Are teachers truly preparing students for a future in a global economy? Our classrooms are the perfect environment to model collaboration and cooperation in order to achieve a larger, defined goal. Technology tools have provided ways that students can collaborate and learn from each other within their own classroom or with someone in another classroom halfway around the world. Pitler, Hubbell, Kuhn, and Malenoski list five basic components that must be considered when designed a collaborative activity:
1. Positive interdependence (sink or swim together)
2. Face-to-face, promotive interaction (Helping each other to learn, applauding efforts and successes)
3. Individual and group accountability (each of us has to contribute to the group achieving its goal)
4. Interpersonal and small-group skills (communication, trust, leadership, decision making, conflict resolution)
5. Group processing (reflecting on how well the team is functioning and how to function even better)
Technology can aid in the creation of group projects that meet these requirements and that facilitate a social learning environment. One type of project is the multi-media project. Differentiation can be achieved with the flexibility in assigning the roles. Students are able to be assessed while completing the portion of the project that plays to their interests or strengths. Social learning comes into play when a student can take on a role in which they are the expert, and the group can learn from each other.
Another useful technology tool is the Webquest, a task where students are required to use their knowledge instead of just researching to find it. An interesting site to look at is San Diego State University’s Webquest, the original Webquest. You can find it at: http://webquest.org . The site lists many helpful exemplars if you are thinking of creating one for a class.
The last thing that I will share is the idea of having your students collaboratively create a Voicethread. This week, our assignment was to create a Voicethread that could be used in our classroom. The video that I watched had a drawing that a boy had posted with his description. People had left comments and you could listen to the comments when you were viewing the picture. It gave me the idea for a Voicethread that I could use at the beginning of a Civil Right’s unit that I teach in which the comments that the students left would help all of students to learn from each other and would give me an idea of what their frame of reference was before starting the unit. You can view my Voicethread here:
http://voicethread.com/share/2908312/
Wednesday, March 28, 2012
Wednesday, March 21, 2012
A Constuctionist Approach to Utilizing Technology in the Classroom
This week, my class concentrated on the benefits of utilizing a Constructionist approach to learning in the classroom. The theory is that a student’s understanding of a concept is unique, molded by his/her past experiences and perceptions. The theory states that people learn best when they build an external artifact or something to share with others (Laureate Ed. Inc., 2010). Because the student has constructed their own meaning, they are better able to retain the knowledge. New understanding takes place when there is an imbalance that the student must resolve between their personal belief system and presented external realities (Laureate Ed. Inc., 2010). Pitler, Hubbell, Kuhn, and Malenoski made recommendations on how this approach lends itself to the process of generating and testing hypothesis with the aid of technology because the technology allows the students to spend more time analyzing the data instead of on the tedious task of data entry.
One use of technology is the Spreadsheet. Most people are familiar with Excel, maybe not how to use it necessarily, but aware of its existence as a tool. By creating an interactive spreadsheet with the data already entered, students are able to make a hypothesis about the effect of a change in data. By actually making that change, they are able to receive immediate feedback, thus enabling an adjustment to their hypothesis for a further test. By receiving immediate feedback, students are able to accommodate the new knowledge and construct a firm basis of knowledge in the subject.
Other tools include the data collection tools, such as nonlinguistic representation where students represent their findings in charts and graphs, digital probes, and digital microscopes. One interesting use of a digital microscope that was suggested by Pitler et al was to use the digital microscope to conduct a detailed analysis of a historical piece that would lend insight into a culture of study. For example, students could form a hypothesis about what type of tools or eating utensils a culture used based on the time period. They then could collect data to support or contradict that hypothesis during an online archaeological dig. Students could then share their findings and note similarities and differences in order to construct a class archive of archaeological findings.
Another use of technology in the construction of knowledge is the ever valuable Web resources. Students are able to make predictions and then conduct research using interactive and virtual sites that provide the necessary data for determining the accuracy of their hypothesis. Because of the hands-on, interactive nature of these sites, all learning modalities are reached and students are engaged and able to retain information that they themselves discovered. My class does a United Nations simulation every year. They are assigned a country and they take on the role of an Ambassador. They must make predictions on what their country’s stance would be on current issues such as nuclear proliferation, healthcare for their indigenous people, and women’s rights. They then need to conduct research after which they present their findings at a local college with students from all over the County, all of them taking on the role of different countries. At the Model United Nations Simulation, they must take on the persona of Ambassador for their country and create a resolution with their political allies. See more information on how this is approached at the National level at colleges at: http://nmun.org/
In summary, there are many digital tools available that would reinforce a constructionist approach to learning and teaching. By the use of spreadsheets, data collection tools, and web resources and simulations, students are actively engaged in creating a hypothesis, determining and manipulating data to test their hypothesis, and building their conclusion. This student-centered approach places the responsibility for the learning on the student.
References:
Laureate Education, Inc. (Producer). (2010). Constructionist and Constructivist Learning Theories [Video webcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6489406&Survey=1&47=9645911&ClientNodeID=984650&coursenav=1&bhcp=1
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
One use of technology is the Spreadsheet. Most people are familiar with Excel, maybe not how to use it necessarily, but aware of its existence as a tool. By creating an interactive spreadsheet with the data already entered, students are able to make a hypothesis about the effect of a change in data. By actually making that change, they are able to receive immediate feedback, thus enabling an adjustment to their hypothesis for a further test. By receiving immediate feedback, students are able to accommodate the new knowledge and construct a firm basis of knowledge in the subject.
Other tools include the data collection tools, such as nonlinguistic representation where students represent their findings in charts and graphs, digital probes, and digital microscopes. One interesting use of a digital microscope that was suggested by Pitler et al was to use the digital microscope to conduct a detailed analysis of a historical piece that would lend insight into a culture of study. For example, students could form a hypothesis about what type of tools or eating utensils a culture used based on the time period. They then could collect data to support or contradict that hypothesis during an online archaeological dig. Students could then share their findings and note similarities and differences in order to construct a class archive of archaeological findings.
Another use of technology in the construction of knowledge is the ever valuable Web resources. Students are able to make predictions and then conduct research using interactive and virtual sites that provide the necessary data for determining the accuracy of their hypothesis. Because of the hands-on, interactive nature of these sites, all learning modalities are reached and students are engaged and able to retain information that they themselves discovered. My class does a United Nations simulation every year. They are assigned a country and they take on the role of an Ambassador. They must make predictions on what their country’s stance would be on current issues such as nuclear proliferation, healthcare for their indigenous people, and women’s rights. They then need to conduct research after which they present their findings at a local college with students from all over the County, all of them taking on the role of different countries. At the Model United Nations Simulation, they must take on the persona of Ambassador for their country and create a resolution with their political allies. See more information on how this is approached at the National level at colleges at: http://nmun.org/
In summary, there are many digital tools available that would reinforce a constructionist approach to learning and teaching. By the use of spreadsheets, data collection tools, and web resources and simulations, students are actively engaged in creating a hypothesis, determining and manipulating data to test their hypothesis, and building their conclusion. This student-centered approach places the responsibility for the learning on the student.
References:
Laureate Education, Inc. (Producer). (2010). Constructionist and Constructivist Learning Theories [Video webcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6489406&Survey=1&47=9645911&ClientNodeID=984650&coursenav=1&bhcp=1
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, March 14, 2012
Cognitive Learning...Helping Students Understand How They Learn
This week, the readings in my class concentrated on the topic of cognitive learning, the theory that learning is the process of organizing new information into existing understandings and the importance of increasing a student’s awareness of how they think in order to improve their understanding. As we have heard time and time again, it is essential to integrate as many senses when presenting information in order to incorporate the knowledge into the long term memory. Our brains are a network of memory, where each idea is connected to another, so the more that we can connect new learning to prior knowledge, the more likely it is to stick! The Dual Coding Hypothesis states that people remember meaningful images better than text, so the more that you can elaborate on an idea, the more likely it is to be stored in the long term memory. If students forget, it is because they have lost the connections that were made, or they never made the connection in the first place.
There are many tools that aid in the connection of these ideas. Concept mapping helps to support dual coding because it is a concrete visual representation of those connections and it assists a learner in seeing the gaps in knowledge that need to be filled and then provides a framework in which to fill them. An effective instructional strategy is to provide a framework for questioning, perhaps by presenting a essential question to get the thought processes going, and to vary your questions as to elicit inferences and require analytical thinking. This week, we also talked about how the best way to learn knowledge is to be immersed in it, such as a study abroad situation or an apprenticeship or jobshadow. Seeing as these are not always feasible, the virtual field trip is a cost-effective, time-saving alternative to assist in the formation of an episodic memory. Really, what is the downside of a virtual field trip? They are usually free, take way less planning then an actual field trip, take less time, they are good for the environment (less bussing), and can be shared with any number of students on your schedule. Especially if you can “go” on a virtual field trip on one of many sites that link to artifacts and other primary sources, such as video, diaries, and interviews. Students will remember what they see, and they will be able to use this as a basis for more learning.
And for all of you teachers out there… get your hands on a book on how to use Microsoft Word for the classroom! It is so much more than a simple word processing tool! Previously, I learned how you can perform a more refined search though the research tool on Word. This week, I learned about some note-taking tools that are available through Word that help students summarize and take notes more effectively. That, along with other brainstorming or notetaking software like Kidspiration/Inspiration, is another example in which students can improve their chances of retaining information…and isn’t that the whole point!?
Referencing:
Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
There are many tools that aid in the connection of these ideas. Concept mapping helps to support dual coding because it is a concrete visual representation of those connections and it assists a learner in seeing the gaps in knowledge that need to be filled and then provides a framework in which to fill them. An effective instructional strategy is to provide a framework for questioning, perhaps by presenting a essential question to get the thought processes going, and to vary your questions as to elicit inferences and require analytical thinking. This week, we also talked about how the best way to learn knowledge is to be immersed in it, such as a study abroad situation or an apprenticeship or jobshadow. Seeing as these are not always feasible, the virtual field trip is a cost-effective, time-saving alternative to assist in the formation of an episodic memory. Really, what is the downside of a virtual field trip? They are usually free, take way less planning then an actual field trip, take less time, they are good for the environment (less bussing), and can be shared with any number of students on your schedule. Especially if you can “go” on a virtual field trip on one of many sites that link to artifacts and other primary sources, such as video, diaries, and interviews. Students will remember what they see, and they will be able to use this as a basis for more learning.
And for all of you teachers out there… get your hands on a book on how to use Microsoft Word for the classroom! It is so much more than a simple word processing tool! Previously, I learned how you can perform a more refined search though the research tool on Word. This week, I learned about some note-taking tools that are available through Word that help students summarize and take notes more effectively. That, along with other brainstorming or notetaking software like Kidspiration/Inspiration, is another example in which students can improve their chances of retaining information…and isn’t that the whole point!?
Referencing:
Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, March 7, 2012
Behaviorism and Technology in the Classroom
So, I started a new class for my Graduate Certificate in Integrating Technology. This week, we are exploring instructional strategies that embed technology and how they relate to Behaviorist Learning Theory. Remember Skinner and the Stimulus/Response theory that most of us learned about in our Psych 101 classes? Well, we are concentrating on how technology can help teachers apply those principals in their classrooms. One way is to reinforce effort. Students need to see a correlation between increased effort and increased success. One way that my textbook suggested was to have the students create spreadsheets to give themselves a concrete visual showing the correlation. This spreadsheet is completed by the students after they rate themselves on the amount of effort they have given before a test and the score that they receive on the test. I love this idea! First of all, the students are rating themselves. I have found that consequences and reinforcements are very effective when they are self- imposed and self-assessed. I also like this idea because the reinforcement is the success itself, not some external reward. Being a teacher of the Gifted, I see the long term consequences when students attribute success to their intelligence and not to their effort. If you are interested in reading more on how this correlates to the Gifted student, there is an interesting article in Scientific American Magazine that talks about how to bring out the potential in Gifted students: http://www.scientificamerican.com/article.cfm?id=coaching-the-gifted-child
The other concept that was discussed was the use of technology in homework and practice. A big part of behaviorism is reinforcement. In this aspect, we are talking about the reinforcement of skills. One idea was the creation of spreadsheets to reinforce and practice math concepts in relation to graphs. Because the graphs are computer generated, the variables can be easily changed so that the students have more of a chance to compare and analyze various graphing representations which would lead to the reinforcement of the mathematical concept. Another idea that was presented was the idea of using web resources and multi-media to reinforce and practice a needed skill. These resources provide immediate reinforcement or correction and are able to be easily differentiated in regards to skill level so that students are able to drill and practice at their instructional level. Personally, I have found a multitude of highly engaging Apps for my I-Pad that I use with my son to practice his spelling words and sight word practice that reinforces these skills, and he loves it. Visit www.apple.com/itunes and do a category search in education. A final resource to consider is the use of communication software where students are able to reinforce each other’s learning in a collaborative environment.
The other concept that was discussed was the use of technology in homework and practice. A big part of behaviorism is reinforcement. In this aspect, we are talking about the reinforcement of skills. One idea was the creation of spreadsheets to reinforce and practice math concepts in relation to graphs. Because the graphs are computer generated, the variables can be easily changed so that the students have more of a chance to compare and analyze various graphing representations which would lead to the reinforcement of the mathematical concept. Another idea that was presented was the idea of using web resources and multi-media to reinforce and practice a needed skill. These resources provide immediate reinforcement or correction and are able to be easily differentiated in regards to skill level so that students are able to drill and practice at their instructional level. Personally, I have found a multitude of highly engaging Apps for my I-Pad that I use with my son to practice his spelling words and sight word practice that reinforces these skills, and he loves it. Visit www.apple.com/itunes and do a category search in education. A final resource to consider is the use of communication software where students are able to reinforce each other’s learning in a collaborative environment.
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