Erin Schilling: Week 8 Blog Reflection
Step 1: Reflect on the GAME plan you developed and followed throughout the course.
There were two goals that I focused on during this course. The first was to “design and develop digital-age learning experiences and assessments” (http://www.iste.org/standards/nets-for-teachers). The second was to “engage in professional growth and leadership” (http://www.iste.org/standards/nets-for-teachers). From the onset of this course, I was excited about having the opportunity to make some changes in my current student projects. I was also looking forward to networking with colleagues in my district regarding educational technology. Throughout the course, I was able to focus mainly on my first goal and developed several lessons that I will use with my students in the upcoming weeks. My second goal is one that I will continue to work on as I pursue working relationships with my school’s library/media specialist, my district’s Informational Technology staff, and my fellow classroom teachers.
I feel that it was important to set these goals and to reflect on them often. The process of developing my “GAME plan” required me to focus on a couple of goals and then frequently evaluate my progress toward them. “The GAME plan requires you to think about and takes steps to direct your learning process, specifically while learning about technology and how to integrate it into the curriculum” (Cennamo, Ross, & Ertmer, 2009, p.3). This course provided me a good opportunity to work independently and collaboratively on something of my choosing.
Step 2: Summarize any new learning that resulted from your following your GAME plan and explain what impact your new learning will have on your instructional practice.
I learned several things when I was working on my GAME plan. First, I learned that there are easy ways to incorporate technology into projects that I already have in place for my students. I was able to take at least six activities that I had already created and move them into digital projects. Therefore, I am now able to help my students reach content area standards as well as technology standards.
I have also learned that my second goal, engaging in professional development and leadership, is a process, not an end result. It will take me some continued effort to stay involved in collaborative decision-making and professional learning. I have already formed some relationships with my school’s library/media specialist and my district’s IT staff and they have been helpful in moving my ideas forward. I also plan to continue informal conversations with co-workers regarding how we all use technology in our classrooms.
Step 3: Describe any immediate adjustments you will make to your instructional practice regarding technology integration in your content area(s) as a result of your learning from this course.
I have been very pleased with the work that my students have done on the projects I have developed as a result of my GAME plan. I am learning to trust them to work independently at times, collaboratively at times; we are all learning together. I am much more conscientious of helping my students to create their own goals and reflect on their own progress. I plan on continuing to work technology-rich experiences into our daily routines as well as into our larger projects. For instance, my students will record weekly test results using Microsoft Excel. They will copy their tables and graphs onto a PowerPoint presentation that they will share with their parents at parent-teacher conferences in the spring. Their presentations will also include evidence of other work (such as videos of science projects with written summaries and digital stories of social studies exploration projects) and how it relates to the standards. Most importantly, as we begin the process of creating this portfolio of work, my students will decide on their own learning goals. They will have numerous opportunities to reflect on and modify their goals. I suspect that, like me, my students will appreciate the ability to personally decide on their learning goals and will enjoy having time to pursue them.
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Friday, December 24, 2010
Wednesday, December 15, 2010
GAME Plan for Students
Erin Schilling: Week 7 Application Blog Response
I believe that it is imperative for students to set goals for themselves. I also think that they need to be taught how to set goals and how to monitor and evaluate their progress. Teaching my students the GAME plan process would be a means to do this.
In order to help my students reach all of the NETS-S goals (found at http://www.iste.org) , I think they would need to be guided through the process. When we, as adults, looked at the NETS-T standards, we were able to look back at our own prior experiences and make decisions about what a logical “next step” would be. I think this would be different for students (especially in the elementary grades); they probably have little experience with these standards and may not be able to determine what they need to work on most or first. So, working through these standards together seems like a reasonable strategy.
First, I would have my students look at the NETS-S standards and help me to define them in “kid-friendly” language. We could map out what each one of the standards would look like. We could also relate the standards to projects we have already done so that we could illustrate what it means to achieve that particular goal. Then, as a class, I think we could determine what goal we would like to work on and brainstorm ideas of how we could achieve that goal. We would define the “G” of the GAME plan and give an option or two for the “A,” or action portion of the process. Together, we could develop a rubric (using our definitions and illustrations from the class discussion) for students to use to monitor (“M” of the GAME plan) their own progress toward the goal. If I chose to formally assess my students’ progress toward our goal, I would use the same rubric that they used in their own monitoring steps. Finally, students could self-assess (or “E for evaluate) their work and determine if they reached the goal and/or if they need to modify their goal.
After doing this process together for one or two of the NETS-S standards, students may be ready to choose their own goal, develop their own action plan, and monitor and evaluate their progress. Doing so would require self-awareness and independence, but would be a very valuable experience for the students.
I believe that it is imperative for students to set goals for themselves. I also think that they need to be taught how to set goals and how to monitor and evaluate their progress. Teaching my students the GAME plan process would be a means to do this.
In order to help my students reach all of the NETS-S goals (found at http://www.iste.org) , I think they would need to be guided through the process. When we, as adults, looked at the NETS-T standards, we were able to look back at our own prior experiences and make decisions about what a logical “next step” would be. I think this would be different for students (especially in the elementary grades); they probably have little experience with these standards and may not be able to determine what they need to work on most or first. So, working through these standards together seems like a reasonable strategy.
First, I would have my students look at the NETS-S standards and help me to define them in “kid-friendly” language. We could map out what each one of the standards would look like. We could also relate the standards to projects we have already done so that we could illustrate what it means to achieve that particular goal. Then, as a class, I think we could determine what goal we would like to work on and brainstorm ideas of how we could achieve that goal. We would define the “G” of the GAME plan and give an option or two for the “A,” or action portion of the process. Together, we could develop a rubric (using our definitions and illustrations from the class discussion) for students to use to monitor (“M” of the GAME plan) their own progress toward the goal. If I chose to formally assess my students’ progress toward our goal, I would use the same rubric that they used in their own monitoring steps. Finally, students could self-assess (or “E for evaluate) their work and determine if they reached the goal and/or if they need to modify their goal.
After doing this process together for one or two of the NETS-S standards, students may be ready to choose their own goal, develop their own action plan, and monitor and evaluate their progress. Doing so would require self-awareness and independence, but would be a very valuable experience for the students.
Wednesday, December 8, 2010
Revising My GAME Plan
Erin Schilling: Week 6 Application
The following is my response to this week’s application questions:
• What have you learned so far that you can apply in your instructional practice?
What goals are you still working toward?
I have learned a great deal about some simple Web 2.0 tools and other software programs that will allow me to achieve my first goal of developing digital learning experiences for my students. The unit plan I am developing for this course will be put into action within a couple of weeks. I am excited that the things I am doing now will be directly applied to my instruction. I think that the most important thing I have realized is that I can (and should) start with a small project that I feel I can easily manage (there are enough unforeseeable challenges that arise; I do not want to bite off more than I can chew). The technology application should be an asset to the understanding of my content objectives; it should not overwhelm me or my students so much so that we lose sight of what we are supposed to be learning.
I am still working toward strengthening my role in my school and district technology teams. So far, there has been little discussion of technology-related topics among our staff as we are focused on improving math and reading scores. It will be my goal to seek out specific ways that technology can play a part in improving achievement in math and reading.
• Based on the NETS-T, what new learning goals will you set for yourself?
I think a logical goal for me to work on next is to “Promote and Model Digital Citizenship and Responsibility” (http://www.iste.org). With our current topic of “online collaboration,” I feel that helping my students understand their roles and responsibilities in this global forum is important.
• What learning approaches will you try next time to improve your learning?
I would like to have conversations with colleagues at my school similar to those I am having with my fellow Walden classmates. I think that the topics we have discussed are very valuable and I know that many of my co-workers are excited to try some new things. I think that starting an informal blog (as I have mentioned before) would be a neat way to initiate these conversations. I am sure there is a lot I could learn from people within my own area about how we would like to move our students forward by using technology as a means for learning.
If any of my Walden classmates already have this type of set-up with their colleagues, I would love to hear how it works. What topics do you discuss? Is there a diverse group of people who share ideas? Are people motivated to participate? Thanks in advance for any input you can give me!!
The following is my response to this week’s application questions:
• What have you learned so far that you can apply in your instructional practice?
What goals are you still working toward?
I have learned a great deal about some simple Web 2.0 tools and other software programs that will allow me to achieve my first goal of developing digital learning experiences for my students. The unit plan I am developing for this course will be put into action within a couple of weeks. I am excited that the things I am doing now will be directly applied to my instruction. I think that the most important thing I have realized is that I can (and should) start with a small project that I feel I can easily manage (there are enough unforeseeable challenges that arise; I do not want to bite off more than I can chew). The technology application should be an asset to the understanding of my content objectives; it should not overwhelm me or my students so much so that we lose sight of what we are supposed to be learning.
I am still working toward strengthening my role in my school and district technology teams. So far, there has been little discussion of technology-related topics among our staff as we are focused on improving math and reading scores. It will be my goal to seek out specific ways that technology can play a part in improving achievement in math and reading.
• Based on the NETS-T, what new learning goals will you set for yourself?
I think a logical goal for me to work on next is to “Promote and Model Digital Citizenship and Responsibility” (http://www.iste.org). With our current topic of “online collaboration,” I feel that helping my students understand their roles and responsibilities in this global forum is important.
• What learning approaches will you try next time to improve your learning?
I would like to have conversations with colleagues at my school similar to those I am having with my fellow Walden classmates. I think that the topics we have discussed are very valuable and I know that many of my co-workers are excited to try some new things. I think that starting an informal blog (as I have mentioned before) would be a neat way to initiate these conversations. I am sure there is a lot I could learn from people within my own area about how we would like to move our students forward by using technology as a means for learning.
If any of my Walden classmates already have this type of set-up with their colleagues, I would love to hear how it works. What topics do you discuss? Is there a diverse group of people who share ideas? Are people motivated to participate? Thanks in advance for any input you can give me!!
Wednesday, December 1, 2010
Evaluating My GAME Plan Progress
Game Plan: Week 5 Application
Here are my answers to this week's application questions regarding my GAME plan.
How effective were your actions in helping you meet your goals?
I am slowly pecking away at my GAME plan goals. So far, in order to reach my first goal of “designing and developing digital-age learning experiences and assessments” (http://www.iste.org/standards/nets-for-teachers), I have sought some help from my library/media specialist. This action has been effective because he keeps asking me questions regarding my project. His questions are forcing me to become very clear in my direction (I sometimes make things up as I go... =) ) and he has brought up some new ideas that I had not considered.
Honestly, I have not taken much action in my second goal, which is in regard to professional leadership and development. Aside from the obvious effort to better my education through attending this Master’s program, I have not pursued much else in terms of development or leadership. My school’s technology team has yet to meet this year, and, though I could probably initiate a meeting, I do not want my co-workers to snub me for putting another meeting on their already busy calendar. =) I have thought of creating an informal blog for our school where those who were interested could respond to technology-in-the-classroom related discussions. I think that something like that would give interested people a place to discuss some neat ideas while not making them commit to another group or meeting.
What have you learned so far that you can apply in your instructional practice?
So far I have learned that it takes a lot of time to develop good plans and to network with others. I will need to be very thoughtful of my upcoming units and activities and have everything in place well before their onset. I am also learning that my students are becoming very flexible (as compared to previous years) in their approach to technology. For instance, our computer lab was recently updated, including an installation of Microsoft Word 2010. My students took the change in stride and were easily able to navigate through the new interface using prior knowledge and trial-and-error. I will use this to our advantage when we begin projects that are even new to me. We will be learning side-by-side and teaching each other what we discover.
What do you still have to learn? What new questions have arisen?
I still need to practice with some of the digital tools that I would like to incorporate into my lessons. So, I will need to create a voice thread, because that is something that I will be doing with my class shortly. I will need to carefully consider the logistics of my students doing this activity in our lab or on our classroom computer.
How will you adjust your plan to fit your current needs?
I think that I will focus primarily on my first goal. I want to be sure to give my current class of students every advantage that I can to learn our content and use technology. I will still pursue my second goal, but maybe in a new way (possibly by starting that blog I mentioned with some interested co-workers).
Here are my answers to this week's application questions regarding my GAME plan.
How effective were your actions in helping you meet your goals?
I am slowly pecking away at my GAME plan goals. So far, in order to reach my first goal of “designing and developing digital-age learning experiences and assessments” (http://www.iste.org/standards/nets-for-teachers), I have sought some help from my library/media specialist. This action has been effective because he keeps asking me questions regarding my project. His questions are forcing me to become very clear in my direction (I sometimes make things up as I go... =) ) and he has brought up some new ideas that I had not considered.
Honestly, I have not taken much action in my second goal, which is in regard to professional leadership and development. Aside from the obvious effort to better my education through attending this Master’s program, I have not pursued much else in terms of development or leadership. My school’s technology team has yet to meet this year, and, though I could probably initiate a meeting, I do not want my co-workers to snub me for putting another meeting on their already busy calendar. =) I have thought of creating an informal blog for our school where those who were interested could respond to technology-in-the-classroom related discussions. I think that something like that would give interested people a place to discuss some neat ideas while not making them commit to another group or meeting.
What have you learned so far that you can apply in your instructional practice?
So far I have learned that it takes a lot of time to develop good plans and to network with others. I will need to be very thoughtful of my upcoming units and activities and have everything in place well before their onset. I am also learning that my students are becoming very flexible (as compared to previous years) in their approach to technology. For instance, our computer lab was recently updated, including an installation of Microsoft Word 2010. My students took the change in stride and were easily able to navigate through the new interface using prior knowledge and trial-and-error. I will use this to our advantage when we begin projects that are even new to me. We will be learning side-by-side and teaching each other what we discover.
What do you still have to learn? What new questions have arisen?
I still need to practice with some of the digital tools that I would like to incorporate into my lessons. So, I will need to create a voice thread, because that is something that I will be doing with my class shortly. I will need to carefully consider the logistics of my students doing this activity in our lab or on our classroom computer.
How will you adjust your plan to fit your current needs?
I think that I will focus primarily on my first goal. I want to be sure to give my current class of students every advantage that I can to learn our content and use technology. I will still pursue my second goal, but maybe in a new way (possibly by starting that blog I mentioned with some interested co-workers).
Wednesday, November 24, 2010
GAME Plan Questions Answered
Erin Schilling: Week 4 Application
Here are the answers to the questions from this week’s application assignment:
1. Are you finding the information and resources you need?
I am having a little luck finding what I need in order to reach my goals, but I think that I have been asking help from the wrong person. Last week I asked my library-media specialist about the potential of a voice thread project (my questions included, “Is there a kid-safe site that we can easily connect to (that it not blocked by our district?” and “Is there a site where students can create voice threads without having email accounts?”) He did not know and, rather than going to our district technology team for answers, he suggested that we look at some software applications (voice recording, Windows MovieMaker, etc.) that we already have. I think that before I use these programs, I will ask someone on the district technology team myself if there is anything we can do to utilize a Web 2.0 tool.
2. Do you need to modify your action plan?
I heard some good advice once; do not change your goal…just change your timeline. I do not think that I will change my goals, but I may need some more time to develop my actions. I want to include a larger, technology-based assessment for each of my content units (particularly science and social studies, but also incorporating writing, reading, and math where applicable). I do not think that this will all be able to happen this year, however. I think a better course of action will be to take notes on what changes I can make to the activities I already do and to slowly begin to integrate technology into places where it makes the best sense.
3. What have you learned so far?
So far, I have learned that there is never enough time in the day to do everything I want to with my students (well, I guess I already knew that). But, I am also learning that with each year I teach (this is my eighth year at fifth-grade), I become more efficient. My decision-making skills are stronger. I am able to stream-line my steps in order to “get the most bang for my buck.” I think that continuous professional development and communication with co-workers and classmates has helped me to learn a lot about solid instructional strategies and I am excited to use what I now know with my students.
4. What new questions have arisen?
I am still in need of an online voice thread site that is free, student-friendly, and (hopefully) does not require us to set up email accounts for my students. This is where I hope that my Walden classmates can help me out… =)
I appreciate any advice anyone can give me! Thank you!
Here are the answers to the questions from this week’s application assignment:
1. Are you finding the information and resources you need?
I am having a little luck finding what I need in order to reach my goals, but I think that I have been asking help from the wrong person. Last week I asked my library-media specialist about the potential of a voice thread project (my questions included, “Is there a kid-safe site that we can easily connect to (that it not blocked by our district?” and “Is there a site where students can create voice threads without having email accounts?”) He did not know and, rather than going to our district technology team for answers, he suggested that we look at some software applications (voice recording, Windows MovieMaker, etc.) that we already have. I think that before I use these programs, I will ask someone on the district technology team myself if there is anything we can do to utilize a Web 2.0 tool.
2. Do you need to modify your action plan?
I heard some good advice once; do not change your goal…just change your timeline. I do not think that I will change my goals, but I may need some more time to develop my actions. I want to include a larger, technology-based assessment for each of my content units (particularly science and social studies, but also incorporating writing, reading, and math where applicable). I do not think that this will all be able to happen this year, however. I think a better course of action will be to take notes on what changes I can make to the activities I already do and to slowly begin to integrate technology into places where it makes the best sense.
3. What have you learned so far?
So far, I have learned that there is never enough time in the day to do everything I want to with my students (well, I guess I already knew that). But, I am also learning that with each year I teach (this is my eighth year at fifth-grade), I become more efficient. My decision-making skills are stronger. I am able to stream-line my steps in order to “get the most bang for my buck.” I think that continuous professional development and communication with co-workers and classmates has helped me to learn a lot about solid instructional strategies and I am excited to use what I now know with my students.
4. What new questions have arisen?
I am still in need of an online voice thread site that is free, student-friendly, and (hopefully) does not require us to set up email accounts for my students. This is where I hope that my Walden classmates can help me out… =)
I appreciate any advice anyone can give me! Thank you!
Wednesday, November 17, 2010
GAME Plan Resources
Erin Schilling: Blog Application 3
There are a few tools and resources that I will need in order to carry out my GAME plan.
First, I will need to network with my Library/Media specialist in order to find out our access to the Web 2.0 tools that I want to incorporate into my lessons. I have experimented with this a bit myself, but have run into many roadblocks, including district-blocked sites and the need for student email accounts in order to access many of the tools. Rather than spending a lot of time doing “guess-and-check” work myself, I need to quickly turn to someone with the knowledge and expertise to find these online resources. This way, I can spend my time developing activities and evaluations that will help my students to best learn the content that I am teaching.
For my second goal, regarding taking a leadership position and continuing with my professional growth in the area of technology integration, I will need to become more familiar with my district’s policies on internet use, available hardware and software, and our continuum of technology instruction. I think that technology integration is something that is on people’s minds, but we have been very focused on literacy (reading and writing, aside from technology) and math, and have not taken into consideration the need for many of the 21st Century literacy skills. It will be interesting to research more on our district’s current position on these things; many of the ideas are developed by the Information Technology department, but are not necessarily communicated to or carried out by our teaching staff. I hope to become a link between those people who have had experience and done research from an IT perspective and those of us who are teaching the skills to our students in the classroom.
There are a few tools and resources that I will need in order to carry out my GAME plan.
First, I will need to network with my Library/Media specialist in order to find out our access to the Web 2.0 tools that I want to incorporate into my lessons. I have experimented with this a bit myself, but have run into many roadblocks, including district-blocked sites and the need for student email accounts in order to access many of the tools. Rather than spending a lot of time doing “guess-and-check” work myself, I need to quickly turn to someone with the knowledge and expertise to find these online resources. This way, I can spend my time developing activities and evaluations that will help my students to best learn the content that I am teaching.
For my second goal, regarding taking a leadership position and continuing with my professional growth in the area of technology integration, I will need to become more familiar with my district’s policies on internet use, available hardware and software, and our continuum of technology instruction. I think that technology integration is something that is on people’s minds, but we have been very focused on literacy (reading and writing, aside from technology) and math, and have not taken into consideration the need for many of the 21st Century literacy skills. It will be interesting to research more on our district’s current position on these things; many of the ideas are developed by the Information Technology department, but are not necessarily communicated to or carried out by our teaching staff. I hope to become a link between those people who have had experience and done research from an IT perspective and those of us who are teaching the skills to our students in the classroom.
Wednesday, November 10, 2010
GAME Plan: Application 2
Erin Schilling: Blog Application 2
Goals
I have two areas in which I would like to become more proficient. The first is the NETS standard that states that teachers should “Design and Develop Digital-Age Learning Experiences and Assessments” (http://www.iste.org/standards/nets-for-teachers). There is always more that I feel I can do to prepare my students for their future which will undoubtedly be technology-rich. There are many factors that sometimes prohibit my motivation to design technology-rich lessons, including things like potential computer glitches, limited lab space, and diverse student experiences and needs. However, as I am learning, these things should not stand in the way of learning opportunities for my students. Second, I want to become a stronger leader in my school and district, following the NETS standard that states that teachers need to, “Engage in Professional Growth and Leadership” (http://www.iste.org/standards/nets-for-teachers). I am excited about the potential in networking with my colleagues and others in order to change the way we present instruction, track student achievement, and communicate with families.
Actions
For my first goal, I plan to look at all of my large “end of the unit” type projects to see how I can integrate technology to enhance the learning experience for my students. I believe that this will give me a focused place to start and will allow me to try new things in several content areas. I would like to include multi-media, data, and graphing applications, and save student work in a portfolio on our school’s shared network drive. In the spring, I hope to use the student portfolios to lead parent-student-teacher conferences. I plan to try many of the applications I have learned through my work at Walden University with my students.
For my second goal, which pertains to professional growth and leadership, I will take an active role in my school’s technology committee. In the past, we have met only to discuss the use of three interactive white-boards that were purchased for our school. I believe that we need to change our focus to see how we can all use technology to impact our student achievement. I will work with others to set agendas and plan for discussions around goal-setting, logistics, and student impact.
Monitor Progress
I will monitor the progress of each of my goals by documenting my observations regarding the specific action and the impact on my students. For instance, if I modify my “American Revolution” project to include the use of technology, I will reflect upon my steps and the benefit, if any, it had on my students’ learning. Further, I will monitor my progress on my second goal by keeping track of meeting agendas and action plans to determine if our committee is making progress that will impact student achievement.
Evaluate and Extend Learning
As Mr. Best said in this week’s video segment, if the technology can do something to help someone understand something, or to do something better, it is worth doing (Laureate, Inc., 2009). If it does not really change anything, then it is not necessary. It will be important to evaluate my progress in these areas throughout the process. I think my primary focus for evaluation will be the impact on my students; I will compare achievement and motivation from technology-rich lessons with past achievement and motivation. I believe that one of the biggest assets to networking with others in my school and in other learning communities will be to extend my own learning of applications and strategies that may help my students to more deeply understand the content. I will continue to seek out my own digital learning experiences in order to create valuable opportunities for my students.
Laureate Education, Inc. (Executive Producer). (2009). Integrating Technology Across the Content Areas. Baltimore: Author.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Goals
I have two areas in which I would like to become more proficient. The first is the NETS standard that states that teachers should “Design and Develop Digital-Age Learning Experiences and Assessments” (http://www.iste.org/standards/nets-for-teachers). There is always more that I feel I can do to prepare my students for their future which will undoubtedly be technology-rich. There are many factors that sometimes prohibit my motivation to design technology-rich lessons, including things like potential computer glitches, limited lab space, and diverse student experiences and needs. However, as I am learning, these things should not stand in the way of learning opportunities for my students. Second, I want to become a stronger leader in my school and district, following the NETS standard that states that teachers need to, “Engage in Professional Growth and Leadership” (http://www.iste.org/standards/nets-for-teachers). I am excited about the potential in networking with my colleagues and others in order to change the way we present instruction, track student achievement, and communicate with families.
Actions
For my first goal, I plan to look at all of my large “end of the unit” type projects to see how I can integrate technology to enhance the learning experience for my students. I believe that this will give me a focused place to start and will allow me to try new things in several content areas. I would like to include multi-media, data, and graphing applications, and save student work in a portfolio on our school’s shared network drive. In the spring, I hope to use the student portfolios to lead parent-student-teacher conferences. I plan to try many of the applications I have learned through my work at Walden University with my students.
For my second goal, which pertains to professional growth and leadership, I will take an active role in my school’s technology committee. In the past, we have met only to discuss the use of three interactive white-boards that were purchased for our school. I believe that we need to change our focus to see how we can all use technology to impact our student achievement. I will work with others to set agendas and plan for discussions around goal-setting, logistics, and student impact.
Monitor Progress
I will monitor the progress of each of my goals by documenting my observations regarding the specific action and the impact on my students. For instance, if I modify my “American Revolution” project to include the use of technology, I will reflect upon my steps and the benefit, if any, it had on my students’ learning. Further, I will monitor my progress on my second goal by keeping track of meeting agendas and action plans to determine if our committee is making progress that will impact student achievement.
Evaluate and Extend Learning
As Mr. Best said in this week’s video segment, if the technology can do something to help someone understand something, or to do something better, it is worth doing (Laureate, Inc., 2009). If it does not really change anything, then it is not necessary. It will be important to evaluate my progress in these areas throughout the process. I think my primary focus for evaluation will be the impact on my students; I will compare achievement and motivation from technology-rich lessons with past achievement and motivation. I believe that one of the biggest assets to networking with others in my school and in other learning communities will be to extend my own learning of applications and strategies that may help my students to more deeply understand the content. I will continue to seek out my own digital learning experiences in order to create valuable opportunities for my students.
Laureate Education, Inc. (Executive Producer). (2009). Integrating Technology Across the Content Areas. Baltimore: Author.
National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Sunday, October 31, 2010
Information Literacy and Online Inquiry
Reflection: Transitioning from Knowledge to Synthesis
Introduction
In this essay, I will reflect on what I have learned throughout the course of Supporting Information Literacy and Online Inquiry in the Classroom. First, I will describe how my understanding of the new literacy skills has opened my eyes to my students’ needs. Then, I will discuss how I can use this understanding to make effective teaching decisions. Finally, I will explain my professional goal to continue to learn how to support information literacy and online inquiry.
Revelations
The most striking revelation that I had in regard to information literacy among my own students is that, unless we explicitly teach these necessary skills, they will not acquire them on their own. In other words, even though my students are very well versed in many of the skills it takes to navigate the web and read the information presented, they do not necessarily have the skills they need to evaluate and interpret the resources they find on the internet. In addition, they need to be taught how to synthesize their findings using technology. There are several fluencies that students will have to master in order to use this source successfully. These include fluencies in information, solutions, creativity, collaboration, and media (http://committedsardine.com/fluencies.cfm). From a young age, students will need to be explicitly encouraged in these fluencies so that their literacy skills can develop. As an educator, it is my job to provide my students explicit instruction on these skills and multiple opportunities for practice.
Influences
Because technology is has an increasing role in the lives of my students, I will make sure it plays an important part in our classroom. With nearly every lesson I teach, I integrate some facet of technology. From projecting an electronic version of a textbook, to creating a sample text document, to taking notes from a website, I continuously model literacy skills that my students will need to master. I now frequently project programs or websites and discuss my own strategies for navigating and interpreting them. As Eagleton and Dobler state, “Using teacher think-alouds is a fabulous method for helping make explicit the in-the-head process that expert inquirers use” (2007). In addition, my students will have the opportunity to synthesize the information they have found by using multiple tools for collaboration and communication. For instance, I would like to begin a blog or a wiki project that will replace some of my current, non-tech or low-tech projects. I am excited for my students to learn to use the tools that are available to them and I am hopeful that they will see the power in participating in this type of learning community.
Professional Development
For the past year, I have been a part of my school’s technology committee. As a result of my learning in this course, I feel that I now have a deeper understanding of where we need to move as a school. Before, our team was focused primarily on tools that teachers could use to present information (such as interactive whiteboards). Now, however, I would like to discuss the skills that our students need in order to be successful in the future (the new literacies and 21st Century skills, to be specific) and how we can incorporate teaching these skills into our current curriculum.
There are others in our district that have a very deep understanding of these issues and I will make it a priority to network with these people. Our district offers some personal choice in professional development, including many opportunities to learn about technology. I have signed up for a course titled Online Resources for Educators. At our first meeting, we explored many sites that offer teachers and students many outlets for online inquiry (including NetTrekker and Learn 360). I am excited to learn more at our future meetings; it seems that I will be able to infuse what I learn there with what I have learned in this course and apply it directly to my teaching.
References
Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry.
New York: The Guilford Press.
Jukes, I. (2010). 21st century fluency project: The fluencies. Located at
http://committedsardine.com/fluencies.cfm
Introduction
In this essay, I will reflect on what I have learned throughout the course of Supporting Information Literacy and Online Inquiry in the Classroom. First, I will describe how my understanding of the new literacy skills has opened my eyes to my students’ needs. Then, I will discuss how I can use this understanding to make effective teaching decisions. Finally, I will explain my professional goal to continue to learn how to support information literacy and online inquiry.
Revelations
The most striking revelation that I had in regard to information literacy among my own students is that, unless we explicitly teach these necessary skills, they will not acquire them on their own. In other words, even though my students are very well versed in many of the skills it takes to navigate the web and read the information presented, they do not necessarily have the skills they need to evaluate and interpret the resources they find on the internet. In addition, they need to be taught how to synthesize their findings using technology. There are several fluencies that students will have to master in order to use this source successfully. These include fluencies in information, solutions, creativity, collaboration, and media (http://committedsardine.com/fluencies.cfm). From a young age, students will need to be explicitly encouraged in these fluencies so that their literacy skills can develop. As an educator, it is my job to provide my students explicit instruction on these skills and multiple opportunities for practice.
Influences
Because technology is has an increasing role in the lives of my students, I will make sure it plays an important part in our classroom. With nearly every lesson I teach, I integrate some facet of technology. From projecting an electronic version of a textbook, to creating a sample text document, to taking notes from a website, I continuously model literacy skills that my students will need to master. I now frequently project programs or websites and discuss my own strategies for navigating and interpreting them. As Eagleton and Dobler state, “Using teacher think-alouds is a fabulous method for helping make explicit the in-the-head process that expert inquirers use” (2007). In addition, my students will have the opportunity to synthesize the information they have found by using multiple tools for collaboration and communication. For instance, I would like to begin a blog or a wiki project that will replace some of my current, non-tech or low-tech projects. I am excited for my students to learn to use the tools that are available to them and I am hopeful that they will see the power in participating in this type of learning community.
Professional Development
For the past year, I have been a part of my school’s technology committee. As a result of my learning in this course, I feel that I now have a deeper understanding of where we need to move as a school. Before, our team was focused primarily on tools that teachers could use to present information (such as interactive whiteboards). Now, however, I would like to discuss the skills that our students need in order to be successful in the future (the new literacies and 21st Century skills, to be specific) and how we can incorporate teaching these skills into our current curriculum.
There are others in our district that have a very deep understanding of these issues and I will make it a priority to network with these people. Our district offers some personal choice in professional development, including many opportunities to learn about technology. I have signed up for a course titled Online Resources for Educators. At our first meeting, we explored many sites that offer teachers and students many outlets for online inquiry (including NetTrekker and Learn 360). I am excited to learn more at our future meetings; it seems that I will be able to infuse what I learn there with what I have learned in this course and apply it directly to my teaching.
References
Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry.
New York: The Guilford Press.
Jukes, I. (2010). 21st century fluency project: The fluencies. Located at
http://committedsardine.com/fluencies.cfm
Sunday, June 27, 2010
Learning Theory Course Reflection
A Reflection of My Personal Theory of Learning
In my original statement of my personal theory of learning, I said that I believe people learn in a variety of ways. Personal experience and preference, environmental variables, and the purpose for learning are some of the factors which determine how a person learns new information. There is a place in the classroom setting for each of the learning theories we covered in this course. I will continue to use the theories behaviorism, cognitivism, constructionism, and socialism in numerous ways as I develop lessons for my students. Undoubtedly, technology will be a means for teaching and learning in each of the aforementioned cases.
Immediate Adjustments for Technology Integration
Throughout the course, I was able to apply many of the teaching and learning strategies we were learning about directly into my own classroom. I used graphic organizing software programs, specifically Webspiration and Kidspiration, to help my students take guided notes during a science lesson. That prepared them for a virtual field trip in which they were exposed to a simulated, yet “real world” discussion about the importance of studying water quality. I was reminded about the necessity of summarization during our coursework, so I made sure to include different summarizing strategies in our end-of-the-year activities.
There are a couple of tools that I will plan on using at the onset of my school year in the fall. One of the tools that I will employ right away is Microsoft Word’s “Track Changes” option. This tool will allow me to help my students understand the writing process. At first, I will conference with my students as they complete writing assignments and we will use the tool together to edit and revise their work. Then, I will use it during assessments of first and final drafts so the students can see where improvements can be made. Finally, I will have my students self-edit and peer-edit each others’ work with the “Track Changes” option so they can practice using the tool and develop stronger writing skills. As we learned in this course, providing feedback is an integral part of teaching and learning, and I believe that this tool would help my students and I communicate effectively about their writing. Another tool I would like to implement right away is Kidspiration. Although I have used the software before in lessons such as story-writing, the program offers much more than that. Kidspiration graphic organizers can be used as advance organizers that students fill in before and during a lesson, and they can also be used as summarizers after a lesson is complete. There are several templates for various subject areas and I would like my students to become adept at choosing an appropriate template or building an organizer of their own to suit their needs. This use of graphic organizers, which can include written and non-linguistic representation, will help my students to develop and understand connections between ideas; reinforcing a cognitive-based learning opportunity.
Long-term Goals for Technology Integration
Beginning next year, I would like my students to create an electronic portfolio that can showcase their work throughout the year. In the past, I have had students create PowerPoint presentations to share a sampling of their work at parent-teacher conferences. They have included tables with math and reading scores, writing samples, and other documents of their choosing. I would like to expand on this idea and have them save all of their work onto our network drive and a thumb drive. We could create more elaborate tables and graphs of assessment data and the students could watch for trends. Work that was not originally done on the computer can be scanned in or photographed. Work that is created during the year would become an artifact that supports the constructivist theory of learning. I would eventually like to have a work sample to demonstrate that a student has worked toward reaching the standards in all of the subject areas. My hope is that this portfolio can be used for parent communication as well as a record of student progress.
Another long-term goal I have is better parent communication through the use of technology. I plan to create a distribution list which includes the email addresses of all of the families I work with. I will formally communicate with parents monthly by email to let them know about current projects and upcoming events. I will also share information such as websites that we use in class or resources they can use at home to help their child practice a skill they have learned in school. Eventually, it would be neat if I had students write this “newsletter.” I think this would be an excellent way to provide feedback to my students’ families and possibly offer them a chance to practice their writing skills with a real audience.
Overall, I have learned a great deal in this course and I am excited about planning for next year with these new ideas in mind. My overall goal is to make technology integration a seamless and natural way for me to teach and for my students to learn.
In my original statement of my personal theory of learning, I said that I believe people learn in a variety of ways. Personal experience and preference, environmental variables, and the purpose for learning are some of the factors which determine how a person learns new information. There is a place in the classroom setting for each of the learning theories we covered in this course. I will continue to use the theories behaviorism, cognitivism, constructionism, and socialism in numerous ways as I develop lessons for my students. Undoubtedly, technology will be a means for teaching and learning in each of the aforementioned cases.
Immediate Adjustments for Technology Integration
Throughout the course, I was able to apply many of the teaching and learning strategies we were learning about directly into my own classroom. I used graphic organizing software programs, specifically Webspiration and Kidspiration, to help my students take guided notes during a science lesson. That prepared them for a virtual field trip in which they were exposed to a simulated, yet “real world” discussion about the importance of studying water quality. I was reminded about the necessity of summarization during our coursework, so I made sure to include different summarizing strategies in our end-of-the-year activities.
There are a couple of tools that I will plan on using at the onset of my school year in the fall. One of the tools that I will employ right away is Microsoft Word’s “Track Changes” option. This tool will allow me to help my students understand the writing process. At first, I will conference with my students as they complete writing assignments and we will use the tool together to edit and revise their work. Then, I will use it during assessments of first and final drafts so the students can see where improvements can be made. Finally, I will have my students self-edit and peer-edit each others’ work with the “Track Changes” option so they can practice using the tool and develop stronger writing skills. As we learned in this course, providing feedback is an integral part of teaching and learning, and I believe that this tool would help my students and I communicate effectively about their writing. Another tool I would like to implement right away is Kidspiration. Although I have used the software before in lessons such as story-writing, the program offers much more than that. Kidspiration graphic organizers can be used as advance organizers that students fill in before and during a lesson, and they can also be used as summarizers after a lesson is complete. There are several templates for various subject areas and I would like my students to become adept at choosing an appropriate template or building an organizer of their own to suit their needs. This use of graphic organizers, which can include written and non-linguistic representation, will help my students to develop and understand connections between ideas; reinforcing a cognitive-based learning opportunity.
Long-term Goals for Technology Integration
Beginning next year, I would like my students to create an electronic portfolio that can showcase their work throughout the year. In the past, I have had students create PowerPoint presentations to share a sampling of their work at parent-teacher conferences. They have included tables with math and reading scores, writing samples, and other documents of their choosing. I would like to expand on this idea and have them save all of their work onto our network drive and a thumb drive. We could create more elaborate tables and graphs of assessment data and the students could watch for trends. Work that was not originally done on the computer can be scanned in or photographed. Work that is created during the year would become an artifact that supports the constructivist theory of learning. I would eventually like to have a work sample to demonstrate that a student has worked toward reaching the standards in all of the subject areas. My hope is that this portfolio can be used for parent communication as well as a record of student progress.
Another long-term goal I have is better parent communication through the use of technology. I plan to create a distribution list which includes the email addresses of all of the families I work with. I will formally communicate with parents monthly by email to let them know about current projects and upcoming events. I will also share information such as websites that we use in class or resources they can use at home to help their child practice a skill they have learned in school. Eventually, it would be neat if I had students write this “newsletter.” I think this would be an excellent way to provide feedback to my students’ families and possibly offer them a chance to practice their writing skills with a real audience.
Overall, I have learned a great deal in this course and I am excited about planning for next year with these new ideas in mind. My overall goal is to make technology integration a seamless and natural way for me to teach and for my students to learn.
Friday, June 4, 2010
Thursday, June 3, 2010
Social Learning
Practically every technology tool can be used for social learning. There are different degrees of interaction and relationships between group members; from a simple writer-reader relationship, to a more interactive, fully collaborative relationship. When a student publishes their own work to a website, for instance, they will need to consider their audience and plan according to the audience members’ possible perceptions. Taking this idea a step further, a student posting to a blog site will need to consider the audience’s perceptions, but may gain feedback from an audience member as a posted comment. The blog author can further the conversation and, in turn, deepen their own understanding by responding to the feedback. And, to increase the level of interaction even further, students can work collaboratively on the same project at the same time (as on a wiki site), constantly sharing ideas, giving feedback, and making revisions as a team.
These technology tools can all be used to foster social learning. Students need to use appropriate social skills to interact face-to-face and in the virtual world of technology. It is important for teachers to be aware of these skills and to make a specific effort to teach them. For a technology- based, collaborative project, I believe there are three equally-important factors that will need to be considered. First, do the students know how to use the technology tool? Second, can the students use the tool to collaborate appropriately? Finally, what is the actual content that the students are responsible for learning? To become adept at these three things, students will need to be given explicit instruction and time to practice each independently before they are expected to be successful with an entire project.
These technology tools can all be used to foster social learning. Students need to use appropriate social skills to interact face-to-face and in the virtual world of technology. It is important for teachers to be aware of these skills and to make a specific effort to teach them. For a technology- based, collaborative project, I believe there are three equally-important factors that will need to be considered. First, do the students know how to use the technology tool? Second, can the students use the tool to collaborate appropriately? Finally, what is the actual content that the students are responsible for learning? To become adept at these three things, students will need to be given explicit instruction and time to practice each independently before they are expected to be successful with an entire project.
Thursday, May 27, 2010
Constructionism
As Dr. David Orey states, constructionism requires students to use their knowledge to "build stuff” (Laureate, Inc., 2009). The course text offers several ways to do this in the chapter about generating and testing hypotheses (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). These options are based on either the teacher or student posing a question. The students then have to formulate possible answers or outcomes and construct a way to figure out a feasible solution.
There are many computer applications that can enhance constructionist learning. Students can research similar problems and solutions online. They can also use simulation software that will allow them to test out many different solutions to find a best fit. Further, students can record and graph the results of their testing using spreadsheet software. Interactive or collaborative programs allow for students to work together to build a solution to their problem. Finally, once the answer to the inquiry is realized, students can present their findings using presentation software such as PowerPoint or Microsoft Publisher.
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
There are many computer applications that can enhance constructionist learning. Students can research similar problems and solutions online. They can also use simulation software that will allow them to test out many different solutions to find a best fit. Further, students can record and graph the results of their testing using spreadsheet software. Interactive or collaborative programs allow for students to work together to build a solution to their problem. Finally, once the answer to the inquiry is realized, students can present their findings using presentation software such as PowerPoint or Microsoft Publisher.
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thursday, May 20, 2010
Cognitivism
When I think of the cognitivist theory of learning, I think of the brain as a huge search engine. When there is an inquiry made, the brain searches through its vast system of prior knowledge and responds with a list of possible connections to that inquiry. For instance, imagine a person coming home after work to find that there door is unlocked. They inquire, "Why is the door unlocked?" Their brain responds by making connections with all of the possible answers to that question. Possibly, the person forgot to lock the door on their way out. Maybe their spouse returned home before them. It could also be that someone has broken into their house. The brain then reasons further about the likelihood of some of these answers and eliminates the impossible choices. They can eliminate the option that their spouse is already home if they do not see his/her car in the driveway. With further questioning and reasoning, the person can finally remember that they were in a rush in the morning and had their hands full and just forgot to lock the door on their way out.
Inquiry, connections, and memory all play into the cognitive theory of learning.
In the classroom, students can use questioning, cues, and advance organizers to help them strengthen the connections that are already made and further create new synapses (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007. Visual graphic organizers, such as concept mapping software, can help the student understand the relationship between new information and prior knowledge. In addition, summarizing and note-taking can help the student synthesize new information so that it will eventually become a foundation for moving further (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. 2007).
I believe that it is important to teach children how their brains work. If they are aware of the strategies that will help them to learn best, they will be able to call upon these strategies (such as effective note-taking and concept mapping) to strengthen their knowledge about many topics. I think that cognitive learning has to be active learning and a student will not necessarily learn to organize their thinking without proper modeling.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Inquiry, connections, and memory all play into the cognitive theory of learning.
In the classroom, students can use questioning, cues, and advance organizers to help them strengthen the connections that are already made and further create new synapses (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007. Visual graphic organizers, such as concept mapping software, can help the student understand the relationship between new information and prior knowledge. In addition, summarizing and note-taking can help the student synthesize new information so that it will eventually become a foundation for moving further (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. 2007).
I believe that it is important to teach children how their brains work. If they are aware of the strategies that will help them to learn best, they will be able to call upon these strategies (such as effective note-taking and concept mapping) to strengthen their knowledge about many topics. I think that cognitive learning has to be active learning and a student will not necessarily learn to organize their thinking without proper modeling.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thursday, May 13, 2010
Week 2: Behaviorism
This week, we studied the behaviorist theory of learning. Basically, this theory states that people will learn to repeat a behavior if they are rewarded for it and will discontinue a behavior if they are punished for it. This theory can come into play in the classroom as we attempt to get students to exhibit some specific behaviors, such as effort and homework completion, and to refrain from other behaviors.
There is a cause and effect relationship between effort and achievement that relates well with the behaviorist theory of learning. When students are made aware that a consequence of their effort is achievement, they are motivated to continue or increase their effort at the next opportunity. The key to this, as stated in Using Technology with Classroom Instruction that Works (Pitler, et. al, 2007), is that students need to be able to see this connection in order for them to realize that the effort they put into a task has a direct correlation to their success. The authors of the book recommend using a spreadsheet program to organize a student’s perception of effort and results of a particular activity. Then, to more easily see the relationship, students turn their spreadsheet into a graph. If the student can see that their effort is paying off in the “reward” of a good grade or high score, they are more likely to repeat the desired behavior, effort.
In addition, homework can be used as a behaviorist strategy for learning. Homework can provide a student repeated practice and will increase the likelihood that a skill will be retained. The most important factor, as described in Using Technology with Classroom Instruction that Works (2007), is feedback. The feedback that a student receives on his/her homework will be the reward or consequence that will motivate them to continue or change their behavior. For example, if a student completes their homework for a writing assignment and a teacher responds with a comment that he/she needs to capitalize all proper nouns, chances increase that a student will capitalize proper nouns on their next piece of writing. A teacher can also comment favorably about a skill that is present, and a student will be likely to continue to exhibit that trait. It is recommended that technology, when available and appropriate, be used to offer students a chance to practice skills that may require much repetition to learn (Pitler, et. al, 2007).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
There is a cause and effect relationship between effort and achievement that relates well with the behaviorist theory of learning. When students are made aware that a consequence of their effort is achievement, they are motivated to continue or increase their effort at the next opportunity. The key to this, as stated in Using Technology with Classroom Instruction that Works (Pitler, et. al, 2007), is that students need to be able to see this connection in order for them to realize that the effort they put into a task has a direct correlation to their success. The authors of the book recommend using a spreadsheet program to organize a student’s perception of effort and results of a particular activity. Then, to more easily see the relationship, students turn their spreadsheet into a graph. If the student can see that their effort is paying off in the “reward” of a good grade or high score, they are more likely to repeat the desired behavior, effort.
In addition, homework can be used as a behaviorist strategy for learning. Homework can provide a student repeated practice and will increase the likelihood that a skill will be retained. The most important factor, as described in Using Technology with Classroom Instruction that Works (2007), is feedback. The feedback that a student receives on his/her homework will be the reward or consequence that will motivate them to continue or change their behavior. For example, if a student completes their homework for a writing assignment and a teacher responds with a comment that he/she needs to capitalize all proper nouns, chances increase that a student will capitalize proper nouns on their next piece of writing. A teacher can also comment favorably about a skill that is present, and a student will be likely to continue to exhibit that trait. It is recommended that technology, when available and appropriate, be used to offer students a chance to practice skills that may require much repetition to learn (Pitler, et. al, 2007).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Saturday, February 27, 2010
When my students get frustrated about the things they are learning and I start to hear words like, “This is confusing; it’s too hard,” I remind them that they would not be LEARNING if they already knew how to do it. During this course in technology, I found myself getting frustrated. I thought the work was hard and that the deadlines for assignments were always looming right around the corner. Luckily, I remembered my own words. I actually LEARNED a lot from this course.
Before this class, I had very limited experience with blogs, wikis, and podcasts (not to mention social networking, aggregators, and a whole slew of other innovations that were discussed throughout the course). I had never participated in creating any of those things for myself. I had to quickly learn what each thing was, how to build one of my own, and then think about how it may be useful in my classroom. The work paid off. Although I still have some things to learn about these applications, I have had the opportunity to put quite a bit of thought into each of them and have also read really great ideas from my fellow classmates (many of which are already using this technology with their students).
I know my learning will continue. I am lucky to be part of a team of teachers that is dedicated to integrating technology into our classrooms. At my school, there is a small technology committee on which I will continue to serve. I am very excited for our next steps as I can share my experiences from this course with my colleagues. To my knowledge, none of us are using blogs, wikis, or podcasts currently, so those will be the ideas that I can help to facilitate. I want to research the possibilities and barriers (district policies, etc.) that those types of technologies could offer our teachers and students. As these things are developed, I will continue to share my knowledge with my students and also be open to learning from them. For instance, my district currently blocks many podcasting sites. We can still record our projects, however, and save them to our local network to share with other groups. So, even though we may be limited in our resources, we can still apply all of the 21st century skills, such as collaboration, the use of information technology, and communication skills, but in a more “low tech” way. (Laureate, Inc., 2008) I strongly agree with 5th grade teacher, Randy Kolset, when he states, “Technology is a nice thing, but you still have to have a foundation.” (Laureate, Inc., 2008). So it is not so much that I want to teach my students about computers or even specific programs; I want to build my students' knowledge of content on a foundation of 21st century skills. Technology will be one tool that will make this process more efficient, manageable, interesting, and relevant.
I have developed some goals to integrate technology into my classroom that I will pursue over the next few years. First, I plan to use more assistive technology to differentiate my lessons for students with special needs. Specifically, I want to make a plan to use scanning programs, graphic organizing software, and voice recording to help my students that have difficulty reading and/or writing to take-in, organize, and share information. Currently, I have some knowledge of these programs, but have used them on a very limited basis. I will work closely with our special education resource teachers to see how we can plan for more specific use of these tools. For instance, if our class is researching explorers, a student could use a scanner to scan and listen to a book or article read aloud, or they could use a program that would read information from a website to them as they followed along. Then, they could take information from their research and map it onto a graphic organizer program. To synthesize their learning, they could then record their thoughts onto a voice recorder and present it for their final project. My plan is to start with a specific unit or project in mind and develop the activities and technology that would help the students to learn according to their needs.
Another goal I have is to be an advocate for my students regarding technology at a district level. As mentioned earlier, I serve on our school’s technology committee, but we are often very limited by district decisions. Few classroom teachers are given the opportunity to voice their opinions to the district administrators and, to be sure, even fewer students have a voice when it comes to decisions regarding their education. I would like to put together a more comprehensive survey regarding the types of technology that teachers and students would like to utilize to better their teaching and learning. I believe that many teachers and students are ready to move beyond our current “two desktop computers per classroom” and “a lab of 30 computers to be shared by 700 students” model toward a focus on technology availability for all of our students. In this day and age, technology in our schools should not just exist on a first-come-first served basis, but rather should be available to each student as an imperative tool in building their knowledge of the world around them.
I have learned a great deal in the last few weeks, and though my experience with some of these new technology applications is limited, my experience with students has had quite a while to develop. I know that there will be trends and fads that come and go and that change is constant. I believe, however that the basic skills that our students will need to know in order to be successful in their lives both in and out of school have and will remain steady. The “21st century skills” really can apply to any era of humankind; but where we get our information, how we communicate, who we collaborate with –those are the things that are changing. I hope to teach my students how to apply these timeless skills in an ever-changing world.
Laureate Education, Inc. (2008). Understanding the impact of technology on education, work, and society [Motion Picture].Skills for the 21st century. Baltimore.
Laureate Education, Inc. (2008). Understanding the impact of technology on education, work, and society [Motion Picture]. Bringing the fun into teaching with technology. Baltimore.
Before this class, I had very limited experience with blogs, wikis, and podcasts (not to mention social networking, aggregators, and a whole slew of other innovations that were discussed throughout the course). I had never participated in creating any of those things for myself. I had to quickly learn what each thing was, how to build one of my own, and then think about how it may be useful in my classroom. The work paid off. Although I still have some things to learn about these applications, I have had the opportunity to put quite a bit of thought into each of them and have also read really great ideas from my fellow classmates (many of which are already using this technology with their students).
I know my learning will continue. I am lucky to be part of a team of teachers that is dedicated to integrating technology into our classrooms. At my school, there is a small technology committee on which I will continue to serve. I am very excited for our next steps as I can share my experiences from this course with my colleagues. To my knowledge, none of us are using blogs, wikis, or podcasts currently, so those will be the ideas that I can help to facilitate. I want to research the possibilities and barriers (district policies, etc.) that those types of technologies could offer our teachers and students. As these things are developed, I will continue to share my knowledge with my students and also be open to learning from them. For instance, my district currently blocks many podcasting sites. We can still record our projects, however, and save them to our local network to share with other groups. So, even though we may be limited in our resources, we can still apply all of the 21st century skills, such as collaboration, the use of information technology, and communication skills, but in a more “low tech” way. (Laureate, Inc., 2008) I strongly agree with 5th grade teacher, Randy Kolset, when he states, “Technology is a nice thing, but you still have to have a foundation.” (Laureate, Inc., 2008). So it is not so much that I want to teach my students about computers or even specific programs; I want to build my students' knowledge of content on a foundation of 21st century skills. Technology will be one tool that will make this process more efficient, manageable, interesting, and relevant.
I have developed some goals to integrate technology into my classroom that I will pursue over the next few years. First, I plan to use more assistive technology to differentiate my lessons for students with special needs. Specifically, I want to make a plan to use scanning programs, graphic organizing software, and voice recording to help my students that have difficulty reading and/or writing to take-in, organize, and share information. Currently, I have some knowledge of these programs, but have used them on a very limited basis. I will work closely with our special education resource teachers to see how we can plan for more specific use of these tools. For instance, if our class is researching explorers, a student could use a scanner to scan and listen to a book or article read aloud, or they could use a program that would read information from a website to them as they followed along. Then, they could take information from their research and map it onto a graphic organizer program. To synthesize their learning, they could then record their thoughts onto a voice recorder and present it for their final project. My plan is to start with a specific unit or project in mind and develop the activities and technology that would help the students to learn according to their needs.
Another goal I have is to be an advocate for my students regarding technology at a district level. As mentioned earlier, I serve on our school’s technology committee, but we are often very limited by district decisions. Few classroom teachers are given the opportunity to voice their opinions to the district administrators and, to be sure, even fewer students have a voice when it comes to decisions regarding their education. I would like to put together a more comprehensive survey regarding the types of technology that teachers and students would like to utilize to better their teaching and learning. I believe that many teachers and students are ready to move beyond our current “two desktop computers per classroom” and “a lab of 30 computers to be shared by 700 students” model toward a focus on technology availability for all of our students. In this day and age, technology in our schools should not just exist on a first-come-first served basis, but rather should be available to each student as an imperative tool in building their knowledge of the world around them.
I have learned a great deal in the last few weeks, and though my experience with some of these new technology applications is limited, my experience with students has had quite a while to develop. I know that there will be trends and fads that come and go and that change is constant. I believe, however that the basic skills that our students will need to know in order to be successful in their lives both in and out of school have and will remain steady. The “21st century skills” really can apply to any era of humankind; but where we get our information, how we communicate, who we collaborate with –those are the things that are changing. I hope to teach my students how to apply these timeless skills in an ever-changing world.
Laureate Education, Inc. (2008). Understanding the impact of technology on education, work, and society [Motion Picture].Skills for the 21st century. Baltimore.
Laureate Education, Inc. (2008). Understanding the impact of technology on education, work, and society [Motion Picture]. Bringing the fun into teaching with technology. Baltimore.
Friday, February 19, 2010
Please check out my podcast of an interview with some of my students. Our class took a survey regarding computer use and technology experience, and the interview is a sample of their responses.
The link is http://schile.podbean.com.
The link is http://schile.podbean.com.
Wednesday, January 27, 2010
Every child in America needs 21st century knowledge and skills to succeed as effective citizens, workers and leaders in the 21st century.
There is a profound gap between the knowledge and skills most students learn in school and the knowledge and skills they need in typical 21st century communities and workplaces.
To successfully face rigorous higher education coursework, career challenges and a globally competitive workforce, U.S. schools must align classroom environments with real world environments by infusing 21st century skills.
-From the Mission Statement of the Partnership for 21st Century Skills (http://www.21stcenturyskills.org)
I have included the above message because I do not want to forget what it says. I need to remember that I am not teaching my students just to survive in today’s world, I am preparing them to build tomorrow’s world.
I am impressed by the ideas set forth by the Partnership for 21st Century Skills program. I found their website to be informative and interesting.
I was most surprised to learn that my home state of Wisconsin has a 21st Century Skills initiative led by the Department of Public Instruction. I linked to their website and saw some wonderful ideas. I was disappointed, though, to think about how these ideas are not being shared amongst educators at a local level. Our schools do not talk about these big ideas (I spent twenty minutes in a meeting today talking about bathroom breaks). I would like us to shift gears and use the 21st Century Skills to build from. It seems that, instead, we are starting with content-specific standards and letting them drive our curriculum; whatever time is left (which is never enough) can be used for social skills, technology, or project-based learning. What I am noticing is that the 21st Century Skills are all value-based and if we can help our students to learn the value of skills such as collaboration, work-ethic, etc., then we will have a much easier time teaching them content-related skills.
Wednesday, January 13, 2010
In my fifth grade classroom, I have thought about using a blog for students to summarize novels they have been reading. My students are expected to read at home and during a short Silent Reading time during the school day. We discuss the many purposes for reading, but it still seems that there are many students who remain unmotivated to read on their own. I feel that, for most of my students, if they were allowed some time to share about what they have read with other students, perhaps in a blog format, they might be motivated to read. The benefits for the students may include; increased time spent reading, improved decoding and comprehension strategies, knowledge about different book titles, authors, and genres, improved writing skills, and positive social interaction. Blogs can give the students a chance to share work with their peers and provide them many opportunities to learn. (Laureate, 2008)
Laureate Education, Inc. (2008). Program number 5. Understanding the impact of technology on education, work, and society [Motion Picture]. Spotlight on technology. Baltimore.
Laureate Education, Inc. (2008). Program number 5. Understanding the impact of technology on education, work, and society [Motion Picture]. Spotlight on technology. Baltimore.
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