EDUC 6711 Reflection

During week one of this course, I stated that my primary theory of learning was that students learn best when they are given information multiple times using multiple avenues.  I still believe this is true for the most part.  I also think that the more effective methods of teaching them I have, the less amount of time I need to spend repeating the information.  For example, in week one I believed that demonstrating a lesson on a graphing calculator one time would not be enough for students to remember what I taught them.  However, if I showed it to them a couple different times and then did a similar problem on the board, they might remember.  I am now learning that I was using technology as an instructional tool.  If I had used the graphing calculators as a learning tool and allowed my students to explore, they would probably recall the information better and save a lot of time.  I have also learned that I am a believer in the constructionist theory.  I believe that students deepen their knowledge when they take what they have learned and construct something new with it (Laureate Education, Inc., 2011a).  This requires students to use higher order thinking skills and the information stays with them.   

Throughout this course, I have learned the difference between an instructional tool and a learning tool.  I like to think that I effectively use technology as a learning tool but I can think back to instances where I have used technology as an instructional tool when it would have been more effective to have the students actually explore the technology.  I am going to make a conscious effort to include my students more in the use of technology.  Students are more engaged and remember more when they are a part of the learning (Laureate Education, Inc., 2011b). 

            When I was in high school, I remember doing mind maps in my English classes when reading a novel.  I never thought about having my students create one in math class until taking this course.  I would like to have my students create concept maps using software such as Cacoo or SpiderScribe.  I believe my students will benefit from the organization and freedom that concept maps give students.  Concept maps do not require students to think linearly.  It is easy to add information to any idea without having to erase.  I would also like to incorporate at least one virtual field trip into every course I teach.  Virtual field trips offer students a unique experience.  After researching virtual field trips that apply to high school math, I have found that most of them take the mathematics and apply it to a real-world situation.  This is one of the most important things for me.  I have learned that my students do not care about what is being taught unless they see the purpose in it.  Virtual field trips can help establish that purpose.  These are only two of the learning tools I plan to use in my classroom.  I have learned about a variety of different learning tools and how to incorporate them into my classroom.  The book Using technology with classroom instruction that works has demonstrated numerous strategies to incorporate this technology (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

            Down the road, I see myself incorporating one culminating activity per lesson that involves technology. I would like these activities to vary.  Some examples of technology I would like to use are concept mapping software, virtual field trips, VoiceThreads and wikis.  I plan to start small.  I am going to incorporate one of these tools into each course that I teach and add more each year.  I would also like to do cross-curricular activity with a science class.  Math is always being used in science and I think it is important for students to see the relationships. My students could create a Wiki with the students in the science class.  The class periods do not need to match since the students do not even need to work in person on Wikis.  Students may work on whenever they choose and contribute their part.  This is going to take some planning with a science teacher in order to get this activity going. 

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

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

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

Social Learning in Practice

Social learning theories suggest that people learn primarily through their interactions with others.  I believe that students greatly benefit from working with other students.  This theory goes hand-in-hand with the cooperative learning method I read about in Using Technology with Classroom Instruction that Works.  The first reason I believe students benefit from cooperative learning is because students deepen their knowledge when they teach something to someone else.  I have such a greater understanding for the courses I teach after teaching them for a trimester.  I always knew how to do all of the math for each class but I am able to make more connections after teaching it.  I am sure that students feel the same way after teaching a peer.  Also, students enjoy learning from one another.  They may feel more comfortable asking a peer a question instead of raising their hand to ask a question in front of the entire class.  This gives them more confidence as well.  If their answers are confirmed with the student next to them, they may be more likely to volunteer to do a problem on the board for the entire class.  

Technology used in classrooms can also promote social learning.  Many teachers use Facebook, webquests, blogs, Google Docs and more in their classroom.  These tools allow students to work with one other without being face-to-face.  Students are able to share ideas and collaborate at their convenience.  Instead of coming up with or responding to an idea in class, students are able to think about an idea and respond at their convenience on any computer.  In addition to learning the material, students are also learning social skills needed for future careers.  I feel this is extremely important.

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

VoiceThread

Please click here to view my VoiceThread to help with my current classroom issue. 

Constructivism in Practice

This week I read about generating and testing hypotheses in the book Using Technology with Classroom Instruction that Works.  Most think that generating and testing hypotheses is something done only in science classes, however, this can be done in all subjects using technology.  The most common software used for organizing data is Microsoft Excel.  In my math classroom, I am able to use my TI-nspire calculators.  There are different probes available that connect right to the calculator and record in a spreadsheet. The probe I currently use in my classroom measures distance from the probe to an object. The data it collects can easily be converted to graphs in a new document.  What I like about this process is that the amount of time to collect the data is minimal so the majority of students’ time can be spent analyzing and testing their hypotheses.  I do not see the value in having students measure distances by hand repeatedly when there is a probe that does it instantaneously.  That is not what I am trying to teach my students.  To me, technology should be used to simplify and organize our work so we can spend more time concentrating on what matters. 

This type of method relates to the constructionist learning theory as students are engaged in constructing something new.  Students are able to use what they have learned to deepen their knowledge by creating a new product.  Students are also using higher order thinking skills when researching and analyzing.  Lessons like these hep prepare students for the real world by applying their knowledge.  I try to get away from standard lecture as much as possible, although I know it is sometimes needed in math.  Other project-based learning tools I explored this week also correlated with the constructionist learning theory as students create something new using what they have learned.  These activities have students exploring real-life applications so students can see how material relates to their lives. 

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with

       classroom instruction that works. Alexandria, VA: ASCD.

Cognitivism in Practice

In order for our students to learn what we are teaching them, we need to learn how our students learn.  In a video I have viewed, Dr. Orey explains the cognitive learning theories help describe how our students learn.  Incorporating technology into lessons can be very beneficial to students.  One method of integrating technology from the book Using Technology with Classroom Instruction that Works is through the use of cues, questions, and advance organizers.  Cues should be straightforward and preview what the students are about to learn.  An example of this is a teacher showing a PowerPoint presentation before beginning a new book with her class.  In the presentation, she includes pictures of the living conditions from the setting of the book.  Cognitive learning theory says students are more likely to remember what they learned when they were able to see pictures too.

Another method of integrating technology is through summarizing and note taking.  In my high school math class, students are required to take notes.  Incorporating technology may help increase the amount of information students learn.  An example of this is a teacher having students take notes using a concept map in the software Inspiration.  I like this method because it does not require students to think linearly.  They do not have to move left to right and down the paper.  They start in the center bubble and add their thoughts.  This method also helps make connections that are needed to student learning, says cognitive learning theory.  These maps can include images which will also help students remember information.  Another way of effective note taking is through combination notes.  These notes are created on a word processor by the teacher.  The teacher can easily draw an upside down T.  On the left hand side, students put their notes.  On the right hand side are images.  Underneath, the students summarize the main idea.  Again, this method incorporates pictures so the students are more likely to learn and remember the material. 

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

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with

       classroom instruction that works. Alexandria, VA: ASCD.

Behaviorism in Practice

As I continue learning how to incorporate technology into my classroom, I am learning about behaviorism in the classroom.  The book Using Technology with Classroom Instruction that Works, I read about using technology for “reinforcing effort” and “practice and homework” in the classroom.   

Effort is something many students in my school are lacking.  They believe they can’t, therefore they don’t.  I have even heard parents say they were never good at math so that is why their child is not good at math.  The book gives an example of an effort rubric that a teacher has used.  Students complete a table using Microsoft Excel as they evaluate the effort in the class every week.  The rubric covers how many questions they ask in class to how often they study the material.  Afterwards, they complete a chart on their performance.  They can graph the data to show that they more effort they put in, the better they performed.  Practice and homework is also import for students.  

 In order for students to master a skill, they need to spend some time practicing it.  They use an example of a physical education teacher using spreadsheet software in his classroom.  I would like to do this in my math classroom with different graphs.  Using Microsoft Excel, students can manipulate and edit graphs easily. 

These methods model behaviorist theory of learning as they promote reinforcement.  As students put in more effort, they are rewarded with better grades.  Practicing material using technology allows students to do many problems with immediate feedback as they see their graphs change.  This also incorporates repetition.

I also looked through some websites to help students in various subjects. WebMATH (www.webmath.com) is an online tutorial that allows students to enter problems and see detailed solutions.  Students can use this website to do math problems and receive immediate feedback by typing their problem on the webpage.  This also gives students an opportunity for drilling of a skill.  They can also go over problems that were not assigned in class for added practice with answers. 

References:

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

Another great online tutorial site is www.khanacademy.com.  It includes lessons on various subjects other that math!

Reflecting on My Learning

          I have always had a knack for learning new technology.  Through the course Understanding the Impact of Technology on Education, Work, and Society, I have broadened my skill base of technology.  I have explored blogs, wikis, and podcasts while learning about teaching 21-st century skills in my classroom.  I am confident that the skills learned in this course are ones that I can bring back to my classroom to increase student learning.

            Prior to this course, I felt very comfortable using and experimenting with technology.  I felt as if I knew how to use a lot of modern technology.  As I progressed through this course, I had to experiment with new technology I may not have otherwise used. I have never created a blog, wiki, or podcast before.  After seeing how simple they are to create, I am thinking how much fun my students could have creating these while learning. 

            I always like to think of the saying, “the best teacher is also a learner.”  I believe this is especially true.  I believe by learning about new technology to use in my classroom, I will be more prepared to teach it to my students.  I will be able to cover areas they may struggle in since I had just created them myself.  This course also reminded me how something can seem intimidating before actually trying it yourself.  This gave me some insight on how my students may be feeling in my classroom so I have to remember to ease them into new technology and ideas.

            I have learned that students gain more from a learner-centered classroom as opposed to a teacher-centered classroom. I would like my role in the classroom to be more of a facilitator than a lecturer in the front of the room.  Instead of using technology to model a lesson for my students, I would like my students to explore the technology themselves as I guide them.  I will be able to circulate the room and assist individual students better.  Students will remember more what they did personally instead of what they heard or saw me do. 

            I really do enjoy using and learning new technology.  I will continue to educate myself on using technology in the classroom to increase student achievement.  Just last month, I voluntarily attended a two-day workshop on integrating iPads into my classroom.  I plan to bring these skills to my classroom in the fall.  I also collaborate with my colleagues often about teaching strategies.  There a couple of teachers in my school who enjoy using technology to increase student achievement, so I plan to collaborate with them especially.  However, I feel the best way to see what works for me and my students is to experiment in my classroom.  Some strategies that work for other teachers may not work for me and vise versa.

My first goal is to have my students do more activities that require them to collaborate with one another.  This will also help with the transformation to student-centered learning.  Adding in supplemental activities requires extra time.  Next year, my school is moving from trimesters to semesters, which creates more days spent in each course.  This may help this dilemma.  In addition, if I plan an activity into the semester, I am more likely to fit it in instead of trying to add it at the last minute.  

My second goal is to create a classroom blog.  The blog can be used to make posts for my students reminding them of important deadlines and for students to post questions regarding homework.  I like that other students can respond for their classmates also.  All students can subscribe to the RSS feed so they will be notified when posts are made.  Parents will also be invited to follow my blog to stay up-to-date.  Incorporating this blog will take some advertising in my classroom.  I can see some students participating but not all students.  If I plan to do this, I should discuss it with parents at open house and parent-teacher conferences. 

            After completing this course, I plan to take my new skills back to my school to incorporate in my classroom and share with my colleagues.  Prior to completing this course, I have not made any major changes in my classroom and therefore have not changed any answers in the checklist from week 1.  I am confident that when I return to school in the fall, that I will have a chance to modify assignments and projects and create new ones to change some of my “rarely”s to “often”.

            In closing, I have changed my outlook on technology in the classroom through this course.  I now see more collaborative activities as being doable in my classroom.  If I can plan to incorporate these activities into my curriculum, I will find the time to do them and my students will greatly benefit from them.  Soon, I can have my own students creating blogs, wikis, and podcast while learning 21^st-century skills they need for the workforce they will soon enter.