Mrs. Fleming's Blog

Reflecting on my GAME Plan Achievement

noreply@blogger.com (Dina Fleming) — Sat, 15 Aug 2015 19:55:00 +0000

Participating in the course Integrating and Technology Across Content Areas at Walden University has immersed me the GAME plan framework as a structured means of planning for both my own new knowledge endeavors as well as those of my students. This course challenged me to begin my GAME plan with the ISTE standards in order to create specific and attainable goals for my learning and then created learning experiences that would seamlessly and successfully facilitate my movement through the remaining steps of the GAME plan.

Beginning my GAME plan with the standards was an indispensable first step that allowed for an extremely focused goal that I could break down into more specific and manageable subtopics. For my goals I decided on standard 1b “engage students in exploring real-world issues and solving authentic problems using digital tools and resources” and standard 1c “promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes” (ISTE, 2008). This course at Walden required that I develop a problem-based learning unit that indeed linked directly to the first standard I decided to take action on. I learned a variety of techniques for the development of project-based learning units that are tied to real-world problems such as the consideration of situational dilemmas, community issues, puzzling matters, and looking for improvements (Laureate Education Inc., 2009). Authentic problems are the catalyst for authentic student motivation and so it is important that my problem-based units begin with real-world problems. As I move forward in my instructional practice, I have learned through my experiences with the GAME plan to begin with my standards and then technology can be used to research real-world problems that would allow my students an opportunity to practice the standards in an authentic manner.

My second GAME plan goal was comprised of both reflective and collaborative opportunities smoothly integrated into Week 6 of this course. By designing a Social Networking lesson plan, I was forced to consider both the benefits and challenges of a collaborative approach to learning. The lesson plan that I designed focused primarily on the use of a collaborative tool (Blog) as a means of clarifying understanding and thinking while engaged in the discussion of literature. In the future, I plan to immerse myself and my students in the online networking sites, in order to engage them in the more authentic aspects of online learning where they will experience diversity outside of our classroom members. Throughout the course, the act of blogging facilitated all parts of the game plan from the setting of goals through the process of monitoring my progress. Similarly, in my lesson plan development, I was asked to consider how I would be monitoring/assessing my students progress. Assessment is not simply an act reserved for the end of a unit but should instead be an integral part of the process throughout. I have learned that collaborative technology tools such as Google Docs and Socrative.com can allow for more monitoring opportunities. Additionally, I came to understand the importance of ensuring that the activities a student engages in throughout a unit should match up to the method of evaluation at the end of the unit. For this reason, I feel it is extremely important whenever possible to include students in the development of the summative rubric as well as providing an opportunity for students to use the rubric for self or peer assessment.

Many adjustments to my instructional practice will take place as a result of my learning in this course. First and foremost, I plan to integrate more opportunities for Digital Storytelling into my practice. I have always been intrigued by Digital Storytelling but wasn’t quite sure how I could work it into my curriculum outside of the most traditional storytelling lessons. This course has challenged me to consider more ways that this technological tool could be widely used at several points in the learning process. Once again, by reflecting on my content standards first, I can then move towards using this technology tool to help students practice necessary skills. I can see allowing my students to practice the GAME plan protocol for learning using Digital Storytelling in their own unique way. For example, if the standard we are practicing is persuasive writing, I could challenge my students to select a controversial issue and then use digital storytelling to practice persuasive skills in their own unique way (advertisement, PSA, commercial, etc). The students could create the goal for learning and then I could walk them through the remainder of the GAME plan steps for the goals they have set using technology as a tool throughout.

The Walden University course Integrating Technology Across Content Areas has immersed me in the learning experiences that I should be offering my students more regularly. The world they will be charged with in the future demands that students know how to world on solving problems, networking, collaborating, and conveying messages using technology in the most efficient and effective manner possible. Therefore, it is my responsibility to provide students with the learning experiences that will allow them to practice the skills and knowledge they will need for tomorrow.

References:

Laureate Education, Inc. (Executive Producer). (2009). Integrating technology across the

content areas: Spotlight on technology: Problem-based learning, part 1.

Baltimore, MD: Author.

Standards for Teachers. (2008). Retrieved July 8, 2015, from

http://www.iste.org/standards/ISTE-standards/standards-for-teachers

Monitoring My Progress: GAME Plan

noreply@blogger.com (Dina Fleming) — Thu, 23 Jul 2015 00:40:00 +0000

Thus far I am making what I deem to be fairly good progress in meeting the goals I have establish in my GAME plan. First I set out to further my ability to strengthen ISTE standard 1b regarding the presentation of real-world issues and problem solving opportunities for my students. Next, I established a focus of action in regards to improving use of collaborative tools to aid students in clarifying understanding during the creative process.

In the initial stages of the action part of my GAME plan, I discovered what I believed to be the “holy grail” of resources for a unit that I was planning to teach about Heroes in connection with two works of literature. This web resources was a fully developed website titled MyHero.com equipped with everything I would need to guide my students through a problem-based learning experience. However, my action plan called for me to strengthen my overall practice of providing these real-world experiences throughout the school year at many optimal points in my curriculum. I ventured back into the world of online exploration and have been able to identify many viable websites that call for students to immerse themselves in the real-world connections tied to many of the novels we read in the 9^th grade English classes. Many of these online resources are WebQuests that already map out the context, task, performance steps, assessment, and resources to accomplish the real world tasks. It is a tremendous blessing to discover a problem-based unit that has been fully developed. However, the frequently missing component in these resources was the consideration of formative assessments that would help the teacher measure student understanding and facilitate further instruction before the final product is complete. This indispensible area of instruction would need to be fully considered if I were to use these resources.

My second goal for incorporating more collaborative tools to aid in the instructional process has been a somewhat more difficult road to tackle. While I understand that there are numerous software programs that now offer collaborative opportunities, some are more authentic to the task than others. For example, I have explored the website Turnitin.com for use in both a collaborative and reflective fashion. However, I feel this is an artificial and somewhat forced platform to ask students to collaborate. Its advantages are that the teacher can easily manage and facilitate the discussion ensuring originality and focus with the use of attached rubrics. Its disadvantage is the fact that the collaboration and reflection happens in a separate platform from the authentic task platform. Instead, the use of Google Docs or Apps has the ability to serve many purposes in the same space. Students can create, revise, share, offer feedback, and reflect using the same online tool and space. Additionally, teachers can use the add-ons “Goobric” and “Doctopus” to facilitate the use of rubrics with assignments they are requiring of their students. I also feel that the use of blogs should always remain authentic to the task that is presented to students as well. For example, if students are to participate in blog discussions, these discussions should whenever possible be authentic discussions of a topic related to the content in the real world as opposed to a blog created for the class specifically.

I have been utilizing a table that tracks the websites and technology resources I have discovered as well as their purpose in connection to my curriculum. I could create an additional column in this table that tackles the questions that I must consider when using this resource including the pros and cons.

Carrying Out My GAME Plan: Resources & Tools

noreply@blogger.com (Dina Fleming) — Thu, 16 Jul 2015 18:51:00 +0000

In my previous post, I discussed my initial GAME plan for strengthening my practice in the area of technology integration. I decided to focus specifically on the area of “engaging students in exploring real-world issues and solving authentic problems using digital tools and resources” and “promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative process” (ISTE, 2008). At this stage, it is important to consider the resources and information I will need to carry out my GAME plan.

I have already begun to research viable website that would support my efforts to bring more real-world, authentic applications to the Literature of my curriculum. One website that I believe would provide a direct link to a real world issue in connection with two of the texts we read is called MyHero.com. This website is devoted to raising awareness of the heroes that walk or have walked among us in an effort to inspire every day citizens to rise up to meet the challenges presented in today’s world. Both novels I read in the first marking period tackle this concept of what defines a hero and the challenges a hero faces on their journey. This website houses a variety of multi-media tools that will allow me to facilitate this unit. The website offers a plethora of sample webpages created by students that focus on a particular hero and their attributes. The website contains tutorials on how to create a webpage, articles devoted to various topics around the main focus of heroes, and benchmark lessons that will help students to think more deeply about their selections and enhance their writing.

Throughout the unit I am developing geared towards Heroes, I will need to provide opportunities for students to collaborate and reflect on their process. Students will need regular access to both a computer and the internet to conduct the research on their hero, consult the MyHero.com website, construct the content of their webpage. Collaboration can be made possible using Turnitin.com which students are already familiar with to aid in discussion among peers. Turnitin.com’s discussion board feature can be used as a forum for students to share their ideas, obstacles, and help each other to discover new ways to address the obstacles they are encountering. I can also use Turnitin.com as a formative assessment tool where students submit evidence of certain checkpoints or benchmarks in their work progress. This will allow me the opportunity to adjust instruction as needed depending on the outcome of the work submitted. Finally, Turnitin.com can be used for Reflection both during the process and at the end of the process in order enhance metacognitive thinking opportunities. Everything students submit through Turnitin.com can be initially developed using Google applications that allow for student choice in format including hyperlinks, images, tables, etc. Google has a direct relationship with Turnitin.com which makes it easy for students to upload to Turnitin.com directly from their Google Drive.

I am excited to explore this GAME plan authentically with my students in order to see who motivated they are to think about this real-world concept and tackle the technology learning opportunities I am setting before them.

References:

Standards for Teachers. (2008). Retrieved July 15, 2015, from

http: http://www.iste.org/standards/ISTE-standards/standards-for-teachers.

Strengthening My Practice with a GAME Plan

noreply@blogger.com (Dina Fleming) — Wed, 08 Jul 2015 18:32:00 +0000

It is important not just for students who are the future workforce of the world, but also for those who educate these students to be life long learners committed to strengthening their own abilities in order to be of service. There are several of the ISTE standards that I found myself gravitating towards, but the standard that I believe could have the most tremendous impact on my teaching practice immediately is the first. Facilitating and inspiring student learning and creativity should be second nature to most teachers, but as technology evolves teachers should be working to enhance their practice to meet the needs of student in a technology-rich environment.

The two indicators I have selected to focus directly on for my GAME plan is standard 1b “engage students in exploring real-world issues and solving authentic problems using digital tools and resources” and standard 1c “promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes” (ISTE, 2008). Since I have been teaching English Literature in a very traditional manner for the majority of my tenure, it is important that explore the ways in which topics and themes discussed in the literature can be contextualized to allow students to tackle real world problems and produce opportunities for reflection and collaboration using technology.

There are many actions and avenues to reaching the goals I have set for enhancing my technology instruction. In order to collect a variety of ideas for engaging my students in real-world problems connected to the literature we are reading, I can first conduct a search using the Internet to seek out both project-based learning ideas and WebQuests already developed in conjunction with the literature I am working with throughout the course of the school year. Once I have exhausted by search using web search tools, I can consult professional websites such as National Council of Teachers of English (NCTE) linked to my discipline to see if their archives reveal ideas for real-world connections. Finally, I could search teacher blogs or lesson plan websites such as Teachers Pay Teachers to explore ideas in connection to my goal.

In regards to my goal for promoting student reflection and collaboration tools, I plan to first explore the technology tools I am already familiar with and extend my understanding of these tools and their capacity for collaboration. For example, our school uses Turnitin.com for writing submissions, and I remember seeing a “Discussion” tab that appears to be a collaborative tool that I have never explored. I also remember Turnitin.com offering an option for teachers to create a reflection paper as a follow-up to previously submitted assignments but have never endeavored to fully understand this features potential. Next, I will to learn strategies for establishing a framework or protocol for reflection and collaboration including such things as routines, rubrics, policies, and protocols. With this need established, I will also search professional websites, the Internet, and commercial educator websites for tools and ideas for utilizing technology to establish these frameworks.

Monitoring my progress with reaching the two goals I have set for myself could be an arduous task because I will be encountering such vast amounts of information and potential tools. I will need to develop a system for tracking both the progress towards my goals and organizing both the information and the sources of the information. I could easily develop a table or spreadsheet that contains essential questions, headings, and subheadings that address each one of the goals and its components in relation to my content. Any time I find information or a new questions arises, I could import data or alter the table/spreadsheet to accommodate the new data. Additionally, I am notorious for finding excellent resources online but failing to record my sources so that I can return to the content I have found in an expeditious manner. I will use bookmarking tools available through my web browser to monitor my sources and mark them for further use and reference.

Evaluation of my learning is perhaps the most important task in the GAME plan because it allows for a clear understanding of the progress I have made and the areas in which I will need to continue development. The best tool for measuring my progress would be to return to the table/spreadsheet previously mentioned to notice any gaps. Additionally, I could dissect the standard and indicators I have chosen to really judge which aspects I have reached and which areas I could use further development. With standard 1c, I should really be sure that I have tackled all aspects instead of globally addressing the standard. For example, have I focused more on collaborative tools for conceptual understanding and not quite given enough focus to collaborative tools use for the creative process? Producing a written reflection will allow for me to thoroughly relay my thoughts regarding the evaluation of my learning and potential serve to help others who are attempting to strengthen their teaching practice in similar ways. Publishing my reflection on my blog will allow the knowledge and skills I have learned to be transferred and accessible to other educators.

References:

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards Based Approach (Laureate Education, Inc. ed.). Mason, Ohio: Cengage Learning.

Standards for Teachers. (2008). Retrieved July 8, 2015, from http://www.iste.org/standards/ISTE- standards/standards-for-teachers

Growing My Instructional Practice

noreply@blogger.com (Dina Fleming) — Sun, 18 Aug 2013 14:31:00 +0000

As a result of my learning in the Bridging Learning Theory, Instruction, and Technology course, I have come to understand the true merit that lies in each of the learning theories. An educator should take all of the theories into consideration when planning his/her lessons although one or two may become the dominant theory informing the educator’s practice. As stated in Week one of this course, my personal learning theory most closely resembles the Social Constructivist theory, and in light of the coursework I have completed, I now understand how to best use technology in order to support my personal learning theory.

    First and foremost, my personal learning theory is now more informed by my understanding of how students learn and are more likely to remember what they have learned as a result of all the learning theories presented in this course. The beginning week of this course, Dr. Patricia Wolfe (2011), reinforced the importance of understanding that learning is “the act of making connections and strengthening them” (Laureate Education Inc.). Providing students with an assortment of opportunities for knowledge acquisition that tap into the various learning styles will provide the best platform for students’ brains to form and sustain a network of connections to that knowledge which is more likely to enter into long-term memory. The Behaviorist approach, though not my chosen focus for a personal learning theory, still holds tremendous importance in classroom management. Reinforcing desirable behaviors in the classroom communicates a students’ positive progress and establishes norms that will serve to motivate students to reach set goals for both behavior and achievement. My knowledge of the Cognitive Learning theory provides me with an awareness of the limits of my students’ short term memory and the types of information that are most likely to be stored in the long-term memory. Understanding the limits of short term memory will allow me to be more conscious of scaffolding my lessons, and I will certainly strive to create as many opportunities for episodic memory as possible for my students since it is the powerhouse of long-term memory networking.

    Since my personal learning theory is rooted in the social constructivist learning theory, I am grateful to have had the opportunity to better understand these theories and now possess some technology tools that will support this theory in my classroom. Some immediate changes in my instructional practice will revolve around the importance of providing recognition and feedback to my students. By using sites such as Edmodo.com and ClassDojo.com, I can provide immediate recognition and feedback in a timely manner. ClassDojo will aid in the facilitating opportunities to reinforce positive behaviors and highlight stellar performance. Edmodo will help streamline an online classroom environment that allows for class discussion, peer feedback, surveying students, and tracking class assignments and due dates.

    One long term goal that I have is to use the power of VoiceThread in my classroom as a means of establishing a social learning culture in my classroom. One way in which I intend to use VoiceThread is to enhance my vocabulary instruction. I can post a series of pictures that represent one of the vocabulary words for the current unit on a VoiceThread and have students respond with his/her opinion as which vocabulary word is being represented in the picture. Using a VoiceThread to have students voice his/her opinions allows students the opportunity to listen to others ideas and then form and express his/her unique perspective. When students become familiar with how to navigate VoiceThreads, I could then challenge him/her to create a VoiceThread for a given set of vocabulary words or another area of study.

    A final long-term goal for my instructional practice is to convert my current approach to units of study within my curriculum into Problem-Based Inquiry. I can begin this process by exploring how the current units of study link to open-ended questions that address real-world challenges and problems. The units of study then become a springboard for thinking and deeply considering how literature reflects the challenges of our society. Students will then be tasked with addressing these problems in a collaborative, student-centered learning task. One way to approach these units would be through the construction of a Webquest that asks students to research and construct an artifact that tackles the problem presented. Other educational technology could be employed by students as a means of organizing information or as a tool for creating the artifact he/she will use to address the problem of the unit of study.

    The Bridging Learning Theory, Instruction, and Technology course has expanded my repertoire of instructional skills which will ultimately serve my students and teaching practice very well. I now possess an artillery of educational technology tools that will help me in providing my students with both engaging and relevant learning experiences. Additionally this course has given me a wonderful collection of technology tools that will aid me in better facilitating instructional strategies that are proven to increase student achievement. My instructional practice has been transformed as a result of this course.

References:

Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on

    learning, teaching, and technology. Retrieved <insert date>, from http://

    projects.coe.uga.edu/epltt/

Laureate Education, Inc. (Producer). (2011). Program one: Understanding the brain [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=

Cooperative Learning

noreply@blogger.com (Dina Fleming) — Thu, 01 Aug 2013 15:03:00 +0000

Humans are highly social beings. However, the application of socialization is not strictly for entertainment but serves much larger purposes. In fact, Social Constructivists proclaim that reality does not exist prior to social involvement (Orey, 2001). Cooperative learning strategies can help students to build personal meaning, or reality, by constructing knowledge and conversing with others.

    Social learning theories center around the importance of context and culture as vital components in building knowledge of the world at large (Laureate Education Inc., 2011). Cooperative learning brings together a diverse collection of personal knowledge in order to construct a newly fashioned culture of learners. When an educator designs cooperative learning activities in such a way that students feel a sense of obligation to the others in his/her group and a feeling of “positive interdependence” then a successful culture of learning can take place. Cooperative learning groups create varied ways to interact with a “more knowledgeable other” as Vgotsky claimed was crucial to learning (Laureate Education Inc., 2011).

    Cooperative learning activities can be easily constructed using educational technology. Multimedia presentations allow students with a variety of talents and knowledge to come together to both contribute their acquired knowledge and learn from the knowledge of others. A variety of roles and responsibilities can be crafted for constructing a multimedia presentation which calls upon a diverse collection of talent (Pitler, Hubbell, & Kuhn, 2012 p 75). Additionally, website creation is an excellent cooperative learning activity made possible with educational technology. Instead of simply gaining “inert knowledge” students can apply what they have learned in a unit by constructing a website with a specific audience and purpose in mind (Laureate Education Inc., 2011). Today’s technology makes building a website very intuitive and convenient using websites such as pbworks.com or ning.com (Pitler, Hubbell, & Kuhn, 2012 p 79). Teachers often struggle with providing students ample online access time within the confines of the school period. These sites allow students to contribute to the group from remote locations outside of the classroom.

Cooperative learning optimizes learning by allowing students to gain knowledge about content through the construction of artifacts and the knowledge his/her peers possess. Cooperative learning allows students to truly become part of a learning community for which he/she contributes the personal meanings his/her life has provided them.

References:

Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Social

    constructivism. Retrieved July 29, 2013: from http://projects.coe.uga.edu/epltt/

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that

    works

Voice Thread

noreply@blogger.com (Dina Fleming) — Thu, 01 Aug 2013 13:20:00 +0000

Here is the link to my Voice Thread. I hope everyone is able to access it!

http://walden.voicethread.com/share/4768615/

Constructionism in Action

noreply@blogger.com (Dina Fleming) — Thu, 25 Jul 2013 12:43:00 +0000

Constructivism confirms that the responsibility for knowledge acquisition lies in the hands of the learner; while constructionism empowers the learner to take the reigns in regards to building new knowledge. Constructionism affords students much of the decision-making in regards to his/her learning, and therefore, requires solid instructional strategies to facilitate this rewarding approach to effective learning. The principles of constructionism provide a foundation for successful implementation in the classroom that correlate precisely with the Generating and Testing Hypotheses strategy.

    One of the key principles Constructionism is that learners are engaged in authentic, real-world tasks (Glazer, 2001). When students are asked to participate in generating and testing of information, learning is optimized and is presented in a real-world format (Pitler, Hubbell, and Kuhn, 2012 p. 205) Higher level thinking can be initiated at the onset of the unit by asking students to access prior knowledge in order to better scaffold the new information he/she is about to endeavor learning. Graphic organizers are an appropriate tool to allow students to visualize how his/her previous knowledge connects to the information no being encountered. Not only are students engaging in an authentic, real-world task, but the strategy he/she is employing to learn is an authentic means of gaining knowledge. A thorough understanding of a concept is often brought about by a “cycle of inquiry,” and generating and testing hypotheses is the essence of this cycle (Pitler, Hubbell, and Kuhn, 2012 p. 214).

    The authenticity required by the Constructionist learning theory is easily achieved by using a variety of the educational technology tools connected to the Generating and Testing Hypotheses strategy. An educator should optimize the time spent in the classroom by utilizing educational technology is more focused ways. Spreadsheets offered in software programs such as Excel or Numbers are exceptional learning tools for projects that require data calculating and storage capabilities. However, students should be engaged in higher level thinking tasks when asked to use such technology. An educator can achieve this by pre-loading a template with authentic data relevant to a higher level thinking task. By eliminating the tedious work of data entry, the educator has left class time and brain power for the higher level task work. Additionally, instructional interactives provide many authentic, virtual simulations that students find engaging. Many of the instructional interactive software programs provide an abundance of authentic data that educators can use to engage students in higher level thinking activities Pitler, Hubbell, and Kuhn, 2012 p. 215).


References:

Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.

Learning for the Long-Term

noreply@blogger.com (Dina Fleming) — Thu, 18 Jul 2013 01:07:00 +0000

   Achieving long-term memory of new information is the ultimate goal for all learning, but it may be more easily said than done for learners not immersed in a experiential-rich learning environment. The Cognitive Learning Theory details the Information Processing Model where new information must first be registered through the senses before entering into the short term memory, and only through rehearsal does this new information have the potential for staying power in the long-term memory (Laureate Inc, 2011b). It is important to consider the requirements and limitations at each of these important stages of information processing in order to design lessons that utilize instructional strategies appropriate for the full potential of learning to take place.

    In the first phase of information processing, the sensory registers require a multi-sensory approach to presenting new information for processing ignition. A multi-sensory approach can be achieved by considering a variety instructional technology tools. Advance organizers are an excellent tool for presenting information to students in a format that captures students’ attention. Using software programs such as Inspiration allows an advance organizer to virtually “come alive” in a sensory capacity. Inspiration allows teachers or students to provide a very visual concept map that also has the potential to include audio feeds as well as hyperlinks to other sensory-rich web environments. In addition to concept-mapping software technologies, virtual field trips provide student with a multi-sensory encounter of new information. Although students are not physically relocating to encounter new information, a kinesthetic connection can be made through the use of smart boards where students can click on and direct the virtual tour.

    Short term memory can only process 7+/- 2 pieces of new information at any one time, and so it is important for educators to organize the new information in manageable ways to maximize learning potential (Laureate Inc, 2011b). Once again, the use of advance organizers is essential in this stage of information processing in order for students to be presented with only the most important information in a logical, organized fashion drawing connections to related information. A teacher might consider providing an organizer that contains blank information boxes to be filled out when the student encounters this new information while other boxes are completed in advance by the teacher. The boxes that are completed may represent prior knowledge and the blank boxes anticipate new knowledge to be acquired. Similarly, data collection and analysis tools such as Excel spreadsheets are software programs that easily allow teachers to isolate the new, meaningful information students should be encountering while providing the extraneous data.

    Finally, the requirements for achieving long-term memory can be accessed through a diverse collection of instructional technologies. The primary avenue for new information to enter into long-term memory is by elaboration (Laureate Education Inc., 2011a). Encountering this new information in a variety of ways allows for numerous connections or networks to be established a pathway to accessing this information in the long-term memory. Virtual field trips create rich experiences linked to episodic memories. These field trips allow students the opportunity to use higher-level, critical thinking skills such as comparison when re-encountering new information. Additionally, the use of instructional media such as blogs or wikis create experience-rich learning environments where students are asked to demonstrate their understanding of concepts by taking part in online discussions using a variety of media resources. Wikis are wonderful platforms for students to demonstrate their ability to synthesize information he/she has learned through summary and note-taking. Wikis allow students to display his/her ability to capture main ideas and supporting details in the new information they have learned. Social bookmarking also holds the potential for creating and connecting pathways to information that may be stored for later entry into long-term memory.

    The instructional strategies of cues, questions, advance organizers, summarizing and note-taking will aid me in teaching for understanding. Each of these powerful strategies has the potential to support one of the three stages of information processing.    Technology should be used purposefully to support a particular goal in learning. Understanding the role that a select instructional technology can play in supporting the processing of information is critical.

References:

Laureate Education, Inc. (Producer). (2011a). Program six: Spotlight on technology: Virtual field trips [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). 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

Desirable Behaviors Reinforced Through Technology

noreply@blogger.com (Dina Fleming) — Thu, 11 Jul 2013 23:19:00 +0000

The Behaviorist Learning Theory has gotten a bad reputation through the years, but still shapes the very instructional strategies educators use almost every day in the classroom. It is important to understand that "Operant-Conditioning" is not grounded simply in consequences and punishments, but instead primarily focuses on the reinforcement of positive behaviors.

The first instructional strategy I explored this week in the course text, Reinforcing Effort and Providing Recognition, relates most directly to the Behaviorist learning theory. Perhaps the most enlightening point was the importance of reinforcing students' beliefs about the relationship between effort and achievement (Pittler, Hubbell, and Kuhn, 2013 p 57). I know that I, personally, lose sight of the fact that this is not an inherent concept for most students by the time they enter my classroom in ninth grade. Perhaps this important concept deserves its own unit or course, but I know extra time is not a luxury most educators can afford. This is where I see the correlation between educational technology and learning theory. A simple survey or poll conducted using a platform such as surveymonkey.com or an easily developed spreadsheet given at poignant points throughout the year can gauge students' understanding of how their effort is directly relating to their success. Recognition no longer needs to be confined to the walls of the classroom on bulletin boards, but perhaps more authentically could be displayed on a class, district, or community website where students feel the true nature of their positive efforts.

There are a plethora of websites aimed at aiding teachers in offering positive recognition and reinforcing the importance of homework and practice. One such resource that I have found to be extremely useful in coordinating these important instructional strategies is Edmodo.com. Edmodo allows teachers to create a kind of virtual classroom combining many of the Web 2.0 tools into one local virtual environment. Teachers can award online badges recognizing the efforts of students in this online classroom. Additionally, teachers can post homework, upcoming events, and long-term projects to a calendar for students to track their homework and practice expectations. Real-time surveys and polls can be created through Edmodo for instant data collection. Finally, Edmodo allows students to communicate with the teacher as well as other students in a blog-like fashion. I feel this educational technology holds the most possibilities for utilizing the instructional strategies studied in this week's learning resources as well as tapping into many of the principles behind the Behaviorist Learning theory.

References:

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

What I Now Know As A Result

noreply@blogger.com (Dina Fleming) — Sun, 16 Dec 2012 17:19:00 +0000

     This course has helped me to develop technology skills as a professional teacher in a multitude of ways. One of the most effective activities of this course was to allow me to walk a mile in my students' shoes in terms of learning new technologies and collaborating with others through technology. It is no small feat to coordinate efforts with others remotely and navigate new technologies in order to use them effectively for an assigned purpose. I can now empathize with my students and have learned that the most effective way to teach my students new technology is to immerse myself in it. If I engage in these activities along side my students, I will be better able to pinpoint where they will need me most in terms of instruction. Additionally, this course afforded me the opportunity to work not only with new technologies (Podcasts) that I never delved into before but also allowed me to see how I may have not been using other technologies (Blogs, Wikis, etc.) to their fullest and most effective potential. My approach to the proper use of technology has been transformed as a result of this course.

   My knowledge of the teaching and learning process in today's digital age has deepened significantly. 21st century learners are going to require more authentic learning experiences than simply sitting back in desks passively acquiring information. Teachers today should be crafting lessons that allow students to truly own their learning and expose them to the true nature of tomorrow's work world: collaborative critical thinking and creation. A teacher's role, therefore, is to open up the classroom walls in order to include a real, live audience apart from the teacher and to allow students to practice these vital 21st century skills. Since students are constantly exposed to quick-moving messages and information, students should be immersed in the act of reflection in order to critically analyze the information the have come to know and understand. Finally, students will conduct themselves ethically and morally when using technology if this skill has been and continues to be a focal point of instructional practice.

   A teacher-centered approach to instruction is no longer an option in my classroom as a result of this course. My primary goal will now be to challenge students to take ownership of their learning experiences. Mini-lessons will be my goal for each lesson with the majority of the classroom time being devoted to students engaged in an activity that challenges them to use 21st century skills. Each lesson that involves the use of technology should be focused on answering an essential question that is unanswerable from a direct search of the internet. My classroom can remain learner-centered by providing collaborative lessons that also allow the learner to have a wider audience than just the teacher. The learners in my classroom should also be the audience for other learners. Students must understand that in the future their work will be judged my a wide audience of their peers. In a learner-centered classroom, the teacher is not passively sitting by and allowing mayhem to ensue, but wears many hats including: facilitator, connector, modeler, and a guide to interpreting.

   The two long-term goals that I have created involve better use of digital technologies. First, I would like to provide more opportunities for research and creation using technology in my classroom. Since only one computer exists and the computer lab is often booked months in advance, my class could truly benefit from the use of cell phones. However, I must create a plausible cell phone use policy in my classroom and develop systems for proper use during lessons. The use of cell phones as a gateway to digital learning will allow my classroom to exist in real-time; students will be capable of finding an answer to their question as soon as it springs up or respond to one another in real-time by posting or commenting on their blogs. I must, of course, continue to educate myself on ways to infuse technology effectively and can do so by consulting the many professional websites dedicated to such endeavors. My second goal is to continue to craft lessons that allow students to display their mastery of knowledge in different ways by creating digital content. In the past, I have often felt as an English teacher that I had no choice but to assign essays in order to assess learning. I know realize that essay-writing is not an authentic experience that will be a 21st century reality. I now realize digital writing is a very different, yet valid form of writing that requires me to teach a different set of skills.

I will continue to consult the various blogs that now exist in my RSS feed to help me in my quest as well as the professional websites I have been introduced to such as Partnership for 21st Century Skills. I certainly find myself better equipped to incorporate technology in my classroom and know that my students will benefit greatly from the knowledge I have gained in this course.

Technology Profile Podcast

noreply@blogger.com (Dina Fleming) — Mon, 03 Dec 2012 02:51:00 +0000

Here is the link to the podcast I created. Wow! Was this a challenging task! Audio-editing is no walk in the park. I have a new found respect for podcasting.

http://podcastmachine.com/podcasts/14471/episodes/76693

A True Partnership

noreply@blogger.com (Dina Fleming) — Sun, 25 Nov 2012 21:09:00 +0000

Perusing the Partnership for 21st Century Skills website was not a simple act. New information was plentiful and true partnership abounds! So often, teachers feel the pressure to apply the latest, greatest trends in learning without sufficient support or professional development. The P21 website provides every educational stakeholder with the information and support they need to meet the needs of the 21st century.

P21's mission statement, "To serve as a catalyst to position 21st century readiness at the center of US K12 education by building collaborative partnerships among education, business, community and government leaders" is clearly enacted in many facets of the website. Some of the collaborative partnerships that are demonstrated include professional development opportunities and resources for educators and offered by various prominent business such as Apple and Microsoft. Extensive explanations of the invested efforts of various states who have joined P21 allows visitors to understand the progress that each states has made since signing on. Extensive information is also provided to parents so that they may understand how vital 21st century skills are to the success of their children. All stakeholders are called upon to endorse and participate in the continued development of 21st century skill implementation.

The Framework for 21st Century Learning offered by P21 was insightful and sound in its structure. The framework was constructed of 6 key elements for effective 21st century skill learning shaped as an arch and appropriately reinforced by various support systems that are necessary to successful learning. True to their word, P21 website offers the partnership that is needed for success by providing the resources and professional development for each element of its framework and each support system. Route 21 is an area of the P21 website devoted to providing these resources. Route 21 can be searched according to skill, knowledge, or type of support system and educator is interested in researching. The true partnership is evident here when an educator finds webinars or tutorials constructed and offered by various businesses that are devoted to helping an educator find creative ways to use 21st century skills and technology in the classroom.

I particularly enjoyed reading the posts on the P21 Blog where various prominent educators answer driving questions regarding issues on implementation of 21st century skills. Many of the posts evident on the blog really capture the reflective nature of learning even in a 21st century landscape. No one approach to these skills is absolute and many of the posts include information from those who have been implementing the P21 framework and offer their reflections and areas of troubleshooting. There are many high interest topics that are the focus of the driving questions such as, "Does Project Based Learning Teach Critical Thinking?" or "What if 21st century teachers could self-direct and personalize their own professional development?" These driving questions represent many of the doubts or obstacles that educators, policy makers, or parents might face while immersing themselves in the 21st century skills approach.

My only criticism of the P21 website is how vast it is. I certainly did not feel that I had fully grasped the breadth of information available on the site. I am also slightly confused about how to access some of the information mentioned on the site such as the maps. Is it necessary to become a member in order to gain access to other resources offered by the site? I will certainly frequent the P21 site when implementing 21st century skills in order to further my understanding of how to structure my lessons, troubleshoot areas of concern, and gain the support I need to continue my mission of offering a 21st century skill-based education to my students.

Blogging Aspirations

noreply@blogger.com (Dina Fleming) — Sun, 11 Nov 2012 21:35:00 +0000

I am now in the full thrust of my 10th year of teaching English in central New Jersey. Six years were spent at the middle school level and the remainder at the high school. I primarily teach 9th grade English (both College Prep and Honors), which at our school is a genre study, but I also teach what we call English Lab, a class that targets at-risk students to aid in preparing them to pass the high school proficiency test in 11th grade.

The potential applications of blogging in my 9th grade English classroom appear endless! I envision maintaining a classroom blog (teacher blog) in addition to requiring my students to create and manage their own blog.

The classroom blog could serve many purposes including an archive for classroom assignments, a platform to demonstrate exemplary student work, a data collection tool to survey students on various topics, a place for students to comment on the learning that took place in the class that day (exit ticket), as well as a way to provide links to relevant information for further study.

The students' blogs could be utilized in many ways as well. Student written assignments could be displayed on their blog. Additionally, students could conduct research and house the links to their findings on their blogs. I also believe the students' blogs are a wonderful place to ask them to reflect on that day's learning or any topic they feel connects to the class. Finally, students' opinions regarding in-class readings or opinions based on readings they have conducted in connection to the class would be welcomed on their blog. I would encourage my students to find a way to productively use all of the features a blog has to offer in order to enrich their blogging experience.