in the amount of time used to think and effort exhibited by the students. The potential to motivate by using technology seems boundless.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
I believe that this type of approach within the classroom improves student achievement for a few reasons. First of all, students are able to take greater ownership for their learning. Too often, I see students just going through to motions of the daily grind to satisfy the expectations of the teacher. In this way, the students are merely working for the adult, not themselves. The constructionist approach, if it includes a bit of flexibility to interpretation or option to add unique and creative touches, puts students in the driver seat to explore and interpret curriculum concepts from their own perspective. Second, it is a great motivator. Worksheets are boring and lack the pizzazz that accompanies projects or inquiry lessons. I’ve said it many times – teaching isn’t about just educating youth anymore, but about educating and entertaining them to keep a focus on learning. This sentiment, instead of breeding contempt and complaints, should be thought of as a challenge that allows creativity on the part of the teacher. Third, experimentation and exploration leads to reflection and further development of ideas. Because of time restraints, we don’t always give adequate time to students to reflect and assimilate/accommodate information into new schema (Laureate Education Inc, 2009). Within project, problem, or inquiry-based instruction, this reflection is built in to the activity so that each student can take time to understand and ask relevant questions to those students he or she is collaborating with or an adult.
The resources from this week offered many mediums to create this type of lesson. In all suggested technologies, the student engages in a firsthand experience during which they create or build something to share with others. Simple PowerPoint (or similar programs) projects as shown in the video series (Laureate Education Inc, 2009) engage the student in a meaningful activity in which they create an artifact to revisit. This artifact, though given certain parameters of expectation via a rubric, displays a student’s unique conceptual understanding of material. For presentation purposes, a PowerPoint presentation to accompany a speech could increase the span of information presented and encourage creative presentations for an actively listening and watching audience. I loved the book report idea shown on the video as each student creates an individual project with creative interpretations of self-chosen novels. As the students said, it was difficult and frustrating at times, but the reward of a finished artifact strengthened their understanding and motivated them to continue. I previewed several of the websites mentioned in the book (Pitler, Hubbell, Kuhn, & Malenoski, 2007) as each allowed students to experience the concept and explore for deeper understanding. I particularly enjoyed the NASA SCIence Files Problem Board and ExploreLearning websites as they were uniquely interactive and problem-based. Finally, the spreadsheet ideas were interesting to me, but seem to be a bit out of the grasp of my fifth graders. I will be exploring the online collaborative spreadsheet software mentioned, such as Google Spreadsheets, to see how I can use it in my classroom. I like the idea that they allow students to manipulate information, “consider graphical patterns, and test their predictions or hypotheses by receiving quick feedback on multiple scenarios,” (p. 204).
While all teachers have their lists of projects and inquiry-based activities, technology can do much to enhance the possibility for creative thoughts and artifacts. For example, many teachers in my school still love creating posters with markers, rulers, and large paper. This is a constructionist type of activity, but it could be enhanced and made more relevant to today’s students by using tools like Word Drawing or some other technology resource. From my experience, students will continue to work on something using technology until it fits their definition of perfect much longer than they will with paper and pencil activity.
In my class, we build solar cookers to be tested outside on a nice, sunny day in May. The students must plan, hypothesize, blueprint, build, test, and reflect upon a design. For the past couple years, I have been using technology for the planning, hypothesizing, and blueprinting stage, using PowerPoint to present their ideas to me before building. After testing, they complete the PowerPoint with pictures and a reflection about their successes and weaknesses. Some students have decided to make an iMovie instead, showing actually footage of the building and testing process with narration. By merely substituting technology for paper and pencil work, I saw an increase in the amount of time used to think and effort exhibited by the students. The potential to motivate by using technology seems boundless.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, September 23, 2009
Cognitivism in Practice
While I see behaviorism as a relevant theology in terms of motivation, as well as behavior reinforcement and modification, I noticed that it did little to facilitate students’ retaining and recalling information. This is widely due to its lack of focus on brain processes and research. Cognitive learning theories, on the other hand, focus primarily on the brain processes, centering on higher-order thinking and memory. Forming numerous connections is the key to long term memory and recall. Therefore, as cognitive learning theories suggest, forgetting information merely means a person forgets how to get to the information in the brain, not that the information no longer exists. While keeping to this theology, many of the technology resources I examined this week coincide with the fundamentals of cognitive learning theories. These technologies integrate multiple senses in presentations and simulations to improve learning (Laureate Education Inc, 2009).
Concept mapping is a practice used by most teachers, but is generally relegated to reproducible pages from a workbook. Computer programs, such as Inspiration/Kidspiration, allow students to interact with the concept map by building one or modifying an existing one. In terms of cognitive learning theory, concept mapping replicates the information process model in that it uses visual stimuli to allow the learner to make a variety of connections (Laureate Education Inc, 2009). As a cognitive tool, the concept map provides a way to present information and organize knowledge by establishing relationships between concepts (Orey, 2001).
A cognitive tool I found to be very interesting was virtual field trips. I had heard of them before, but admittedly had trouble understanding how engaging they could be. After watching a few examples, I was able to see them as rich episodic experiences during which students can make real connections to textbook information and prior knowledge (Laureate Education Inc, 2009). It was fascinating to see the possible activities that could be extended from these field trips, especially in regards to critical thinking activities and creating artifacts to display their new understanding. It is especially appealing to a teacher from a district with little money to physically go to these places.
Other than concept mapping and field trips, it seems like Excel programs are very popular with educators. As I have seen, the spreadsheet program is less labor intensive and more efficient, allowing students to focus on the solution instead of tedious calculations. It is even more impressive for students to watch these spreadsheets turn into graphs. By engaging students in this way, they will have more time to analyze the data and make hypotheses or conjectures about further studies that can be done. I feel as if Excel has its place in the classroom after the students have already mastered the tedious calculation. On the other hand, the adult/real world affords us with calculators and formula-driven spreadsheets. Maybe then this “engages students in a realistic experience that provides intrigue as well as depth of knowledge,” (Orey, 2001).
The cognitive technology learning tools that I use most often in my classroom are multimedia. United Streaming, Google Video, BrainPOP, and other various online resources provide graphics, sounds, advance organizers, and more to the curious learner. “Multimedia is very effective because it helps [students] both activate prior knowledge and develop a mental model to help them understand new information,” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 82). As I said before, these multimedia resources integrate multiple senses into the learning process and adjust to numerous learning styles. Students can construct meaning in a way unique to themselves, combining cognitive, emotional, and physical aspects of learning (Orey, 2001). Games and simulations allow direct user participation, constant decision-making, and a period of reflection and analysis.
After two weeks of study, I can already see the benefits of applying more than one learning theory in my classroom. Each has its own purpose and should used at different times. However, as I am realizing quickly, it is in a teacher’s best interest to understand the fundamentals of each theology to be better equipped to deal with today’s learners.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Concept mapping is a practice used by most teachers, but is generally relegated to reproducible pages from a workbook. Computer programs, such as Inspiration/Kidspiration, allow students to interact with the concept map by building one or modifying an existing one. In terms of cognitive learning theory, concept mapping replicates the information process model in that it uses visual stimuli to allow the learner to make a variety of connections (Laureate Education Inc, 2009). As a cognitive tool, the concept map provides a way to present information and organize knowledge by establishing relationships between concepts (Orey, 2001).
A cognitive tool I found to be very interesting was virtual field trips. I had heard of them before, but admittedly had trouble understanding how engaging they could be. After watching a few examples, I was able to see them as rich episodic experiences during which students can make real connections to textbook information and prior knowledge (Laureate Education Inc, 2009). It was fascinating to see the possible activities that could be extended from these field trips, especially in regards to critical thinking activities and creating artifacts to display their new understanding. It is especially appealing to a teacher from a district with little money to physically go to these places.
Other than concept mapping and field trips, it seems like Excel programs are very popular with educators. As I have seen, the spreadsheet program is less labor intensive and more efficient, allowing students to focus on the solution instead of tedious calculations. It is even more impressive for students to watch these spreadsheets turn into graphs. By engaging students in this way, they will have more time to analyze the data and make hypotheses or conjectures about further studies that can be done. I feel as if Excel has its place in the classroom after the students have already mastered the tedious calculation. On the other hand, the adult/real world affords us with calculators and formula-driven spreadsheets. Maybe then this “engages students in a realistic experience that provides intrigue as well as depth of knowledge,” (Orey, 2001).
The cognitive technology learning tools that I use most often in my classroom are multimedia. United Streaming, Google Video, BrainPOP, and other various online resources provide graphics, sounds, advance organizers, and more to the curious learner. “Multimedia is very effective because it helps [students] both activate prior knowledge and develop a mental model to help them understand new information,” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 82). As I said before, these multimedia resources integrate multiple senses into the learning process and adjust to numerous learning styles. Students can construct meaning in a way unique to themselves, combining cognitive, emotional, and physical aspects of learning (Orey, 2001). Games and simulations allow direct user participation, constant decision-making, and a period of reflection and analysis.
After two weeks of study, I can already see the benefits of applying more than one learning theory in my classroom. Each has its own purpose and should used at different times. However, as I am realizing quickly, it is in a teacher’s best interest to understand the fundamentals of each theology to be better equipped to deal with today’s learners.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, September 16, 2009
Behaviorism in Practice
With an ever-growing library of brain research, behaviorism has been a controversial ideology among educational psychologists and institutions. It concerns itself with those aspects of human behavior that are observable and measurable, not considering behavior in terms of the inner workings of the brain but as learned habits. In this light, behavior then can be reinforced to continue or unlearned to be replaced with new behaviors. Despite its controversial roots, behaviorism is an ideology that has been implemented in every classroom with proven effectiveness (Orey, 2001). So it makes me wonder, especially in regards to technology and class management, why the controversy? This is especially curious to me since adults, including those who find fault with this theory, tend to structure their work ethic around reward (money), reinforcement (praise and acknowledgement), and possible punishment (loss of job or ridicule).
Because behaviorism does not consider the impact of brain research within student learning, it cannot be the end-all theory for a teacher, but can woven into daily classroom activity. Dr. Orey (2001) said that “behavioral change happens for a reason; students work for things that bring them positive feelings, and for approval from people they admire.” Effort and achievement are directly correlated, and for a student to put forth the effort, he or she must be motivated by the experiences and opportunities presented in the classroom (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Technology, as can be seen in many resources, can provide incentives, offer rewards for effort, and condition students with immediate and consistent reinforcement to exhibit behaviors that constitute an active, efficient learner.
Class management is an obvious arena in which behaviorism can have a significant impact. All teachers have a discipline policy centering on rewards and consequences. While these rewards and consequences will vary from teacher to teacher, the students are conditioned to understand what behaviors warrant the rewards and those that will bring consequence. Behavior or assignment contracts highlight acceptable behaviors and condition a student to better accept responsibility. Behavior charts, including those that use cards or clips, offer visual stimuli to reinforce or punish behaviors (Laureate Education Inc, 2009). This patterns the studies of B.F. Skinner to bring about desired behaviors.
Pitler, Hubbell, Kuhn, and Malenoski (2007) provide numerous ways that behaviorism is a large part of technology. In reference to homework and classroom practice, technology extends the connection to learning and provides opportunities for continuous exposure to skills and concepts necessary to achieve mastery. Online tutorials present small bits of information, ask guiding questions, and reinforce learning with immediate feedback and correction. Similarly, computer games reinforce learning in the same fashion, but provide added incentives and an ability to track speed and accuracy. Microsoft tools, such as Excel and Word, encourage greater effort through enhanced visual reinforcement and hands-on opportunities. I appreciated an instructional strategy that I read in the book that detailed using spreadsheet software to display actual students’ correlation between effort and success. Showing students data, not just about themselves, reinforces the idea that effort yields success.
Now I'd like to return to this idea of using online games to motivate students to achieve concept mastery. Games, from my experience, are the ultimate tool in a teacher's repertoire of effective strategies. They are more of an incentive for the students that hides the actual learning. The internet has a surplus of resources that can be utilized free of charge. Although there are plenty of free resources, our school purchased Study Island for reading and math practice. The program has numerous diagnostic perks. Also, students are given the option of practicing skills via online tutorial, a worksheet type activity, or an interactive game. I'm sure you can figure out which one motivates them the most and thus is the almost the only one I use. The games are fun, and they can only be played if the students gets the question correct. If answers are chosen too quickly, especially several questions in a row, the program will block the game and suggest that the student is just guessing. This is definitely behaviorism as it conditions the student that the reward of effort is fun activity.
Such practices as multimedia, my personal favorite, keeps “the learner engaged, and provides immediate feedback and scaffolding in order to help the student understand and practice the concept,” (Pitler, Hubbell, Kuhn, Malenoski, 2007, p. 193). While this speaks to the inner workings of the brain concerning concentration and active learning, it also demonstrates the behaviorist principle of immediate feedback to reinforce understanding or create new behaviors through application. Students can learn from multimedia websites with interactive simulations or create their own projects to practice concepts. Either way, technology is reinforcing effort with further opportunities to explore and create.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Because behaviorism does not consider the impact of brain research within student learning, it cannot be the end-all theory for a teacher, but can woven into daily classroom activity. Dr. Orey (2001) said that “behavioral change happens for a reason; students work for things that bring them positive feelings, and for approval from people they admire.” Effort and achievement are directly correlated, and for a student to put forth the effort, he or she must be motivated by the experiences and opportunities presented in the classroom (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Technology, as can be seen in many resources, can provide incentives, offer rewards for effort, and condition students with immediate and consistent reinforcement to exhibit behaviors that constitute an active, efficient learner.
Class management is an obvious arena in which behaviorism can have a significant impact. All teachers have a discipline policy centering on rewards and consequences. While these rewards and consequences will vary from teacher to teacher, the students are conditioned to understand what behaviors warrant the rewards and those that will bring consequence. Behavior or assignment contracts highlight acceptable behaviors and condition a student to better accept responsibility. Behavior charts, including those that use cards or clips, offer visual stimuli to reinforce or punish behaviors (Laureate Education Inc, 2009). This patterns the studies of B.F. Skinner to bring about desired behaviors.
Pitler, Hubbell, Kuhn, and Malenoski (2007) provide numerous ways that behaviorism is a large part of technology. In reference to homework and classroom practice, technology extends the connection to learning and provides opportunities for continuous exposure to skills and concepts necessary to achieve mastery. Online tutorials present small bits of information, ask guiding questions, and reinforce learning with immediate feedback and correction. Similarly, computer games reinforce learning in the same fashion, but provide added incentives and an ability to track speed and accuracy. Microsoft tools, such as Excel and Word, encourage greater effort through enhanced visual reinforcement and hands-on opportunities. I appreciated an instructional strategy that I read in the book that detailed using spreadsheet software to display actual students’ correlation between effort and success. Showing students data, not just about themselves, reinforces the idea that effort yields success.
Now I'd like to return to this idea of using online games to motivate students to achieve concept mastery. Games, from my experience, are the ultimate tool in a teacher's repertoire of effective strategies. They are more of an incentive for the students that hides the actual learning. The internet has a surplus of resources that can be utilized free of charge. Although there are plenty of free resources, our school purchased Study Island for reading and math practice. The program has numerous diagnostic perks. Also, students are given the option of practicing skills via online tutorial, a worksheet type activity, or an interactive game. I'm sure you can figure out which one motivates them the most and thus is the almost the only one I use. The games are fun, and they can only be played if the students gets the question correct. If answers are chosen too quickly, especially several questions in a row, the program will block the game and suggest that the student is just guessing. This is definitely behaviorism as it conditions the student that the reward of effort is fun activity.
Such practices as multimedia, my personal favorite, keeps “the learner engaged, and provides immediate feedback and scaffolding in order to help the student understand and practice the concept,” (Pitler, Hubbell, Kuhn, Malenoski, 2007, p. 193). While this speaks to the inner workings of the brain concerning concentration and active learning, it also demonstrates the behaviorist principle of immediate feedback to reinforce understanding or create new behaviors through application. Students can learn from multimedia websites with interactive simulations or create their own projects to practice concepts. Either way, technology is reinforcing effort with further opportunities to explore and create.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, June 17, 2009
A Week 8 Reflection
Over the past eight weeks, I have benefited greatly from the technology education class from Walden University, an online program. I was always familiar with certain available tools, such as wikispaces, blogs, and podcasts, however I was either too lazy or unsure to begin a deeper understanding of the programs’ benefits. Since beginning the class, I have not only gained a better understanding of these technologies, but have also begun to see how they can be integrated effortlessly into my already over-packed curriculum. In my usual teaching practices, I have always tried to find new technology resources to introduce to my students, so the class has offered many suggestions through discussion, collaboration, and experimentation.
The class also gave me an opportunity to sit back and analyze my teaching techniques and philosophies and compare them to what many educators believe to be 21st century instruction. My perspective has always been learner-centered, but the resources highlighted within each week of the program continually pointed out how my students have benefited from my teaching pedagogies. Maybe this is because I’m more of a “Digital Native,” as Marc Prensky would say. I was raised with technology – not as high tech as today’s technology, but still more than my 50 year old coworkers. My mother, who is also a teacher, showed me how to use critical thinking activities to make learning fun for the students. During student teaching, I was given multiple opportunities to experiment with learner-centered, cooperative projects. I have used all this knowledge and built upon it within each of my seven years of teaching. This course has reinforced my philosophies of education and added some extra nuggets for thought of how to extend them in the future.
Speaking of the future, I suppose it’s time to set some goals. Before I state my goals, I must say that my district has very strict regulations about student technology use which unfortunately will not allow them (or me) to publish any of their thoughts and work on the Internet. The district does not show signs of budging on this topic in the immediate future. My first goal pertains to my need to continue to push for compromise within district policy. I would like to join the district technology committee, within whose meetings the topic of student access to technology is consistently discussed. During these meetings I will present information and strategies that help district administrators see the necessity for change. My second goal deals with critical thinking activities. I use several learner-driven activities in my class, but due to state standards, have resorted to many lessons that were teacher-centered. During the next school year, I want to plan one new discovery or learner-based, critical thinking activity per week. This way I don’t keep using the same methods I created years ago. Yes, they worked before and continue to work, but I want to extend them or add new lessons. I also plan on investigating the use of video games within instruction seeing as they are the driving force of technology at home. During the following school year, I would like to increase this number of new lessons.
There is whisper of all classrooms in my school building getting Promethean boards. If this is the case, I will be able to plan more interactive lessons within the classroom. As my technology questionnaire revealed, my students were more motivated when using technology than with paper-and-pencil. Even if the Promethean board never enters my classroom, I plan on continuing to use critical thinking activities that center around the laptop to increase student achievement. Student motivation is essential before any information is absorbed into their brains.
I look forward to utilizing this technology knowledge and understanding of 21st century skills to further motivate and instruct my students.
The class also gave me an opportunity to sit back and analyze my teaching techniques and philosophies and compare them to what many educators believe to be 21st century instruction. My perspective has always been learner-centered, but the resources highlighted within each week of the program continually pointed out how my students have benefited from my teaching pedagogies. Maybe this is because I’m more of a “Digital Native,” as Marc Prensky would say. I was raised with technology – not as high tech as today’s technology, but still more than my 50 year old coworkers. My mother, who is also a teacher, showed me how to use critical thinking activities to make learning fun for the students. During student teaching, I was given multiple opportunities to experiment with learner-centered, cooperative projects. I have used all this knowledge and built upon it within each of my seven years of teaching. This course has reinforced my philosophies of education and added some extra nuggets for thought of how to extend them in the future.
Speaking of the future, I suppose it’s time to set some goals. Before I state my goals, I must say that my district has very strict regulations about student technology use which unfortunately will not allow them (or me) to publish any of their thoughts and work on the Internet. The district does not show signs of budging on this topic in the immediate future. My first goal pertains to my need to continue to push for compromise within district policy. I would like to join the district technology committee, within whose meetings the topic of student access to technology is consistently discussed. During these meetings I will present information and strategies that help district administrators see the necessity for change. My second goal deals with critical thinking activities. I use several learner-driven activities in my class, but due to state standards, have resorted to many lessons that were teacher-centered. During the next school year, I want to plan one new discovery or learner-based, critical thinking activity per week. This way I don’t keep using the same methods I created years ago. Yes, they worked before and continue to work, but I want to extend them or add new lessons. I also plan on investigating the use of video games within instruction seeing as they are the driving force of technology at home. During the following school year, I would like to increase this number of new lessons.
There is whisper of all classrooms in my school building getting Promethean boards. If this is the case, I will be able to plan more interactive lessons within the classroom. As my technology questionnaire revealed, my students were more motivated when using technology than with paper-and-pencil. Even if the Promethean board never enters my classroom, I plan on continuing to use critical thinking activities that center around the laptop to increase student achievement. Student motivation is essential before any information is absorbed into their brains.
I look forward to utilizing this technology knowledge and understanding of 21st century skills to further motivate and instruct my students.
Wednesday, June 10, 2009
Thursday, May 28, 2009
The Partnership for 21st Century Skills website review
While navigating through the Partnership for 21st Century Skills (http://www.21stcenturyskills.org/index.php), I saw more and more why technology integration is a vital element in our preparing students for today’s society. As their mission statement suggests, we need to bridge the gap between the expectations and standards presented in the school environment with those our students will encounter in the modern workplace and within daily life necessities. The more exposure to technology and critical thinking experience presented in school, the more prepared they will be to enter a society built on global initiatives and collaboration.
I was surprised to see how few states are actually a part of the Partnership, however, I am not certain as to how many states know about this resource. I also am not completely sure of the requirements set upon states that desire to be a part of this mission. The site offers guides to adapting state standards to 21st century skill sets which would probably prove usual to districts or teachers in need of ideas. The resources are even grouped by support system, skill (technology, innovation, life/career), and knowledge (subject and theme) for easy navigation. The business members of the Partnership are an impressive list of today’s most influential and recognizable businesses.
One stance mentioned on the website that I strongly disagree with deals with raising expectations and accountability. Their vision inaccurately, in my opinion, relates these ideals with strengthening student motivation. Such systems of measure mentioned on the site include graduation tests and higher enrollment qualifications into college. I’m not suggesting we need to “dummy-down” curriculums to allow people to graduate or enter a college institution; however, in my experience, standardized testing raises anxiety and lowers a student’s love of school. It seems like we are making it harder to achieve success with threats and unreasonable expectations. This is especially true if you consider that states don’t assess their students’ skills with the same tests. Some are much easier than others. For instance, in Virginia, the tests are multiple choice and given in May. In Pennsylvania, the tests are multiple-choice mixed with open-ended responses given in March. Therefore, this sentiment of raising expectations by increasing accountability is ridiculous. Raising expectations is fine, but accountability should be levied consistently across the nation before I support this notion completely.
All these thoughts imply that a contemporary educator’s job is about to become more difficult than the pay would suggest. These skills have always been necessary, but time and focus on state testing always gets in the way. Most teachers are not trained to integrate all this technology, but the expectations will still be set. School districts will need to dig deep in their pockets to create workshops and training sessions for full technology integration at its highest potential. Critical thinking skills and problem solving will always, and has always been, part of every school’s curriculum.
This is my blog, so I feel obligated to react to another thought mentioned throughout the website. I would greatly appreciate feedback and opinions. A thought I hear mentioned consistently in the media and in schools is that we are far behind other countries. This is a half-truth; a somewhat-illusion. Other countries, such as China where my close friend teaches today, does not allow all school age students to attend school past a certain level. Only a percentage of school age students in many countries are given the opportunities we afford all of our children in the United States. I hear stories from my friend that students with disabilities are put to work in the real world or sent directly to a trade school faster than those that show a gift for learning. The United States is gracious enough to give these children full educations, but we are compared to other countries as if we are all held to the same standard. Yes, we have some catching up to do because their strongest are far beyond our average student. However, when standards of learning are the same across the world, then we can be fairly judged. Please give me your thoughts on what I have said.
I was surprised to see how few states are actually a part of the Partnership, however, I am not certain as to how many states know about this resource. I also am not completely sure of the requirements set upon states that desire to be a part of this mission. The site offers guides to adapting state standards to 21st century skill sets which would probably prove usual to districts or teachers in need of ideas. The resources are even grouped by support system, skill (technology, innovation, life/career), and knowledge (subject and theme) for easy navigation. The business members of the Partnership are an impressive list of today’s most influential and recognizable businesses.
One stance mentioned on the website that I strongly disagree with deals with raising expectations and accountability. Their vision inaccurately, in my opinion, relates these ideals with strengthening student motivation. Such systems of measure mentioned on the site include graduation tests and higher enrollment qualifications into college. I’m not suggesting we need to “dummy-down” curriculums to allow people to graduate or enter a college institution; however, in my experience, standardized testing raises anxiety and lowers a student’s love of school. It seems like we are making it harder to achieve success with threats and unreasonable expectations. This is especially true if you consider that states don’t assess their students’ skills with the same tests. Some are much easier than others. For instance, in Virginia, the tests are multiple choice and given in May. In Pennsylvania, the tests are multiple-choice mixed with open-ended responses given in March. Therefore, this sentiment of raising expectations by increasing accountability is ridiculous. Raising expectations is fine, but accountability should be levied consistently across the nation before I support this notion completely.
All these thoughts imply that a contemporary educator’s job is about to become more difficult than the pay would suggest. These skills have always been necessary, but time and focus on state testing always gets in the way. Most teachers are not trained to integrate all this technology, but the expectations will still be set. School districts will need to dig deep in their pockets to create workshops and training sessions for full technology integration at its highest potential. Critical thinking skills and problem solving will always, and has always been, part of every school’s curriculum.
This is my blog, so I feel obligated to react to another thought mentioned throughout the website. I would greatly appreciate feedback and opinions. A thought I hear mentioned consistently in the media and in schools is that we are far behind other countries. This is a half-truth; a somewhat-illusion. Other countries, such as China where my close friend teaches today, does not allow all school age students to attend school past a certain level. Only a percentage of school age students in many countries are given the opportunities we afford all of our children in the United States. I hear stories from my friend that students with disabilities are put to work in the real world or sent directly to a trade school faster than those that show a gift for learning. The United States is gracious enough to give these children full educations, but we are compared to other countries as if we are all held to the same standard. Yes, we have some catching up to do because their strongest are far beyond our average student. However, when standards of learning are the same across the world, then we can be fairly judged. Please give me your thoughts on what I have said.
Tuesday, May 12, 2009
Blogging Integration
My second attempt at blogging seeks feedback about potential blogging integration ideas within my classroom. I am a fifth grade teacher in Pennsylvania, in a district that forces all elementary teachers to teach all subjects. I'm sure there are many ways to integrate blogging into the content areas, but my initial instinct is to integrate this technology into my reading class, specifically within my novel studies and literature circles. I feel that it would be beneficial for all students to share their ideas about literature elements. By incorporating several ongoing blogs during a novel study, a student can choose times to share their thoughts throughout the entire sequence of the book. For example, one blog can be for predictions of upcoming events, where students can present and document reasoning for predictions. Another blog can be for sharing insight or reaction to plot points throughout the book. Several others could be added during the novel study to incorporate theme, character development, changing settings, or whatever interests the students. I have also considered allowing students access to initiate a blog about something within the novel - with my prior permission course.
The lessons would be ongoing, and students would be able to see and access their thoughts and those of their classmates throughout the novel. All students would have a voice, even the shy ones in class, and be able to practice their writing skills in the process. If other classes are also reading the novel, it might be interesting to invite multiple classes to share in the blogs to increase the chances of creative ideas and discussion starters. The possibilities are endless, but I'm curious about issues I have not considered since I have never actually used blogging in my classroom.
Future blogs may contain ideas for current event reaction blogs in social studies or brainstorming for writing projects, especially persuasive writing. But those are for another blog.
The lessons would be ongoing, and students would be able to see and access their thoughts and those of their classmates throughout the novel. All students would have a voice, even the shy ones in class, and be able to practice their writing skills in the process. If other classes are also reading the novel, it might be interesting to invite multiple classes to share in the blogs to increase the chances of creative ideas and discussion starters. The possibilities are endless, but I'm curious about issues I have not considered since I have never actually used blogging in my classroom.
Future blogs may contain ideas for current event reaction blogs in social studies or brainstorming for writing projects, especially persuasive writing. But those are for another blog.
Tuesday, May 5, 2009
The Internet and our Students
As this is my first blog, I wanted to share my thoughts about something that has been on my mind for the past couple weeks. My class was reading in this month's Time For Kids issue about the quality of reading available for and utilized by children on the Internet. This is only a fifth grade class, but the debate that followed our reading was very interesting. We examined both sides of the argument in a respectful and orderly manner.
At the end of the discussion the students asked my opinion. I have a history of being honest and open with my students so in this instance they expected nothing but the truth. Every year that the internet becomes more and more a daily media for our students, the more I see basic reading and writing abilities deteriorate.
In regards to writing, email, instant messenging, and chatroom participation has seemingly fought against the phonic foundations that primary teachers attempt to instill. Instead of writing, "How are you?" - simple question - they decide to write in broken sounds, "How R U?" Acronyms such as 'lol' and 'omg' are examples where students feel the need to rush their writing instead of taking care in their word choices. I know this is only a basic, preliminary argument, but these behaviors have transferred into my classroom whereas some students actually forgot how to write the word, 'you.'
In regards to reading, of course there is quality literature on the internet. The question is how are the students actually utilizing it? On one side, any reading is good for a child because some are just too lazy or disinterested to open a book. Even online video games offer chances to read about the upcoming scene, short bursts of plot sequencing practice. However, does it replace the satisfaction of finishing a book after reading it page by page for days, weeks, or months? Does it offer the same variety of word choice? Does it encourage the same visualization skills we use while reading without pictures? I don't know, but it has seemed like as society has become overly dependent on technology, the students' skills have deteriorated. I mean, how many people actually read a newspaper anymore?
At the end of the discussion the students asked my opinion. I have a history of being honest and open with my students so in this instance they expected nothing but the truth. Every year that the internet becomes more and more a daily media for our students, the more I see basic reading and writing abilities deteriorate.
In regards to writing, email, instant messenging, and chatroom participation has seemingly fought against the phonic foundations that primary teachers attempt to instill. Instead of writing, "How are you?" - simple question - they decide to write in broken sounds, "How R U?" Acronyms such as 'lol' and 'omg' are examples where students feel the need to rush their writing instead of taking care in their word choices. I know this is only a basic, preliminary argument, but these behaviors have transferred into my classroom whereas some students actually forgot how to write the word, 'you.'
In regards to reading, of course there is quality literature on the internet. The question is how are the students actually utilizing it? On one side, any reading is good for a child because some are just too lazy or disinterested to open a book. Even online video games offer chances to read about the upcoming scene, short bursts of plot sequencing practice. However, does it replace the satisfaction of finishing a book after reading it page by page for days, weeks, or months? Does it offer the same variety of word choice? Does it encourage the same visualization skills we use while reading without pictures? I don't know, but it has seemed like as society has become overly dependent on technology, the students' skills have deteriorated. I mean, how many people actually read a newspaper anymore?
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