Final Reflection of Learning Theory Instruction and Technology

In reflecting back on the “Personal Theory of Learning” I developed in Week 1 of this class, I would enhance this theory with a couple thoughts as a result of my learning in this course. Analyzing each curriculum learning experience for which learning theory approach to use brings a solid research based decision, instead of a “hopeful teacher’s intuition.” In the “brain based research” presented over the last eight weeks, I have grown in understand not only what research says about how learning occurs best, but how and why each learning theory would be best suited for a particular approach in a curriculum activity. First, understanding behavior results in “learned habits” that are studied to understand how these habits develop, and the behaviorist learning approach can be recognized by strategies and technology that help change behavior through reinforcement and rewards. “Behaviorism directly links with “observable and measureable aspects of human behavior (Orey, 2001). On the other hand, I’ve learned cognitive learning theories reflect a process of putting together new information within the context of existing knowledge, helping the learners become aware of why and how they are thinking throughout the learning process. “Questions, and advance organizers support student’s cognitive abilities to “retrieve, use, and organize information about a topic (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Effective cues hint about the learning to come while questions provoke student’s thinking about prior experiences. This information then becomes the framework to classify and structure the new learning. Finally, “Constructionism asserts that knowledge is not simply transmitted from teacher to student, but is actively constructed by the mind of the learner” (Thurmond, 1999) while constructivism says, “each individual actively constructs his/her own meaning” (Orey, 2010). Students actively construct their own learning through generating and testing hypotheses. This course has deepened my knowledge and understanding of these learning theories and how to identify educational technologies and teaching strategies that meet these types of brain based learning. 



Since taking this class, I would integrate virtual field trips and voicethreads as vital instructional technology tools in my classroom. These two technology tools will be helpful in supprting and enhancing my students’ learning in the following ways. First, in virtual field trips, students come away with a real world example of what we were studying and this became useful for sharing their own ideas in adding to their network of learning about the topic of study. As they share, they grow in their ability to think through their network of ideas as they explore their ability to apply their ideas in useful learning scenarios. This process of learning fully exceeds my expectations of what I would want my students to take away from a virtual field trip.

Second, I see voicethreads as an excellent tool to clearly understand the thinking of my students. In utilizing cooperative groups, I may not be able to hear all the thinking of each students, but through voicethreads this becomes a real possibility. I see this tool allowing students students to summarize their learning, develop discussion groups, input ideas, analyze problems, display understanding of process steps, and many more interactive strategies. My repetoire of instructional skills has expanded in these ways as a result of this course.

The following are two long-term goal changes I would like to make to my instructional practice regarding technology integration. First, I will place a major focus on having students connect nonlinguistic and linguistic representations for curriculum learning. Students struggle to know how to work with what’s in their head, and need cues in how to get these mental pictures actively involved in their learning process. As these two tools work together the effects on learning are profoundly effective. I can achieve the power of this practice through allowing students to video, take pictures, or build online concept maps to represent the merging of their linguistic and nonlinguistic learning. The approaches can be used as either an introductory or summarizing strategy to communicate learning.

My second instructional strategy goal includes promoting a stronger focus of students identifying similarities and differences within curriculum content. This instructional strategy allows them to “restructure their understanding of curriculum content” making “new connections, fresh insights, and correct misconceptions” (Pitler, et al, 167). This strategy can be accomplished by including more sorting, classifying, creating analogies, or even simple sentence stems such as _____ and _____ are similar/different because__________. Technology tools such as the interactive whiteboard, online concept maps, Microsoft Word and Excel present excellent tools for these types of activities. These two approaches will help me as I seek to improve my instructional technology integration practices.

References:

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

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


Thurmond, A. (1999) Constructivism and Constructionism.  Retrieved from: http://online.sfsu.edu/~foreman/itec800/finalprojects/annmariethurmond/
home.html


Social Learning in the Classroom

Voicethreads are an excellent example of what Bandura was talking about when he said, "Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do” (Bandura, 1977). In exploring other voicethreads on the website, I observed so much creativity with students, teacher, and community working together to bring understanding and knowledge to the designated topic. "Individuals create meaning through their interactions with each other and with the environment they live in" (Kim, 2001).

Voicethreads would be an example of multimedia Pitler discusses in Chapter 7 on cooperative learning. Creating a VT requires many roles and responsibilities that can be accomplished through small group participation. Cooperative groups allow all students to take an active role in their understanding of the task at hand thus enabling their voice to come together in the community of voices that Bandura talks about in his theories of social learning.

Another example of connectivism that allows students to come together across the globe is through collaborative organizing. Web 2.0 tools or the "Read/Write Web" allows participants to "collaborate and share information online (Pitler, 149). Web based tools such as Delicous, Dropbox, Google Calendar and Documents, and wikis bring important information to once central storage area. Collaboration groups share information about any topic with the only requiring being a willing participants sharing their ideas, research, and data. These resources can be edited, enhanced, and changed by any participant within the group from any location at any time of the day, provided they have internet access. Many minds can come together to create a collaborative perspective of any curriculum topic.

Finally, communication software that allows classes to utilize instant messaging, video conferencing to share "real time" learning either through chatting or face-to-face conferencing. Programs such as Skype and TodaysMeet provide this powerful access to anyone anywhere in the world. Social networking and cooperative learning knows no limits through these powerful resources.

Examples of Skype in action in my classroom:


Warum Deutsch? from Colegio Goethe on Vimeo.
Our class meets other 4th Graders in Argentina.




Our class meets other 4th Graders in Hungary.


TodaysMeet: you have the capability to set up a private chat room for you students to discuss curriculum content. Invite epals, parents, and other teachers to join your converstion.

Delicious

Dropbox

My Wiki


My voicethread: http://voicethread.com/share/1548750/



In 4th Grade, students experience classifying the describing the three main types of clouds. While clouds are not new to students, learning to classify and describe them is. My class studied weather in August and September, but I wanted a way for my students to review clouds throughout the year. This voicethread creation seemed like a perfect way to present this curriculum content continuously throughout the months ahead. I can see my students producing their own cloud voicethreads to springboard off of my creation.

I have gained so many ideas and inspiration for future voicethreads by browsing through the library on the website. After creating my voicethread, here are other voicethreads on clouds:

http://voicethread.com/?#q+clouds.b124116
http://voicethread.com/?#q+clouds.b1037349.i5530054
http://voicethread.com/?#q+clouds.b168590.i898186
http://voicethread.com/?#q+clouds.b329149



References:

Bandura, A. (1977). Social Learning Theory. New York: General Learning Press.

Kim, B. (2001). Social Constructivism.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved November 30, 2010, from http://projects.coe.uga.edu/epltt/

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


Constructivism and Constructionism in Practice

Teacher can experience constructivism and constructionism through the Constructing Modern Knowledge Conference, a learning adventure for creative educators.  Check out these videos from past conferences and the link for the 2011 conference. 

Construct Modern Knowledge Conference 2011, July 11-14

“Constructionism asserts that knowledge is not simply transmitted from teacher to student, but is actively constructed by the mind of the learner” (Thurmond, 1999) while constructivism says, “each individual actively constructs his/her own meaning” (Orey, 2010).  Students actively construct their own learning through generating and testing hypotheses.  Not only should students be able to construct these elements, they should be able to clearly communicate their reasoning behind these elements.  Teachers can assist students in generating their thinking through system analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making.  Technology tools such as spreadsheet software, data collection tools, and internet resources enhance the students abilities to accomplish these higher level thinking skills.

Constuctivism: What Does it Look Like?  

“People learn best when they build an external artifact or something they can share with others” (Orey, 2010).  Artifacts such as an interactive spreadsheets can be used to “help students learn the content” of important classroom curriculum. Students are able to manipulate the data to then form patterns, predictions, and receive automatic feedback concerning their predictions.  Also, technology data collection tools allow students to collect data while predicting and seeing patterns in a larger picture.  Not only can they perform their own research, they can reach out to the greater community online to collaborate and share their research and findings.  Finally, web resources such as interactive platforms and simulations provide the students the opportunity to apply their background knowledge, to make decisions, test their ideas, and see possible outcomes.  These types of projects provide engaging environments bringing about important motivation for today’s student. “Project-Based Learning is a teaching and learning strategy that engages learners in complex activities” (Orey, 2001).  These types of learning adventures veer far from the traditional teaching methods, yet provide valuable learning experiences promoting a strong constructivism approach to learning (Pitler, et al).

Learn more through this webquest about constructivism in the classroom.

References:

Laureate Education, Inc. (Executive Producer). (2010). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

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

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


Thurmond, A. (1999) Constructivism and Constructionism.  Retrieved from: http://online.sfsu.edu/~foreman/itec800/finalprojects/annmariethurmond/
home.html


Clipart retrieved from: http://constructivism512.pbworks.com/w/page/16397300/Constructivism-Concept-Map

Cognitive Tools to Enhance Learning Experiences

Cognitive learning theories reflect a process of putting together new information within the context of existing knowledge.  In using instructional strategies that reflect the brain’s processing abilities, learners become aware of why and how they are thinking throughout the learning process. 

Take a moment to join a conversation with some interesting cognitive learning theorists:

As the brain inputs information into one’s memory it resides in short term memory until enough rehearsal allows it to transition into long term memory (Orey, 2010).  In our course text, chapter four presents how cues, questions, and advance organizers support student’s cognitive abilities to “retrieve, use, and organize information about a topic (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Effective cues hint about the learning to come while questions provoke student’s thinking about prior experiences.  This information then becomes the framework to classify and structure the new learning.  Cognitive learning reflected in cues, questions, and advanced organizers allow students to organized their old and new ideas through words, graphics, or both.  Advanced organizers such as expository, narrative, or graphic organizers serve “as a kind of template or scaffold to help to organize knowledge and to structure it” (Novak, 7).  This powerful yet simple tool “facilitates meaningful learning and the creation of powerful knowledge frameworks that not only permit utilization of the knowledge in new contexts, but also the retention of the knowledge for long periods of time” (Novak, 7).

  

The skills of summarizing and note taking discussed in chapter six of our text also correlates to cognitive learning theories. In teaching elementary school, I find note taking and summary skills are very difficult for my students as they are still learning what information can be deleted, substituted, or kept (Pitler, et al, 2007).  Fourth grade is a pivotal year for transitioning from concrete ideas to more abstract thinking.  Because most of their learning to this point has been easy to identify within a textbook or handouts, students struggle to put together ideas to develop their own understanding of a concept.  I find many are hesitant to trust their own intellect and instead want teacher approval for whether or not they are thinking correctly.  Summarizing skills come from the ability to effectively analyze how and what is necessary to delete, substitute, or keep.  My students are at the beginning stages of this developmental learning. 

Virtual field trips reflect an excellent instructional strategy that promotes cognitive learning.  Students’ “prior knowledge is important” (Smith, 1999).  Students who have not developed past experience to their current learning must find a way to develop a network of learning for helping connect future learning.  Virtual field trips allow students the opportunity to go where they cannot physically go and promote “episodic memories…a rich experience adding to a network of ideas” for a student’s learning (Orey, 2010).

Read about biology students at North Allegheny Intermediate High School traveling to a marine laboratory in Florida for 25 minutes and a teacher's quest in learning more about computer technology. 


More virtual field trip websites:

• A hotlist of virtual field trips
• Cost-free travel with virtual field trips

Continue your cognitive learning through an introductory video about Mayer’s Cognitive Theory of Multimedia.   

References:

Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD:Author.

Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site:

http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf


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


Smith, M. K. (1999). The cognitive orientation to learning. In The encyclopedia of

            informal education. Retrieved from http://www.infed.org/biblio/learning-cognitive.htm

Behaviorist Learning Theory at Work in Today's Classroom

What does behaviorism in practice look like?  Is this an approach I should use in my classroom?  What technology can be useful in successfully applying behaviorism in my classroom? 

Video: Theories of Learning (Behaviorism: the first 2 ½ minutes)

What is the behaviorist learning theory? Behaviorism directly links with “observable and measureable aspects of human behavior (Orey, 2001).  Behavior results in “learned habits” that are studied to understand how these habits develop.  A major premise of behaviorism is that because behavior is learned, it can also be changed to reflect new behaviors.  The major way in which behavior can be changed is through the use of rewards and reinforcement.  “Advocates of behaviorism have effectively adopted this system of rewards and punishments in their classrooms by rewarding desired behaviors and punishing inappropriate ones” (Orey, 2001). In observing student behavior, they typically will strive for behavior bringing positive feelings and approval from teachers and parents they look up to.  Over time, they learn to change their behavior to reflect what they have come to value.  Most of the time, students will steer away from choices that lead to undesirable outcomes and repeated perform behavior that developing habits when this behavior is repeated over and over.

“Research shows that the level of belief in self-efficacy plays a strong role in motivation for learning and achievement” (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  As a teacher reinforces effort, students begin to see the relationship between their effort and final achievements through a focus on their perspective and beliefs about learning.  Not all students view effort as important, but can learn this through tracking their efforts and achievements.  Spreadsheets and graphs in Microsoft Excel allow students to link their behavior with their effort.   As they develop the understanding of the necessary output of effort, they realize the need to change their behavior.  Survey results from online programs like Survey Monkey allow students and faculty to track the connections between effort and achievement. 

As a rule, homework should reinforce and deepen a students understanding of curriculum content allowing them to gain a proficiency within the practiced skills.  While homework amounts should vary among different age groups, one key element of successful homework practice is helping parents to realize the need for their minimum involvement.  As a student interacts many times with curriculum content, they develop a proficiency with this skill.  “Typically, students need about 24 practice sessions with a skill in order to achieve 80% competency (Pitler et al., 2007). Because students could possibly have errors in their work, teachers need to provide feedback so the correct behavior can be reinforced early in the learning process. 

In considering the technology I reviewed this week, I can see a definite niche for this type of teaching strategy. Drill and practice, remediation, and traditional tutorial programs have a certain place in today’s classroom. While they should not be the main focus of instruction, these types of computer based programs allow for automatic feedback allowing students to learn from their mistakes and errors in such a way that are prompted to repeat the skill until they have mastered it (Magliaro, 52). Several of these types of programs my school subscribes to can be found below.  I find these tools not only help reinforce the correct behavior, they also provide feedback through positive reinforcement.  One of the main reasons my school has chosen these tools is because they can be accessed at school or home.  Accounts have been set up for the school and/or each student that allows them the necessary practice sessions in Math, Science, Social Studies and Language Arts to achieve a necessary competency level. 

The behaviorist learning theory can be recognized by teaching approaches, strategies, and technology that help change behavior through reinforcement and rewards.  This strategy for learning and reinforcing learning can be found sprinkled throughout my classroom.  While this is not the only approach used, it is a vital tool that allows students to develop curriculum competency.  Here are just a few examples of technology I find useful in my class which apply behaviorism across our curriculum.

Study Island

BrainPop Jr.

DISCUS

Knowitall

Think Central

Explore this excellent blog: Examples of Behavior Analysis in Public Life.  Especially enjoy the story about the “Rat”hletes and how the power of positive reinforcement leads to some amazing results: Rat Basketball at COSI Science Center.  

References:

Magliaro, S. G., Lockee, B. B., & Burton, J. K. (2005). Direct instruction revisited: A key model for instructional technology. ETR&D, 53(4), 41–54.

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

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

Rat Basketball at COSI Science Center. 15, February, 2008.  Online video.

Theories of Learning. March 29, 2009. Online video.

Reflections

As I finish my survey class of understanding the impact of technology on education, work, and society, this course has helped me develop my own professional technology skills. In the beginning of the class as I considered our checklist, many items I had to check rarely because of no clear skill level with which to implement the desired outcome.  While I had heard of wikis and podcasts I had never used them before.  Blogs I had used in my classroom, but had never created a professional one. After seeing the tremendous opportunities in using wikis and podcasts, I see many wonderful ways to incorporate them not only in my classroom, but also my professional life (Richardson, 2010).  I have already approached my principal and started building a school wiki, and have also begun one to share professional curriculum and ideas with teachers I work with.  My class has also begun sharing of ideas about math and science through their own wiki. Last week we created podcasts on severe weather which the students loved doing.  In going back to our class checklist, I have developed a skill set which will now allow me to move from “rarely” to “sometimes and often.” I see great potential in my classroom and professional life for these 21^st century skills and tools!

In taking this class, I have deepened my knowledge about teaching and the learning process in a few ways.  First, I realized how vital my role is in helping my students develop and utilize their real world skills through the use of 21^st century skills.  I can no longer use old teaching techniques if I am to accomplish this goal (Levy, 2006.).  Also, through this class, I have developed an urgency for quickly becoming technology savy and continually develop these skills.  How can I begin to introduce and utilize these tools if I don’t first have a basic understanding of how and when these tools can be used and integrated into the classroom.  Finally, I do not have to know everything about technology tools and programs to be implementing them.  As the facilitator of knowledge within my class, I can allow other students to share their learning and understanding as “voices of authority” on technology tools (Dede, 2010).  This is an uneasy ground for some teachers to stand on, allowing students to become the drivers of information and learning, but as I’ve learned through this course, I have to be ready for a broader curriculum, and facilitate my student to using skills that will enable them to succeed in their future jobs.

I plan to continue to expanding my learning, teaching, and leading with technology with the aim of increasing student achievement through challenging myself to explore new technology tools.  As I am able to do this, I will create a comfort level allowing a natural ease with these tools to flow into my students learning and achievement (Keengwe, 2008). Also, I am learning the technology leaders to follow, read about, and where to get help as I strive to continue learning. 

A couple long-term goals will help transform my classroom environment and guide me through overcoming roadblock for these goals.  First, completing grants in the hopes of obtaining technology tools for my classroom.  These tools will then support the implementation of technology throughout my curriculum.  Second, I want to observe other classrooms that creatively I will accomplish these goals by researching the tools I would like to have, developing creative ideas for how these tools will increase learning in my classroom. As these two goals are implemented then I will have a great start of developing curriculum that truly highlights 21^st century skills. 

References:

Dede, C. Laureate Education, Inc. (Producer). (2010). [DVD]. In The Changing WorkEnvironment Part II. Baltimore: Author.

Keengwe, J., Onchwari, G., & Wachira, P. (2008). The use of computer tools to support meaningful learning. AACE Journal, 16(1), 77–92.

Levy, F., & Murnane, R. (2006). Why the changing American economy calls for twenty-first century learning: Answers to educators' questions. New Directions for Youth Development, 2006(110), 53–62

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin.

Technology in Action ~ Podcasting

This week, I spent time understanding the demographics of my classroom relating to technology usage, interaction and hardware available.





References:
Dede, C. and Thornburg, D. (2010). “Today’s students”. [DVD]. Laureate Education, Inc. Unknown.
Thornburg,D. and Davidson, H. (2010). Debate: Digital Natives vs. Digital Immigrants? [video] Laureate Education.

Partnership for 21st Century Skills Website

This site bring a wealth of knowledge to teacher of this century.  From tools and resources to summit information and state initiatives, this websites strives to put the information at your fingertips on developing these necessary skills. I found the P21 State Implementation Guides very pertinent information for each teacher to assess his/her implementation of 21st century skills.  In reading through the state initiatives,  I was initially surprised there were only 15 out of 50 states currently involved, but as I read further I realized these states had to demonstrate a commitment  to the 3 R's and 4 C's (critical thinking and problem solving, communication, collaboration, and creativity and innovation) through the key leadership positions of the state officials.  As I read through these guidelines, I automatically thought of the videos I watch with Dr. David Thornburg, and Dr. Chris Dede in this week's videos.  I was then greatly concerned that our nation only has 30% of its states willing to commit to these valuable skills...we've got a long way to go!!!  As I read through the self assessment tool, I would not have even considered my school, a beginning technology magnet school, only in the very early stages of the requirements necessary.  As a contemporary educator, I have to do my part of reading, preparing, training myself in these necessary skills before I can then teach them to my students.  Local, state, and national leaders must step up to the plate and show the leadership and financial support to bring our schools into the 21st century style of learning.


Resources:

Partnership for 21st Century Skills. (2010). Partnership for 21st Century Skills. Retrieved September 28, 2010, from http://www.p21.org

Dede, C. Laureate Education, Inc. (Producer). (2010). [DVD]. Technology Interfaces. Baltimore: Author.
Thornburg, D. (2010). "Skills for the 21st Century" [Video file]. Laureate Education. Unknown.

Tearin' up the phone system!!!

Can you believe it...my students are rip-roaring down the phone lines of technology to complete their homework assignment in skip counting.  This week I implemented Google voice which allows our class to have a phone number/voicemail through Google.  I can forward all calls directly to the voice mail or to my cellphone if I wanted to talk with students/parents.  Parents and students can call me (without having access to my cellphone number) and leave messages or information accomplishing their homework assignments.

The beauty of this technology is EVERYONE has a phone, and completing assignments outside of class become easy to track.  Also, I can save these voicemails as mp3 files and use them in podcasts or presentations.

What I love about this type of assignment is students are accomplishing something at home that I don't have time to cover in class.  One of the most frustrating times I have as a Math teachers is dealing with students who don't know their basic math facts.  With my new Google voicemail, I set the assignment for practicing skip counting by a certain number.  They study, call in and try beat a certain time limit I set.  After a couple days of practice, those who accomplished the task within the certain time receive a special privilege or prize  .  Next week, we're searching for answers about severe weather in our textbook, and the first five callers with the correct answers from their reading, win a Skype call with their 2nd Grade buddy!

Sounds a little like bribery right?  Well, I choose to consider it training for intrinsic motivation, and preparation for 21st Century technology.  In considering the perspective of what I've been learning this week, I see this type of activity as a way of training students in motivation, how to figure out answers, distributed thinking, decision making and complex communication.  These are all ideas discussed by Dr. David Thornburg and Dr. Chris Dede in the videos, "The Changing Work Environment." As I prepare my students for this type of work force, any budding skills started now will blossom into viable competing skills for a globally competitive work force.



Thornburg, D. (2010). “The Changing Work Environment: Part 1” [Video file]. Laureate Education. Unknown.

Dede, C. Laureate Education, Inc. (Producer). (2010). [DVD]. In The Changing Work Environment Part II. Baltimore: Author.

This week, my 4th Grade Math and Science students will be Skyping with a 5th Grade class at an intermediate school my students will be attending next year.  My goal is developing motivation within my students helping them to realize the information and curriculum they are using in my class will be used again in their next grade level.  This seems like a simple concept, but I truly don't think students grasp the depth of this idea.  During our video conference my students will be addressing 3 questions to the 5th Graders and taking notes on a graphic organizer of what they learn: 

1. Is what I'm learning in elementary school (especially in Math) DEFINITELY used in the intermediate school and if so, how?

2. What are some circumstances I might find difficult to adjust to in intermediate school if I'm not a diligent elementary student now?

3. What are some decisions I could make now that would ensure my success in intermediate school? 

My students will pose these questions, and the 5th Graders will have the responsibility of taking on the "mentoring" role giving advice back.   From the data my students collect in this video conference, they will post on our blog the main ideas that most impacted them.  They also will  respond to 2-3 other student's ideas and comments.  We will also be inviting the 5th Graders to join our blog and continue giving advice and suggestions throughout the year.  


I see this blog serving the purpose of developing motivation within my students for developing responsibility within their own learning.  Through not only hearing the interaction on Skype, my hope is that the student's Skype and blogging interactions and learning from one another will continue throughout the year!  While this may not be a "typical lesson" blog, I feel the motivation component could greatly impact many of my academic lessons in the future!

Passion

Are you academically learning about what you are passionate about?  In my reading of my graduate class textbook, Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms, I found these powerful questions I wanted to share with you:

• What are your passions?
• Who are your teachers?
• How are you building your own learning networks using these tools?
• How are you modeling your learning for your students?  

Reference:

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin.

A Challenge

This weekend as I've done a ton of research for my class, I have had a nagging challenge in the back of my mind.  Because of being exposed to many types of blogs, I am thinking I need to quit using my teacher website blog and instead transition to Blogspot or WorldPress.  Internally, I bristled at this thought as my old system worked and it would mean giving up something old and familiar.  The more I think about it, I know one idea I'm learning through all my technology training is letting go of the "familiar" for what works best in promoting interactive, engaging learning.  Am I the only one feeling this way?  I'd love to hear your thoughts!

A Tool for "Doing Different Things"

This week in my studies, we were challenged to "do different things" not to just "do things differently." For instance word processing instead of writing on paper would be an example of doing writing differently, while blogging that same information allows for an interactive audience beyond the assignment.

Though our weekly discussion, I shared with my class a way I do things differently to actively engage my students through the use of flip videos. “…the digital camera is fast becoming a primary recording device for today’s active learners.” As Dr. Thornburg stated in his article, students enjoy the luxury of taking home the experiences around them through the digital camera. This footage can be used in making digital presentation, movies, books, or integrated with other technology. In the past, students could write about or take pictures of their experiences. Once these writings or pictures diminished the activity would also become more and more vague over time.

Now, students can do thing much differently through the use of recorded footage of the event. This footage allows them to richly relive the event unlike any other former generation. The advantages of this technology is the ability to remember and re-experience many important details of an event that would normally would fade from memory with time and distance between the event. This reliving of the experience can be done at the click of a button. Also, many more people can experience this event besides those who attended. "New technologies...make it easy to publish and distribute them to wide Internet audiences." The audience grows to anyone willing to watch the footage on a blog, a website, an animoto, or even on a Twitter feed.

I'd love to hear your ideas of how you use digital videos in your classroom!

Reference:

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin.

Thornburg, D. (2004). Technology and education: Expectations, not options. (Executive Briefing No. 401). Retrieved from http://www.tcpdpodcast.org/briefings/expectations.pdf

Twitter in the Classroom

As I explore the world of blogging through my class assignments, I want to share some of the interesting topics I come upon.  One Web 2.0 tool that intrigues me is Twitter.  This summer in some technology classes I took, I was introduced to this tool.  In my research, I found many ways people are including it in their classrooms, but so far, it  has been an elusive technology tool, I am still waiting to incorporate into my studies.  To keep this idea in the forefront of my mind, I would love to hear how you use Twitter in the class, as your idea could possible spark and imaginative idea for myself or my audience on how to incorporate this tool.  I'm curious if you help your students set up Twitter accounts, and how do you get parents involved in this venture.

I came across this interview of a success story using Twitter in education.  Maybe some of you can use this information for your class.

The Beginning...My Purpose

In my class EDUC 6710: Understanding the Impact of Technology on Education, Work, and Society,  my professor has given us the assignment challenge of starting our own blog for not only helping us learn the skills of blogging, but also to explore the frontier of new technologies that are emerging in today's world of educational technology.  With a vast expansion of digital interactive tools at teacher's fingertips, it is my hope in this adventure to be able to share these tools with my realm of educators that I come in contact with and influence.  I look forward sharing many learning experiences with you, and would invite your thoughts and input as we learn from one another.  Let the posting begin!