Through my exposure with various technology tools, I have certainly experienced some reflective moments. According to my GAME plan, I selected to strengthen in the area of designing and developing digital-age learning experiences and assessments. I consider this a work in progress still. I have established a classroom blog with my students. They have each individually explored it and have also made a post on their individual blogs. Just in the short time I have exposed my students to blogging, I have seen them so engaged in the process. For one thing, it has confirmed the importance of offering students technology driven opportunities. It has also proven that second graders can do more than others may think! After seeing the excitement and drive displayed by my students, I personally feel motivated to take on additional technology integration with my students.
Additionally, I decided to improve in the area of engaging in professional growth and leadership. I have decided that I will feel more secure sharing my lessons once I have adequately immersed my students in the opportunities. At that point, I know I will be able to speak confidently about the experiences. When recently speaking with some second grade colleagues about my technology lessons, I sensed a lack of interest on their end. Therefore, I feel I need to continue to expose my students to technology related opportunities to truly discover what they can and can’t do before passing on ideas to others. I want to be able to address any/all logistical concerns by being able to speak from experience.
As for using the GAME plan process with my students, I think it is important for them to recognize personal goals or plans they have too. Considering it is still early in the year, I would like to see them each pick a goal related to reading, writing, spelling, or math. I could then guide them through the process of setting up their GAME plan. Possibly, a parent could help them type their plan into their blog, so they could refer to it at anytime, similar to how I did in this course.
The biggest adjustment I need to make to my technology integration with my students pertains to classroom management. It has certainly been a challenge integrating technology with second graders. I also recognize that it is early in the year and each opportunity will allow for them to improve. I have even reassured them that it will get easier to keep them motivated. I also recognize the importance of scheduling my lessons when my high school helper or computer teacher is available. Currently, I have 24 students and I strive to account for every little step in the lesson, but sometimes computer malfunctions or unexpected misunderstandings pop up! For now, I would like to focus on online collaboration to help my students build a better understanding for it. I am hopeful to expose them to more opportunities, but I feel it is truly important for them to become familiar with the uses for a blog and simply how to navigate one until moving on.
Sunday, October 23, 2011
Wednesday, September 28, 2011
Monitoring My GAME Plan
I have actually gotten quite excited to start my class blog with my students. I have created a blog that will solely be used for my class news created by my students. I have decided that there will be various committees for the blog. I envision there being different sections of the blog similar to a newspaper. I plan on having a book review committee, a class content committee, and a school news committee. I have been exposing my students to some typing experiences and I have discovered that typing the posts will be a time management issue. Therefore, I will have each committee write a draft and set a deadline each week, so I will have enough time to transfer the posts into a class blog. If need be, I may also seek the support of my high school helper and/or parent assistant to assist with the typing.
I know my students are eager to start! Once my blog is created and underway, I plan on showing it to my colleagues. Lately, we have been talking about how to incorporate more enriching writing opportunities with our students. I truly hope this is a successful project, as I would like to use it to carry out the other part of my GAME plan. Additionally, I'm going to link it to my teacher website for classroom families to enjoy. I'm hoping it goes as well as I am envisioning!
I know my students are eager to start! Once my blog is created and underway, I plan on showing it to my colleagues. Lately, we have been talking about how to incorporate more enriching writing opportunities with our students. I truly hope this is a successful project, as I would like to use it to carry out the other part of my GAME plan. Additionally, I'm going to link it to my teacher website for classroom families to enjoy. I'm hoping it goes as well as I am envisioning!
Wednesday, September 21, 2011
Carrying Out My GAME Plan
As I consider how to carry out my plan, I realize I need to explore examples of kid-friendly blogs. I have given some thought regarding the format of the blog and I am deciding to set it up with a small group of students who thrive on enriching opportunities. I would like to find examples of age-appropriate news articles, book reviews, and other similar type literature that may be beneficial to use as a model. I may also need to reach out to colleagues who have experience with using blogs in the classroom to get me started. My vision for the blog is to have it be a source for classroom news from the perspective of students.
As for my other plan related to professional growth and leadership, I will need to refer to my personal resources, which I have accumulated from my graduate classes. I will need to ensure that the materials I am sharing can be used to coincide with the curriculum, so I will need to revisit the standards and objectives we are required to teach. Additionally, I will need to build a presentation using files that can be presented via a SmartBoard.
Currently, I have selected the students whom I feel with be able to carry out the plan. I based my decision on their writing skills, reading levels, and ability to work independently. I feel I will be able to manage this more easily and then build upon as the year continues. Also, I have been noting recommendations from my peers in my graduate classes to bring back to my colleagues at work. With each course I complete, I feel I have gained a new tool to add to my repertoire. Nevertheless, I know my GAME plan is a work in progress and I will strive to do my best to carry it out!
As for my other plan related to professional growth and leadership, I will need to refer to my personal resources, which I have accumulated from my graduate classes. I will need to ensure that the materials I am sharing can be used to coincide with the curriculum, so I will need to revisit the standards and objectives we are required to teach. Additionally, I will need to build a presentation using files that can be presented via a SmartBoard.
Currently, I have selected the students whom I feel with be able to carry out the plan. I based my decision on their writing skills, reading levels, and ability to work independently. I feel I will be able to manage this more easily and then build upon as the year continues. Also, I have been noting recommendations from my peers in my graduate classes to bring back to my colleagues at work. With each course I complete, I feel I have gained a new tool to add to my repertoire. Nevertheless, I know my GAME plan is a work in progress and I will strive to do my best to carry it out!
Thursday, September 15, 2011
GAME PLAN
As I return to a new school year, I am striving to apply more technology driven lessons than the past. I feel I have acquired more skills and have gained a little more confidence with doing so. It also seems I have become one of the “tech” resources in my building, so I feel I need to somewhat live up to that name.
I would like to strengthen in the area of designing and developing digital-age learning experiences and assessments. When considering my GAME plan, I would like to provide my class with opportunities such as using a classroom blog to communicate thoughts and messages about school topics and/or events. My students are quite young, so parent support would be essential. I would like to post a weekly discussion where students can post thoughts with their families. Essentially, it may be a family assignment rather than student assignment. I will need to monitor the progress of the blog by seeing the responses I get and also the feedback I get from the students in class discussions. I will evaluate my plan by monitoring the outcome of the blog. Are families responding? Is it interactive? Do students enjoy it? I will make adjustments as needed to meet the most success with the blog.
Additionally, I would like to improve in the area of engaging in professional growth and leadership. I usually attend technology related classes offered in my district. With each class I complete, I gain additional resources to use. I think it would be appropriate to model or demonstrate some lessons to colleagues using the knowledge I have acquired. In order to do so, I would need to reach out to my building principal to speak at a staff meeting or simply have time during a grade level meeting. At the end of last year, my principal did ask me to consider sharing technology lessons with the staff. Thus, I began this year with this goal in mind. I suppose I would monitor this plan by listening to the staff in regards to what they most need support in and plan accordingly. I would also ask them which areas they are most interested in learning about. I will evaluate my learning by asking others what they gained from my lessons and demonstrations.
I welcome any feedback and/or advice!
I would like to strengthen in the area of designing and developing digital-age learning experiences and assessments. When considering my GAME plan, I would like to provide my class with opportunities such as using a classroom blog to communicate thoughts and messages about school topics and/or events. My students are quite young, so parent support would be essential. I would like to post a weekly discussion where students can post thoughts with their families. Essentially, it may be a family assignment rather than student assignment. I will need to monitor the progress of the blog by seeing the responses I get and also the feedback I get from the students in class discussions. I will evaluate my plan by monitoring the outcome of the blog. Are families responding? Is it interactive? Do students enjoy it? I will make adjustments as needed to meet the most success with the blog.
Additionally, I would like to improve in the area of engaging in professional growth and leadership. I usually attend technology related classes offered in my district. With each class I complete, I gain additional resources to use. I think it would be appropriate to model or demonstrate some lessons to colleagues using the knowledge I have acquired. In order to do so, I would need to reach out to my building principal to speak at a staff meeting or simply have time during a grade level meeting. At the end of last year, my principal did ask me to consider sharing technology lessons with the staff. Thus, I began this year with this goal in mind. I suppose I would monitor this plan by listening to the staff in regards to what they most need support in and plan accordingly. I would also ask them which areas they are most interested in learning about. I will evaluate my learning by asking others what they gained from my lessons and demonstrations.
I welcome any feedback and/or advice!
Monday, June 20, 2011
Reflection
As I reflect on my experiences and discoveries from this course, I certainly feel I have gained a new and clearer understanding for technology integration. When I revisited my “Personal Theory of Learning,” I quickly noticed my reference to students learning best when they have something to “hook” on to. Now that I have gained an understanding for nonlinguistic representations, I feel I can validate this argument better. I would also strengthen my theory by discussing the elements of the constructionist learning theory. A particular modification I would make is to mention the importance of students creating artifacts and being actively engaged in the learning. I feel this was a reoccurring message with each online video I viewed in this course. Students need to be involved in the learning and the instruction should be student-centered. Without a doubt, I think this idea plays a significant role in student learning.
One immediate change I would make regarding technology integration is the amount of exposure I give my students. With each opportunity I provided them using a technology tool, they were engaged and motivated to learn. I absolutely want to expose my students to concept maps/webbing early on next year. I love the endless ways you can integrate this tool into your instruction. I also like how it’s an alternate method to summarizing, note taking, and organizing information. It also coincides with my belief in nonlinguistic representations. Students will have a mental image to help them recall information.
Another tool I would like to use is Voice Thread. I imagine my students will need to set up individual accounts, but I am really excited about the dialogue and discussions this tool can provide. Not to mention, it is very user friendly. I would also like to use Voice Thread as a homework tool, but I will have to survey my class before doing so. If possible, I can also see myself using it as a way to connect with parents. Thus, with a classroom of digital natives, it seems practical to integrate technology sooner than later next year!
Without a doubt, my repertoire of instructional skills has expanded. Like I have said in earlier discussions, I wish I had known about several of these tools earlier in the school year. Until recently, I feel I was only familiar with the basics. I also appreciate knowing additional tools my students can use. Looking forward, I would like to set a long-term goal to enhance my communication with parents via technology. I have always wanted to incorporate a classroom newsletter, but I have been unsure how I wanted to do it exactly. I may start small and begin by creating a classroom blog to share my updates. However, I would like to eventually upload podcasts or Voice Threads to my site as well. I envision this being up and running prior to my “Back to School Night.” One additional long-term goal I would like to try is have students from other classrooms collaborate using a tool such as Voice Thread. I have a few colleagues who teach older grades which I could see working with me on this project. I envision it being a way for students to provide feedback to other students. It could be an ongoing communication throughout the year.
Overall, I have thoroughly enjoyed this course. I will take away several tools and strategies to use with my students for the upcoming school year!
One immediate change I would make regarding technology integration is the amount of exposure I give my students. With each opportunity I provided them using a technology tool, they were engaged and motivated to learn. I absolutely want to expose my students to concept maps/webbing early on next year. I love the endless ways you can integrate this tool into your instruction. I also like how it’s an alternate method to summarizing, note taking, and organizing information. It also coincides with my belief in nonlinguistic representations. Students will have a mental image to help them recall information.
Another tool I would like to use is Voice Thread. I imagine my students will need to set up individual accounts, but I am really excited about the dialogue and discussions this tool can provide. Not to mention, it is very user friendly. I would also like to use Voice Thread as a homework tool, but I will have to survey my class before doing so. If possible, I can also see myself using it as a way to connect with parents. Thus, with a classroom of digital natives, it seems practical to integrate technology sooner than later next year!
Without a doubt, my repertoire of instructional skills has expanded. Like I have said in earlier discussions, I wish I had known about several of these tools earlier in the school year. Until recently, I feel I was only familiar with the basics. I also appreciate knowing additional tools my students can use. Looking forward, I would like to set a long-term goal to enhance my communication with parents via technology. I have always wanted to incorporate a classroom newsletter, but I have been unsure how I wanted to do it exactly. I may start small and begin by creating a classroom blog to share my updates. However, I would like to eventually upload podcasts or Voice Threads to my site as well. I envision this being up and running prior to my “Back to School Night.” One additional long-term goal I would like to try is have students from other classrooms collaborate using a tool such as Voice Thread. I have a few colleagues who teach older grades which I could see working with me on this project. I envision it being a way for students to provide feedback to other students. It could be an ongoing communication throughout the year.
Overall, I have thoroughly enjoyed this course. I will take away several tools and strategies to use with my students for the upcoming school year!
Wednesday, June 1, 2011
Social Learning Theories and Voice Thread
Social learning theories significantly correlate with cooperative learning. Essentially, students work cooperatively to learn a new skill or concept. Social learning theories support the idea that students can be resources for one another. When working together, students can educate other students by playing the role as the team expert. This also supports the idea that students learn by doing and teaching others.
When considering technology integration that supports social learning theories, there are a variety of options that foster communication with students. For example, multi-media created by students demands several roles and responsibilities. Second graders would certainly need the support and guidance of an adult to incorporate a multi-media project, such as a movie. Ironically, I make a movie for my Back to School Night presentation every year. Truly, it is a whole class collaborative task. Each child has a special part in the movie. However, I would like to try making a movie next year that displays the students in a collaborative situation and clearly demonstrates a product, which they have generated themselves, rather than independently. I can only imagine the socialization and discussion that will take place between groups when they are told to plan a presentation for Back to School Night.
Another example of technology that correlates with social learning theories is Keypals. I am always looking for kid friendly websites for my students. When I browsed www.epals.com, I discovered a resource that I wish I knew about earlier this year. We teach a lengthy unit on culture and diversity. This site provided an incredible tool for students to communicate across the world. I love that students were posting messages to one another about their favorite holidays. Meanwhile, kids were teaching kids about holidays around the world. All the while, this tool was fostering discussions and collaboration. How neat!
A final example of technology integration is the use of WebQuests. This year and past years, I have been able to observe collaborative learning through the use of WebQuests. Since my students are younger, I have always grouped them together in order to complete the tasks specified on the WebQuest. I know there are a lot of WebQuests out there, but you really need to find ones that are interesting and pose an exciting problem or task. WebQuests hold students accountable and allow for student independence. Therefore, students can feed off one another to ensure their work gets completed correctly.
There are several tools and strategies available that support social learning theories. Integrating technology enhances the experience for learners. Essentially, students should be able to apply their learning and there are several tools using technology that will aid in this learning outcome.
For an additional communication tool, please visit my Voice Thread I created: http://voicethread.com/share/2085780/
Resource:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
When considering technology integration that supports social learning theories, there are a variety of options that foster communication with students. For example, multi-media created by students demands several roles and responsibilities. Second graders would certainly need the support and guidance of an adult to incorporate a multi-media project, such as a movie. Ironically, I make a movie for my Back to School Night presentation every year. Truly, it is a whole class collaborative task. Each child has a special part in the movie. However, I would like to try making a movie next year that displays the students in a collaborative situation and clearly demonstrates a product, which they have generated themselves, rather than independently. I can only imagine the socialization and discussion that will take place between groups when they are told to plan a presentation for Back to School Night.
Another example of technology that correlates with social learning theories is Keypals. I am always looking for kid friendly websites for my students. When I browsed www.epals.com, I discovered a resource that I wish I knew about earlier this year. We teach a lengthy unit on culture and diversity. This site provided an incredible tool for students to communicate across the world. I love that students were posting messages to one another about their favorite holidays. Meanwhile, kids were teaching kids about holidays around the world. All the while, this tool was fostering discussions and collaboration. How neat!
A final example of technology integration is the use of WebQuests. This year and past years, I have been able to observe collaborative learning through the use of WebQuests. Since my students are younger, I have always grouped them together in order to complete the tasks specified on the WebQuest. I know there are a lot of WebQuests out there, but you really need to find ones that are interesting and pose an exciting problem or task. WebQuests hold students accountable and allow for student independence. Therefore, students can feed off one another to ensure their work gets completed correctly.
There are several tools and strategies available that support social learning theories. Integrating technology enhances the experience for learners. Essentially, students should be able to apply their learning and there are several tools using technology that will aid in this learning outcome.
For an additional communication tool, please visit my Voice Thread I created: http://voicethread.com/share/2085780/
Resource:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Wednesday, May 25, 2011
Constructionist/Constructivist Learning Theories
In Dr. Orey’s online book, “Emerging Perspectives on Learning, Teaching, and Technology,” he describes constructivist/constructionist learning theories as knowledge that is not simply transmitted from teacher to student, but actively constructed in the mind of the learner (Orey, 2001). Constructionism emphasizes the importance of learners being engaged in building some type of artifact to share with peers. For a classroom to support constructionism, the teacher needs to foster a learner-oriented learning environment. In other words, the teacher needs to provide opportunities for learners to be active participants in the learning process.
One of the strategies discussed this week was using spreadsheet software to support learning. An example was given regarding second graders exploring their weights on different planets. In the lesson, the teacher wanted to focus on the differences of the gravitational pull on planets rather than the calculation of the weights. By using Excel, the students were able to enter their own information into a spreadsheet, which was set up to calculate their individual weights on the planets. This engaged the students by providing a genuine lesson that encouraged student inquiry. Additionally, the students were able to construct a bar graph that aided in comparing data. Not to mention, they were comparing data that was of personal interest to them.
Another resource referenced this week was Kidspiration and Inspiration. Kidspiration is a kid-friendly program that is appropriate for primary grades. It offers organizers to help students organize their thinking. This program lends itself to creativity and student independence. Additionally, it supports the concept of “learning by design.” With set expectations, students can use this program to organize or explain their understanding of a concept while taking ownership to their work. Thus, the teacher acts as a facilitator to foster student inquiry, while students display their understanding via a graphic organizer. Kidspiration also correlates to constructionism because students construct or build something to present to their peers. I envision young students working together with this tool. Therefore, it would also foster learner collaboration and discussion.
Overall, students in classrooms driven by constructionist/constructivist learning theories should play a part in creating ideas in classroom lessons. Technology provides several tools for students to represent their understanding and learning. Additionally, when supporting constructionist/constructivist learning theories, it is essential for students to investigate, create, and solve problems to maximize learning.
Resource:
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
One of the strategies discussed this week was using spreadsheet software to support learning. An example was given regarding second graders exploring their weights on different planets. In the lesson, the teacher wanted to focus on the differences of the gravitational pull on planets rather than the calculation of the weights. By using Excel, the students were able to enter their own information into a spreadsheet, which was set up to calculate their individual weights on the planets. This engaged the students by providing a genuine lesson that encouraged student inquiry. Additionally, the students were able to construct a bar graph that aided in comparing data. Not to mention, they were comparing data that was of personal interest to them.
Another resource referenced this week was Kidspiration and Inspiration. Kidspiration is a kid-friendly program that is appropriate for primary grades. It offers organizers to help students organize their thinking. This program lends itself to creativity and student independence. Additionally, it supports the concept of “learning by design.” With set expectations, students can use this program to organize or explain their understanding of a concept while taking ownership to their work. Thus, the teacher acts as a facilitator to foster student inquiry, while students display their understanding via a graphic organizer. Kidspiration also correlates to constructionism because students construct or build something to present to their peers. I envision young students working together with this tool. Therefore, it would also foster learner collaboration and discussion.
Overall, students in classrooms driven by constructionist/constructivist learning theories should play a part in creating ideas in classroom lessons. Technology provides several tools for students to represent their understanding and learning. Additionally, when supporting constructionist/constructivist learning theories, it is essential for students to investigate, create, and solve problems to maximize learning.
Resource:
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Subscribe to:
Posts (Atom)