EDUC 6711 Course Reflection

As this course draws to a near, I cannot help but look back and reflect upon the ideas, strategies, and theories I have learned about in terms of my classroom instruction and the types of technology I include.  I have noticed some changes in my own instruction and the way I present my lessons.  Some tools I have been introduced to through this course or have weighed heavily on implementing will now have a more significant impact on my students’ learning as the future goals of my instructional practices will greatly change.
            First of all, my personal theory of learning at the beginning of this course stated that I viewed learning on large part as social interaction where students worked together to solve or construct their own understanding.  Mostly, I still believe these are two main, central components that need to remain in my teaching practice.  However, I also am more aware of the significance other theories can play in learning.  Just having this awareness of what each theory consists of has helped me realize that I do utilize them more in my classroom than I previously thought.  Dr. Michael Orey (2001) has given great examples of how technology can help impact all theories of learning and instruction.  Previously, I have tried to include as much technology with my instruction as possible, but I never really understood how it would help my instruction or to help my students learn. 

Secondly, there are some adjustments to the way I integrate technology into my classroom that I am starting to make.  For one, before I implement any form of technology, my first question to myself is about how this will enhance my instruction or my students’ learning.  Previously, I would include something merely for the fact that it was new and exciting.  One tool I have now been weighing the pros and cons of is the inclusion of iPads in the classroom.   I wasn’t sure whether I could implement them effectively, but now I know what to look for in quality applications and the types of instruction they have to offer.  Rather than teaching a curriculum that has been traditionally done for the past 30 years, the inclusion of iPads will enable the curriculum to be brought to the digital learner and will better engage my students in what they are learning.  A second tool I will be implementing is the use of VoiceThread in my classroom.  This is a program that is fairly simple for first graders to implement as well as comment on each other’s work or collaborate on a project together.  Using a program that enables younger children to collaborate can be difficult to find, but this program enables this to happen easily and successfully.  These are just two examples of the tools I am now more aware of using in my classroom and the impact they can have on my students’ learning. 

            One long-term goal I am going to work on is to implement at least one collaborative group project that incorporates technology in one form or another each quarter.  By doing so, my students will be learning how to use the technology appropriately for educational purposes as well as meeting some standards we need to cover.  This goal can easily be achieved by taking a look at my curriculum and deciding on a main standard that we focus on during each quarter and designing a lesson or unit that utilizes technology for students to learn the lesson.  To make sure I achieve this goal, I will can align a checkpoint to start working on the project so that it is completed before the quarter ends and report cards are worked on.  I have used these checkpoints in the past to make sure I accomplish certain assessments and have found these to be effective reminders and helps me focus on what needs to be covered.

A second long-term goal does not necessarily focus on my instructional practices as much as the practices in my district.  I am in charge of training all teachers in the use of the Promethean boards in the school.  This is something I have struggled with for a period of time, particularly on changing the way teachers use the boards.  I now feel like I have a better understanding of how to train my fellow staff members.  By showing the teachers the impact technology can have on the lesson and how students process, they will have a better understanding of how to use this technology tool more effectively.  Hopefully they will realize it should be a learning tool and not simply used as an instructional tool like so many use it for.  To achieve this goal, I have started working with my superintendent to set up biweekly training sessions to train the staff on particular aspects of the boards with a different focus each week. 

In conclusion, I have come to realize that, while some of my main teaching practices remain the same, I have a better understanding of why they are educationally effective.  I have developed a broader base of technology tools that will enable my students to be more successful in working with technology that is designed for their age level.  By establishing some goals and strategies to work towards their achievement, I am ensuring that my students are receiving lessons that ensure they are successful and are more meaningful to them.

References
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Creating a Digital Classroom Involves Some Hard Decisions

This Voice Thread discusses the stuggles I am currently having in deciding what type of technology I should incorporate into my classroom. 

http://voicethread.com/share/2499408/

Exploring the Social Learning Theory

The social learning theory emphasizes that students learn best when they are actually able to work collaboratively with others and learn from teaching the material themselves (Laureate Education, Inc., 2010).  By doing so, the teacher is ensuring that the students have a better understanding of what the topic is because they will have to thoroughly understand it in order to teach it to someone else.  Furthermore, by having students work together, they are balancing each other’s strengths and weaknesses that might otherwise hinder their learning.  For example, one student may struggle with the research portion of a project but can excel at the presentation of it.  Pairing with a student that is a successful researcher may help them.  This student can also reinforce and teach the other how to do the research, so eventually the skills that child still needs to learn in order to be a successful researcher are being practiced. 

This week, one learning strategy I looked into from UsingTechnology with Classroom Instruction that Works that promotes the social learning theory is cooperative learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  In this strategy, students are working together to meet a common goal or objective.  Teaching in the primary grades, it is quite common to teach and have students work in a collaborative environment.  We discuss the strengths and weaknesses we all have as individuals.  However, the people in class are all there to help everyone become successful.  We are all at different levels of knowledge and understanding in a variety of topics, and I teach my students that it is merely a fact of life.  Rather than trying to compete with each other, it is far easier to work together and help teach each other the information we know more of and learn from others what we struggle with.

With the incorporation of technology, this strategy can easily be implemented within the classroom.  Through the implementation of wikis, blogs, and even online programs such as Spiderscribe, students can work together to learn a particular objective.   They can each contribute parts of the project that they have worked on, add their material, and take a look at what others have contributed. 

I have been reflecting a lot lately about how technology will change the way my classroom will look in the near future, particularly with the cooperative learning strategies I incorporate.  In January or February, my entire classroom will be outfitted with iPads if I choose to take on the task of piloting them for my district.  While I’m excited for the opportunity, I have to completely rethink the way I’ve been teaching first grade.  I’m trying to bring about this change while still incorporating strategies like cooperative learning at the first grade level.  I was hoping to utilize Voice Thread in my class quite extensively, however, it is a flash-based program that is not compatible with iPads.  Is anyone familiar with some sites like wikis or Voice Thread that are more simplistic for first graders to use that allow them to collaborate and are non-flash based?

References

Laureate Education, Inc. (Executive Producer). (2010). Social Learning Theory. Baltimore: Author.

Pitler H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

The Constructionist/Constructivism Learning Theories in Practice

While the constructivist and constructionist learning theories are often associated as one and the same, they actually have some vast differences.  Dr. Orey associates constructivist learning as students creating their own meaning to the information they are learning (Laureate Education, Inc., 2010).  He further describes constructionism, on the other hand, as having the students actually creating something based on their learning. 

Generating and testing hypotheses is one strategy that fits these learning theories and can incorporate technology in a variety of ways (Pitler, Hubbel, Kuhn, & Malenoski, 2007).  Students generate questions to the topics they are learning, check their findings, and then test their hypothesis.  A variety of programs such as Microsoft Excel are well suited for this task by enabling the students to easily collect data in one central place as well as allowing them to create graphs and charts based on the information they collect. 

This year, my first grade students have been very interested in learning what life was like long ago.  We have spent a great amount of time learning about the differences in peoples’ lives from the past as compared to today.  Since students are excited about the upcoming holidays, we took this time as an opportunity to learn about the Pilgrims.  Plimoth Plantation is a site that has helped us immensely these past few weeks.  There have been a variety of virtual field trips through Scholastic that take place at Plimoth Plantation and have helped us discover what life was like back then.  One section in particular, called You are the Historian, is an interactive program that allowed us to investigate what life was like for the Pilgrims.  I had my students generate hypotheses of what some of the equipment the Pilgrims had back then was used for that we no longer use today.  It was interesting to hear what they thought the objects’ purpose was.  The online program helped us to further investigate because we could ask for help from different Pilgrims.  They gave us clues to our investigation that helped us to narrow down our hypotheses.  Having the students test out their thoughts and continuing to investigate the purpose of the items empowered them to construct their own understanding of the material rather than having the teacher give them the answer. 

I noticed the students learned far more information through this format than the lessons we have done in the past that had them coloring and cutting out worksheets with pictures of the objects.  The students thrived during their investigations and were far more engaged in learning about life in the past than they would otherwise normally be because they were constructing their own meaning to the information. 

References

Laureate Education, Inc. (Executive Producer). (2010). Instructional Theory vs. Learning Theory. Baltimore: Author.

Pitler H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

The Cognitive Learning Theory

Teaching using the cognitive learning theory is centered on making as many connections about a given topic and having in depth knowledge about it (Orey, 2001).  In other words, we can teach a mile’s worth of information, barely breaking the surface, or we can cover less territory and really dig deep into the understanding and breadth of knowledge on a subject.

There are a variety of technology tools that can be implemented within the classroom that meet the criteria for the cognitive learning theory.  Advanced graphic organizers allow students to breakdown the information they are working on (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  In addition, students are drawing connections to various components of the organizer.  Being able to elaborate on a topic provides some deeper meaning and understanding to students because they are drawing from the information in multiple formats rather than memorizing a few facts and moving on to something new.  I am very impressed with the online graphic organizer program Spiderscribe.  This program is so simple to use, that I am able to utilize it with my first graders! 

Another strategy that involves the cognitive learning process is summarizing and note taking (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  These strategies allow a student to add detail and dimension to their learning in a variety of ways.  Whether in a simple “T” chart or creating rules to summarize, students can break down the information, replace more difficult vocabulary with easier words, and eliminate unnecessary portions with Microsoft Word.  Often there is so much information available to students that it can seem overwhelming and difficult for them to distinguish what they truly need to know about the topic.  By learning how to summarize, students will realize what information is significant. 

A particularly creative way for students to take notes in a group is to add their individual notes to a group’s wiki (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Each student is able to contribute to the group, and it also enables them to build off the ideas of other students, thereby, elaborating upon the information.  While collaborating on the information, all students are still accountable for their own effort, and no one is left doing all of the work. 

Through the inclusion of technology, teaching with the cognitive learning process can be very effective for students.  The more connections to the information learned in a lesson, the greater chance that information will be stored in students’ long-term memory.  After all, why bother to learn the information in the first place if students never plan on recalling and using it later on in their lives?

References

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.

The Behaviorist Learning Theory

In analyzing two instructional strategies from the text Using Technology with Classroom Instructionthat Works, I found that implementing technology to reinforce effort and utilizing it for homework and practice are very useful to students in the learning process (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  In addition, from a behaviorist learning perspective, students have the ability to work at material at their own pace and allows them to progress when they are ready to which isn’t always the case in the classroom. 

Often in class there are students that lack intrinsic motivation to strive and achieve their best.  Sometimes these students just lack the skills to break down specifically what is needed to meet the expectations of the teacher.  Pitler, Hubbell, Kuhn, & Malenoski (2007) suggest utilizing programs such as Microsoft Excel or Survey Monkey to create rubrics and surveys that enable students to break down the amount of effort they are putting into certain parts of a project.  These ideas exemplify the principles of the behaviorist learning theory because the students can take the survey or score the rubric to see how they are progressing on specific parts.  Once they meet the expectation, they can then start working on the next section.  It allows the students to break down the requirements, allows them to understand what will be expected, and ensures they are learning what they need to before moving on to another task.

Furthermore, by implementing homework and practice with technology, teachers are ensuring that students are working on necessary skills on their own, learning them correctly, and having fun and enjoyment in the learning process (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Websites such as Starfall, BrainPop, Mousercise, and Dance Mat Typing teach students specific skills that they need to work on.  As students progress through the sites’ games and tutorials, they are awarded with certificates that demonstrate their completion of the various levels.  This can serve as documentation for a teacher that a student has worked on these specific skills at home or on their own.  I have used Starfall and Dance Mat Typing within my first grade classroom, and my students love learning with these programs because they are at their instructional level and challenge the students appropriately.  These examples epitomize the behaviorist learning perspective because students are working on a task within their instructional level, are rewarded for their learning and progress to a more challenging stage.  If they are unable to move beyond that particular stage, they repeat it until they have a better understanding of it. 

The behaviorist learning theory is ever present in today’s education process.  This method can be highly effective in ensuring that students are reaching their targeted learning outcome or goal.  Students work at a level that is appropriate for them, not the entire class.  Since differentiation is so important in today’s classroom, with the implementation of technology this often difficult and overwhelming concept can be effectively achieved.

References

Pitler H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Classroom Reflection

This course has helped me in numerous ways.  It has helped me explore the uses of blogs, wikis, and podcasts within the classroom.  Normally, I enjoy incorporating any form of technology into my classroom but have been reluctant to do so with these three types.  I found them to be something I didn’t understand and never had the time to devote to learning.  After practicing them in this course, however, I see they are not as daunting as I once thought.  In fact, there are a great many uses they can all serve in any grade. 

Furthermore, I have always included 21^st century skills within my classroom simply because that is how I learned to teach.  Even though I teach these skills, I know see how important it is for my students to focus and hone in on them for their future careers.  The business world is evolving at a much faster rate than the education world, and it is imperative that teachers stay abreast of these changes. Our students’ success depends upon this.

While I have never really taught with a teacher-centered focus, I know many teachers in my district that do.  Discussing the 21^st century skills that our students will need when they graduate have inspired other teachers to look into different methods of teaching the units they teach.  I’m very proud of the district I work in where teachers are willing to reexamine their units to meet the needs of current students when they simply could keep teaching the same unit they have been teaching for years.  Many teachers with that much experience would never consider putting in the work to revamp a perfectly good lesson. 

One important way I can continue to expand my learning and technology use in my classroom is to stay current with the latest information.  One way to do this is to subscribe to various blogs through my RSS feeds that offer advice and information on new ways to incorporate technology into the classroom and the benefits of doing so.  While there is a lot of technology available to use in the classroom, it is important to figure out how to utilize it effectively in the classroom.  Reading in other teachers’ blogs on how they use the technology in their classrooms helps others gain a better understanding of how it improves student achievement.

Two goals I have set for myself for within the next two years are as follows:

-          Implement at least 3 collaborative projects that require students to create a presentation using various forms of technology such as video podcasts, blogs, wikis.

-          Create a technology training PLC that addresses the technology needs of students and staff.

The two goals I have set will be a challenge as it will require me to revamp my curriculum in order to include more large-scale collaborative projects in first grade.  In addition, it will also require me to train my students in how to properly implement that technology to complete their task.  My second goal will be far more challenging, but it is something that I think is needed in my school and will be a good time to start it.  Many teachers in my district are hesitant to implement technology within their classrooms because they do not fully understand its benefits or how it functions within the room.  Creating a PLC that helps open up the discussion about technology will hopefully help others feel more comfortable about trying to implement it in their classrooms.  Knowing there is support for when they need it may help them build their confidence.  I’m hoping this goal will eventually be reached, but I know it will be starting off slowly.  Just like my classroom blog, many were hesitant to use it.  After a few months, more and more parents are becoming comfortable utilizing it.  My hope is that will also be the case with teachers in my district and the PLC I’d like to create.  Perhaps my biggest obstacle will be convincing my administration of its need, but I plan to show them how important it is for teachers to start implementing technology.

In reviewing my answers from the checklist at the beginning of this course, some of my answers have changed.  Perhaps the biggest change for me is that the class has helped me be more aware of the importance of collaborative projects and technology use in even first grade.  I’m definitely more open to teaching my students how to use a variety of forms of technology rather than assuming they are too young to use it.  While some of the technology may be difficult, there always seems to be a way for them to incorporate it into their learning. 

1st Grade Tech Survey Podcast

I created a podcast of a technology survey that we had in a classroom discussion.  During the discussion, my students talked about a variety of types of technology they use.  I was surprised by they things they do with technology at such an early age.  A majority of what they do leans more towards the social and entertainment aspect of technology rather than from an academic aspect.  However, since they are just learning to read and become acquainted with the academic world, I feel they will use technology more and more to learn as they get accustomed to using it to further their inquiry and understanding of the world around them.

The Partnership for 21st Century Skills

In reviewing the Partnership for 21st Century Skills website, I found the site to be overall fairly useful.  The site discusses skills necessary for students to be successful in their future careers that schools need to improve upon.  Skills such as working cooperatively together, using critical thinking skills, and utilizing multiple forms of communication are described as skills that need to have more of a focus in school.  Perhaps it is because I went to college in the past seven years or that it depends on the type of college I went to, but my feeling is that these areas have always been concentrated on within my classroom.  Cooperative learning is something my students always do.  Project-based learning has always been an integral part of my curriculum because I feel students learn best when they are active, engaged, and have a stake in their own learning.  My questioning tactics always lean more towards the higher end of Bloom’s Taxonomy.  As I have said, maybe it is due to my background, but my feeling is that most educators strive for similar objectives in their classrooms.  What are your thoughts on this? 

One tremendous benefit in reviewing the site was the amount of resources available.  There was a section under their resources that described what various states were doing to meet the 21^st century skills.  I discovered, for example, that my state has a variety of programs that educators can sign up for that enable their classes to interact with other classrooms around the world, take virtual field trips, or experience someone’s digital storytelling about various topics.  For such a great resource in my state, I was surprised to not hear of it before, and many of my colleagues in my school haven’t either.  If you haven’t had a chance to check out the Partnership for 21^st Century Skills’ resource page, I highly recommend you do to explore what is available for you in your state!

Classroom Blog Uses in First Grade

Upon thinking about the uses of blogging in first grade, I came up with a few ways that blogs could be incorporated into my classroom.  For starters, it could easily remain as an interactive communication device between parents and me.  Feeds could be about what we are currently working on in class and how parents could support the learning at home.  I have already discussed this idea with several of my students’ parents, and they were very excited with the opportunity to help direct their child’s learning and offer ways to further enrich the curriculum through their various expertises from their occupations.  For example, while working on our drawing skills, one parent who is a physical therapist, has suggested how they could post exercises that promote fine motor skills for other parents to practice with their children at home too.

Another useful tool would be to display and discuss student work.  While my students are not able to write much, what they can do they are very proud of.  Displaying their work with an audio file of them discussing their work would be very exciting to them.  In a way, the blog would then be a classroom portfolio that would demonstrate students’ growth throughout the year.  We could easily return at any time to discuss student work and what skills they have developed from posts that are months apart.  This is a skill that I always struggle with because students frequently misplace their work or have taken it home  when it would be nice to refer back to on occasion during the closures of our workshops.  This digital copy would ensure that their work is always readily available.

What are your thoughts on blogging in the primary grades?  Given the limited ability of younger students, I would love to hear anyone’s creative ideas for including them more in the blogging process in a way they would comprehend.

Welcome!

Hi everyone,
Welcome to the start of my first blog.  Since I teach first grade, my plan is to get more accustomed to blogging and then focus on creating a blog that serves as a new way to communicate with my students’ parents.   I’m really excited to be able to communicate in a new format and thought about including projects we are currently working on, field trips we will be taking, and any special events we may be having.  Please let me know if anyone has any advice in items I could include in a parent blog.  I would love to include any new ideas someone has used in the past or haa recently thought of.
Thank you,
Matt