Reflection of Class: Integrating Technology Across the Content Areas

The daily lesson GAME plan as provided by Cennamo, Ross, & Ertmer (2008) is a flexible and easy to use template for teachers.  Educators can use as much or as little detail according to their particular needs.  As a veteran teacher, I do not need to write out everything for a lesson, but I found the GAME plan helpful in preparing for my students’ needs.  At the beginning of each year, I require my students to teach the class a topic with which they learned the previous year as a review.  I have provided my students with a lesson plan template in the past, but none of them chose to use it.  Next year, I am going to require that my students use the GAME plan lesson template in the creation of their lessons.  I think it will assist them in staying on track and focusing on the important features of the lesson. 

As a result of this course, I have taken a lesson I have taught in the past and enhanced it to include social networking/online collaboration and digital storytelling.  I have not had the time yet to implement all three, but the problem-based learning project is progressing well in my classes.  I look forward to seeing the impact of the social networking/online collaboration and digital storytelling.  I have introduced the topics to my students and they seem genuinely interested in the projects.

I have given my students the opportunity to post on a class wiki throughout the year, but they have not taken the initiative to post anything.  I will require them to post as a result of the social networking/online collaboration project, so I hope that this will spur them to share other ideas.  Next year, when I introduce the concept of a class wiki, I will require students to post.  My students are hesitant when it comes to new technology.  They would rather not try something new, rather than make a mistake.  By requiring my students to post, I will give them the experience with new technology that will assist them with developing 21st century skills.  Technology is the future and it is my goal to prepare my students for the real world.

References
Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

M is for Monitor

This week, I am checking on my progress toward the goals I set in my GAME plan.  Monitoring the actions taken in a GAME plan is vital to the success of the goals set (Cennamo, Ross, & Ertmer, 2010).  I reviewed my goals, and recognized the actions I have taken.  I did revisit the wiki which was created by me along with other Walden students.  I find that the wiki has changed drastically since I last reviewed the information.  I also find the organization to be confusing.  Some of my fellow students made organizational choices which are not my preference.  This has caused me to modify my plan slightly.  I will still post technological resources, but I will create a page on my class wiki for this content.  This way, I have control over both the content and the organization of the content.  Plus, this will allow my students and their parents to easily access the resources if they choose.  I can also share this wiki with my colleagues. 

I am the Science, Technology, Engineering, and Mathematics (STEM) coordinator for my school.  Earlier in the year, I created a folder of STEM related resources.  I will combine the content on the wiki with the content in the folder.  In order for this to be a meaningful experience, I will methodically choose which resources to include, rather than simply copying and pasting. 

Once the resources are compiled, I will use the wiki as a reference when planning for instruction.  I would like to document how I use each resource as they are added.  This will be beneficial in two ways.  First, this will assist others in choosing the correct resource to enhance instruction.  Secondly, this will allow me to decide whether or not to use the activities in the future.  It is easy to get overwhelmed and to forget what resources were used for which activities.  I hope that documenting my ideas and activities in the wiki will allow for the appropriate organization for the content.

References

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning

GAME Plan - next step

Now that I have set goals for incorporating more engaging instructional learning experiences and sharing those lessons, it is time to take action.  I created a wiki with some Walden colleagues for a previous class.  In the wiki, we reviewed resources for integrating technology into instruction.  Some of the resources were content specific, but some could be used in any content area.  It is now time to revisit the wiki for two purposes.  First, I would like to see which resources may have been added since I last visited the wiki.  Second, I would like to add the resources I have discovered since that time. 

Another action I will take is to review some resources which have been suggested to me through discussion in my current graduate class.  Just this week, I was told about two web sites which allow students to show their learning through creative means.  The web sites are www.animoto.com and www.photopeach.com. 

I have started this process and I must remember to monitor my progress.  I also need to be careful to not get overwhelmed with too many resources.  The technology must fit and not be forced.  I need to remember to look to my curriculum to plan to use these resources where and when appropriate.  As Thompson mentions, technology should be used to enrich lessons, not become the objective (Laureate Education Inc., 2011). 

Resources

Laureate Education, Inc. (Producer). (2011). Program four: Enriching Content Area Learning Experiences With Technology, Part 2 [Video webcast]. In Integrating Technology Across the Content Areas.  Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6489417&Survey=1&47=8554320&ClientNodeID=984650&coursenav=1&bhcp=1

GAME Plan

Effective educators are life-long learners.  It is important for teachers to continue their education by setting goals and being self-directed.  Dr. Cennamo suggests organizing a GAME plan in order to achieve this (Laureate Education Inc., 2011).  The GAME plan includes setting goals, taking action, monitoring progress, and then evaluating the process.  One of my major goals as an educator is to meet students at their level and foster individual growth.  This aligns with the NETS-T standard 2c: custominzing and personalizing learning activities to meet the needs of the students using digital resources (2008). Through the integration of technology, I have had some success.  Online tools such as the Khan Academy and Study Island have enabled my students to learn and practice new concepts at their own pace.  This is a student-centered enrironment where my role is more of a coach than the focal point.  I wish to continue to find similar resources as well as online simulations to engage my students.  I plan to look to my colleagues both in my school and my district for such resources.  I will send an email to all themath teachers at my school and other schools in the county to ask for resources.  Once I compile a list of resources, I will take some time to explore which tools are appropriate for my students.  I will then look at my curriculum to see where the tools could enhance my instruction.  If I see connections, I will add the resources to my wiki which was created for collaboration of integrating technology into classroom instruction.  I will share this wiki with those interested.  Compiling and sharing this information correlates with the NETS-T standard 5a: participating in learning communities with the goal of integrating technological resources.  I have already started this process because it connects to my professional learning goal as an educator, so I am likely to reach my goal. 

Resources

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Laureate Education, Inc. (Producer). (2011). Program one: Promoting Self-Directed Learning With Technology [Video webcast]. In Integrating Technology Across the Content Areas.  Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6489417&Survey=1&47=8554320&ClientNodeID=984650&coursenav=1&bhcp=1

Reflection of Learning Theories

            Upon reflection of my own beliefs and also the analysis of the learning theories studied for this class, I have come to the conclusion that the learning theories support my own personal beliefs.  This is due, in part, to previous study of these theories in my undergraduate work.  Not only did I study learning theories in my education classes, but I thought it wise to further my learning of the way in which people think by earning a minor in psychology.  Through this knowledge and eight years’ experience in the classroom, I have developed instructional activities which center on students rather than the teacher.  Upon reflection, I found it interesting to see how much my own practice correlates with the many learning theories.
            I agree with Dr. Orey that students respond better to positive reinforcement rather than punishment.  Behaviorist theory supports the idea that students will show desired behaviors when given positive reinforcement (Laureate Education, Inc., 2011a).  I have seen better results when I focus on the positive rather than correcting the negative behaviors in the classroom.  It is a constant struggle, however, to keep that positive focus.  Through the incorporation of technological tools such as online games, students are given the positive rewards they crave.  I am constantly on the search for games which correlate directly to the content being taught at the time and it is a goal of mine to compile a list of game sites which students can use to support their learning for several concepts in my curriculum.  I plan to achieve this goal by exploring educational blogs and wikis which post resources.

The Cognitive Learning Theory states that teachers can improve learning by limiting the amount of information learned at one time (Laureate Education, Inc., 2011b).  I limit the amount of new information with my Algebra 2 students through chunking.  Often, there are many facets involved with a section in the curriculum.  I have found that through learning and practicing each part separately, students do not get overwhelmed.  I use concept-mapping as a technology tool to then make the connections between the different concepts.  Cognitive Learning theory also states that students learn better when multiple senses are involved in learning experiences (Laureate Education, Inc., 2011b).  I try to integrate multiple senses through project-based learning with my pre-engineering students.  Many of the projects present students with a problem and then students use a variety of resources to build a solution to the problem.  Students have the opportunity to work hands-on in the classroom and this creates memorable and deep learning experiences.  Often, technology tools are used such as online simulations, robotics, and other software.  This kind of project-based learning also connects to Constructivism and Constructionist Learning Theories in that students are creating artifacts to show learning (Laureate Education, Inc., 2011c). 

According to the Social Learning Theory, student learning is increased when students are creating projects together (Laureate Education Inc., 2011d).  I require students to communicate their learning through many avenues including teaching the class a concept, creating posters, creating flyers, posting on a class wiki, and creating pamphlets.  This allows students to be creative and work collaboratively with peers while getting a deeper understanding of the material.  It is another one of my goals to increase the number of projects such as these that I use in my classroom, as well as learn different ways for students to work collaboratively to show knowledge learned.  I plan to achieve this goal through the exploration of different technology tools discussed in graduate discussions as well as with colleagues in professional learning communities at my school.

            My teaching repertoire has expanded through the technology tools learned in this class and it is my desire that this will continue.  After all, this is why I am pursuing a graduate degree.  I have developed a concept-map which connects to a virtual field trip, created a voice thread for a project for my students, as well as design lessons around student questions.  I look forward to incorporating the many tools described by Pitler, Hubbell, Kuhn, & Malenoski as well (2007).

References

Laureate Education, Inc. (Producer). (2011a). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011c). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011d). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Social Learning Theories

The social constructivism theory believes that learning is a social process which takes place through interaction with others.  The educational practices of collaboration and cooperative learning support this theory.  Pitler, Hubbell, Kuhn, & Malenoski suggest the use of several technological tools to assist in cooperative learning (2007).  One practice I found interesting is asking experts in a field of study.  There are websites such as http://nsdl.org/asknsdl where these experts can be contacted.  Interacting with an expert in the field is a powerful learning experience for students.  Another interesting strategy is the use of webquests.  A webquest is an assignment where students are given websites to find specific information.  I have used webquests in my classes and have experienced both positive and negative results.  While webquests are an interactive way of learning information, they are time consuming to create.  A third technological tool which I have found useful in the classroom is websites such as docs.google.com assist in sharing of files for projects.  Students can work on a project together in the classroom and then also work from home on the same project without the need of saving to flash drives or emailing projects to each other. 

The connectivism theory believes that learning is the process from which connections are made between networks.  Collaboration plays a large role in both of these theories.  Concept mapping directly connects to connectivism where information is visually connected to other information.  Online concept mapping tools such as www.spiderscribe.net aid in making the connections needed to process information and can be created collaboratively or independently.

VoiceThread: http://voicethread.com/share/2493306/

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

Constructivist/Constructionist Learning Theories

According to Dr. Orey, “people learn best when they build external artifacts or something they can share with others.”  (Laureate Education, Inc., 2011).  This is the central belief of constructionist learning theory.  Pitler, Hubbell, Kuhn, & Malenoski support this theory and suggest teachers assist students in generating and testing hypotheses through many ways including: system analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making (2007). 

In system analysis, a student studies a system and then makes predictions about how the system would alter if one part of the system were to change.  This connects to constructivist and constructionist learning theories by taking this strategy to the next level: testing the predictions.  One way in which this could be done is through online simulations.  Students can manipulate changes in different aspects of the system and record the various effects.

Problem solving requires students to be creative in finding ways around obstacles.  There is no single correct way of solving problems, which can be frustrating for students.  Constructivist theory states that individuals actively construct their own meaning, and therefore, each individual may interpret information differently.

Historical investigations allow students to form their own conclusions regarding a situation based on the facts known.  This allows students to take a position and defend their choice.  Again, there is no single correct way to approach this project and students will interpret facts in different ways.

Invention is at the heart of these theories.  When students are given a problem and then build something to fulfill the need, they are actively involved in the learning process. 

Experimental inquiry occurs when students study something, question how or why change occurs, and then test their theories.  Students again interpret facts differently and then are able to test their hypotheses.  When students pose their own questions, they are more motivated to see the results. 

Decision making includes students actively weighing options and deciding which choice makes the most sense to them based on certain criteria.  This enables students the freedom of constructing personal meaning which may differ from other classmates.

Resources

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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