Week 8 Reflection - Using Video Games

Oh how I miss my first Atari...

I was in middle school in the early 80's when my family finally scraped enough money together to purchase a video game system. I remember my father telling my mother that I would be able to use it for school - to help me learn. I also remember he said the same thing about my Commodore 64 computer, With it's huge storage capacity of 64 K of memory, I could type and save my papers for school. Only problem was - there were no printers - so typing and printing was out of the question. I remember spening most of my time playing games. As I look back, the only video game I played that had any educational content was the original Oregon Trail. I played that for hours, until I was either at the coast, or dying from diptheria somewhere along the way.

Preparing students for the future begins in the classroom. Very few jobs these days require employees to sit in a room and listen to their boss lecture about productivity for 7 hours. Students will probably not have jobs that will require them to work 8 hours per day, then go home and work an additional 2 to 3 hours before going to bed. Students will have jobs in the future that will require them to work in multiple technology and communicative formats. Future jobs will require employees to work in a miniaturized electronic office that they carry with them. They will communicate with people around the globe. They will work and conduct business via computer technology that has yet to be invented.

Video games provide students the opportunity to receive lots of practice in a specific area, while reaping the rewards of quick feedback and evaluation of progress. “Good video games lower the consequences of failure; players can start from the last-saved game when they fail. Players are thereby encouraged to take risks, explore, and try new things. (Gee, 2005)” With school districts nationwide facing huge budget cuts, I believe that the traditional textbook is about to undergo a huge change. Textbooks still provide valuable reading and writing skills (especially in Science), but I look at the pictures and graphics used and wonder what about the book continues to appeal to students. Soon, textbooks will become interactive and just touching the book screen will give students access to much more varied and current information. I see the ability of the IPod touch, IPad and net books to deliver this content to an extent. But using online games opens a new area of teaching. A new era where students and teachers work together to bring the best teaching tools to class.

Gee, J. P. (2005). Good video games and good learning. Phi Kappa Phi Forum, 85(2), 33–37

What Can Moodle Do For You (or our students)?

I know that we have all been to basic "Moodle" training in the fall, but there have been a lot of upgrades and improvments to the District's Moodle web site. I believe that at the middle school level, we can begin to teach our 8th graders some Moodle basics to get them ready for high school and their new adventure with their own District laptops in the fall. But that doesn't mean that 6th and 7th graders should be excluded from using Moodle. As we move students into the mindset of 21st Century Learners, we need to provide as many opportunites as possible to interact with technology both in the class and in the computer lab. Please watch the video and feel free to leave any comments you may have. I will pass along suggestions during the next tech team meeting at the end of the month. There might be some great ideas to try before the end of the school year - or early next school year.

Video Bibliography

Gillard, S., & Bailey, D. (2007). Technology in the classroom: Overcoming obstacles, reaping rewards. The International Journal of Learning, 14(1), 87–93

http://www.district70.org/moodle/

Lemke, C., & Coughlin, E. (2009). The change agents. Educational Leadership, 67(1), 54–59.

www.moodle.com

Week 8 reflection

Week 8 Final Reflection
EDUC-6714I-4 Reaching and Engaging All Learners Through Technology
Walden University

Differentiated Instruction starts with one student and grows from there. During this course, we – as Masters Ed Students- were given many opportunities to experience DI both as a student and as a teacher. As a DI student, we were allowed to experience and participate in various forms of assessments. From multimedia presentations, to voice-thread, to written text, knowledge was assessed in various forms. It was nice to get the opportunity to explore these resources as a student, in order to get hands-on work with the programs.

Making learning modifications for that student gives the teacher the resources necessary to begin modifications for a larger group of students in the class. Technology allows the instructor to modify instruction and to determine each student’s particular learning style. Once learning styles are established and incorporated into the classroom, students can begin to take charge of their own education. “If you want your students to truly take ownership of their learning and their work, they’ll respond more enthusiastically when given choices and particularly when given product activities that they’ve had a part in designing.” (Smith and Throne 2007)

Technology not only can help students process information differently, technology can serve as a catalyst to engage students in learning that appeals to their love for computer games. It is also important to emphasize critical and creative thinking as a goal in a differentiated instruction lesson design. “The tasks, activities, and procedures for students should require that they understand and apply meaning. Instruction may require supports, additional motivation, varied tasks, materials, or equipment for different students in the classroom.”(Rose 2002)

Through the design and collaboration of the Differentiation Station social network, groups of students were able to collaborate and share various DI resources. This online social networking site was a nice complement to the weekly discussions and applications. On our group’s NING site(http://waldensng4.ning.com/), we were able to review and share many different applications. There is a growing collection of software and technology tools, digital content, and World Wide Web resources available for UDL and DI including: Multimedia composition tools such as HyperStudio, Kid Pix, PowerPoint, Web-capable electronic graphic organizers such as Inspiration and Kidspiration. Plus there are programs that support the translation of content from one medium to another (text-to-speech and text-to-image) such as CAST eReader, Pix Reader, Pix Writer, and Intellitalk II.

Teachers now more than ever have the opportunity to implement the best resources to allow every student to succeed. By bringing Differentiated Instruction and Universal Design into the classroom, teachers are allowing students to begin to plotting their own path to educational success. With DI and UDL, teachers and students become collaborators in education, utilizing the best of all educational and technology tools to become great teachers and great students.

References
Rose, D., & Meyer, A. (2002). Using UDL to individualize teaching methods. In Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development. Reprinted by permission of the Association for Supervision and Curriculum Development via the Copyright Clearance Center. Located at http://www.cast.org/teachingeverystudent/ideas/tes/chapter6.cfm

Smith, G., & Throne, S. (2007). Differentiating instruction with technology in K-5 classrooms. Belmont, CA: International Society for Technology in Education.

Pray for Haiti

I spend a lot of time in Science talking about and discussing earthquakes and volcanoes. Even though I currently teach biology and physics, I still bring in current science events and my students discuss the implications of natural disasters and their effects on humankind.

I can't help but be overwhellmed with grief for the people of Haiti. A few years back, my wife and I had the opportunity to travel on a mission trip to the carribbean island of Tabaggo. While visiting that country, we couldn't help but notice how impoverished most of the residents were. There were some nice houses, but mostly we saw shacks and small houses. Some of those shacks had roofs, but some did not. As Americans, we have nicer garages for our cars than most of these people had to live in. I've never traveled to Haiti, but I can assume that living conditions were the same as Tabaggo (or more than likely, even worse.)

As I talked about the earthquake and it's effects on the Hatian culture, I couldn't help but remember a quote from Brian Willams of NBC News as he reported from New Orleans after Hurricane Katrina. He said simply "all of us, no matter where we live, are one natural disaster away from homelessness. Be thankful for what you have, and that you have it." We continued to discuss how natural disasters not only change the face of the planet, but also change the face of humankind.

Who cannot watch a video or look at a picture of the suffering in Haiti and not offer up a prayer.

Week 8: Review and thoughts on my GAME plan

My Technology GAME plan reflection:


My GAME plan is based on my desire to increase the level of technology interaction of my students in my science classroom. Based on the ISTE National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers, I am looking at specific indicators b and c from Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S.

My Goals were to let students selectively determine which technology “path” to follow. Students will begin to manage their own learning and progress. They will be able to customize their assessments using technology. My second goal was to let students begin to choose the technology resources that best fit their learning style. (Students will be given the outline, but they can choose how to complete the test)

A - What actions did I take to achieve those goals?
I created my first technology based assessment that replaced the Semester 1 8th Grade Physics standardized test form. I recently implemented a “project-based technology” assessment that allowed students to opt out of the standard test in order to construct an on-line presentation of the same material.

M – Progress Monitoring?
Since I have access to all student information saved in the computer lab, I was able to log into student folders and look at their alternative technology assessment. I was able to offer comments and suggestions as I reviewed their technology pieces.
E - Evaluation.
The alternative assessment consisted of the choice of PowerPoint, Publisher, or Movie Maker.  I made modifications in some of the technology pieces for my ILP, RTI, ELL students in order for them to be successful. I will also developed short, specific rubrics that encompass various technology presentation formats. Through the duration of this coursework, I have learned the technology pieces and implementation strategies necessary to properly instruct students.

FUTURE OF MY GAME PLAN?
Like any game plan in sports, I now have a "repertoire" of classroom technology activites and assessments that will apply to almost any content and curriculum area. I will continue to look for new technology tools, and research new applications that may substitute for current software. In closing, this plan definately goes into my master education "play book."

GAME plan, week 7. NETS-S vs NETS-T

As I come to the end of my GAME plan process for this course, I am reviewing not only my GAME plan for my students, but more importantly, how to continue to incorporate the National Education Technology Standards for students and teachers. The technology may continue to evolve and change, and the software and hardware may go out of date, but the ideas of integrating technology will continue to press heavily on educators in the future.


As educators look to encorporate more elaborate programs for students, it is important to keep students thinking “creatively.” Technology is not a substitute for knowledge. As NETS-S Standard 1 states:

1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students will apply existing knowledge to generate new ideas, products, or processes. Students will also create original works as a means of personal or group expression.

I believe the key words in that standard are “original works.” It doesn’t matter the software used, as long as studentscare taught to think “outside the box” and develop their own thinking.

NETS-S Standard 2 deals with students using technology to enhance communication and collaboration.

“Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.”

As funding cuts continue to wreck school budgets (Our local school district just announced that they will be $4.5 million dollars short next year), schools need to look for creative ways to allow students to work together, even though they may not be sitting in the same area. I will allow students to work with partners in other classes, as long as they find positive ways to contribute to each other’s project. With the continued integration of wikispaces and blogs, this type of partner work will get easier. I even see the day when possibly half of our class sits not in our class, but sits at their home computer and participates “virtually” online. School districts need to look at ways of enticing students to enroll, and at ways to keep students interested in class. Our students are already thinking in a technology-based 21st Century literacy style, it is time for teachers and administrators to also move to the next generation of schooling.

Game Plan - week 6

Game Plan – 4th and Goal!


• What have you learned so far that you can apply in your instructional practice?

I feel much more confident in my use of online collaborative tools, such as blogs and wikis. I now use a blog site for my science classes, and I am planning a technology lesson where students will interact via a wiki page to discuss and comment on some of the most important tool inventions of the 20th and 21st centuries. Through our coursework, I have been able to “troubleshoot” potential problems before they happen. I know not only how the pages are created, but I have worked on them enough to know what students are doing with just a quick glance.

• What goals are you still working toward?

I am working hard to keep the National Educational Technology Standards at the forefront of my lesson plans. Specifically, NETS-T 2.a - Design and Develop Digital-Age Learning Experiences and Assessments that adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.

• Based on the NETS-T, what new learning goals will you set for yourself?

It is hard to give students the ability and opportunity to chart their own progress. But I am attempting to supply a number of alternate assessments for each science chapter. These assessments range from the tried and true multiple-choice test to an extensive PowerPoint presentation. I even plan to start letting students use the Promethean Board software to design their own teaching and presentation flipcharts. This goal comes from NETS-T 2.b Design and Develop Digital-Age Learning Experiences and Assessments: develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.

• What learning approaches will you try next time to improve your learning?

I will look for continued education training in both interactive software and collaborative software. High school students in our district are checked out a laptop and are expected to use it in every class, every day (of course, probably not gym). Each class has it’s own Moodle page, and some courses use wiki pages. If high school students are using this, I need to find a way to incorporate these tools into my 8th grade classes. And while I’m at it, I might as well teach my 7th graders as well.

GAME PLAN Week 5

My GAME plan still hangs heavy on my mind (despite all the visons of sugarplums getting in the way). I am trying to encorporate at least two more technology based lessons and assessments prior to the end of the semester. Computer Lab time is pretty limited, so I may need to put one lesson "on ice" until next year. But at least my way of thinking is changing.

How effective were your actions in helping you meet your goals?
So far, I have developed one technology based lesson plan. This assessment allowed students to choose which version of a chapter assignment they wished to complete. The students had the choice of a PowerPoint slide show, a Publisher poster, or the "tried and true" poster board diagram. While students were given the chcoice, all opted to partake in the PowerPoint assignment.
What have you learned so far that you can apply in your instructional practice?
I have learned that the use of technology broadens the ability of ALL students to participate in chapter lessons and assessment - in a way "leveling" the playing field. Using technology also allows students to choose move ahead in lessons and gives gifted and talented students the ability to go beyond the lessons.
What do you still have to learn? What new questions have arisen?
I am still looking for online science resources for students to participate in while in the computer lab. I also look forward to bringing new types of collaborative lessons to my classes. I feel that it is important for students to be able to learn and explore educational resources in a little more unstructured environment. As long as class rules and behavior expectations are specifically spelled out, students need the chance to learn how to take a small amount of control over their learning - especially when it comes to interacting with others.

How will you adjust your plan to fit your current needs?
I find myself thinking about technology integration as I write my lesson plans. In the past, I would spend many hours trying to decide what specific lessons would work in the computer lab. Now I can virtually take any lesson to the lab and feel that I have the resources and education necessary to teach the students the technology tools needed to complete the lesson.

My Game Plan so far - hopefully better than the Broncos

Week 4 -  Happy Thanksgiving everyone!

My Game Plan (to review)

I plan to explore and begin to create technology based assessments that will replace the current book of standardized test forms. I have already implemented a “project-based technology” assessment that allowed students to opt out of the standard test in order to construct an on-line presentation of the same material. This project allowed students to either create "velocity" word problems in PowerPoint, or they could choose to take the section book test. All students opted for the computer lab, and the assessments were a big success. The scores on the end of chapter tests showed me that the students got the information and were able to process it. I had given extra-credit problems in the test assuming that the scores would be so low. It backfired on me and many students ended up with scores above 100%.

I need to continue to look for some new technology based assessment tools beyond the Activotes and and PowerPoint projects. I will explore the internet for different types of performance-based assessments in the life and physical science areas. While it may not be possible to get to the computer lab for each assessment, I can use my laptop and Promethean Board to provide "class" assessments in the classroom. Any Science teachers out there who have come across online dissection labs or on-line physics labs, I would love to share resources. I think my kids are about "mythbustered" out.

One issue I will have to address with my students when we return to the lab for the next technology based assessment is the fact that some of them are working to hard to get the project completed first. It almost becomes a competition to see who can finish with just the "required" amount of work. A few students went above-and-beyond on the last project, but most just wanted to know "is this this okay?" I finally had to tell them that if they wanted me to look at it - I probably would find something else to change or add. I need to prepare a better rubric for them to help cut-down on these problems.

But 4 weeks in, it is going well. We will only have 14 days of school after Thanksgiving break, and I have one more technology project planned. I want to get my students involved in a wikispace and have them research and collaborate on Breakthrough Inventions of the 20th Century.

Come on Broncos!

The Denver Broncos football team had just finished their daily practice session when a large turkey came strutting onto the field. While the players gazed in amazement, the turkey walked up to head coach McDaniels and demanded a tryout. Everyone stared in silence as the turkey caught pass after pass and ran right through the defensive line. When the turkey returned to the sidelines, the coach shouted, "You're terrific!!! Sign up for the season, and I'll see to it that you get a huge bonus." "Forget the bonus," the turkey said, "All I want to know is, does the season go past Thanksgiving Day?"

Week 3 Application
GAME plan review

G – Set Goals
Goal #1 – Students will help to determine which technology “path” to follow. Students will begin to manage their own learning and progress. They will be able to customize their assessments using technology.
Goal #2 – Students will be able to choose the technology resources that best fit their learning style. (Students will be given the outline, but they can choose how to complete the test)

UPDATE 11/17:
This week I began a new technology project for my 7th grade Life Science Class. The instructions were to pick an animal, and then describe how it fits into the animal classification hierarchy. They could choose from three different technology outlets to design their project. The first choice was a 15-20 PowerPoint slide presentation with “all the bells and whistles.” The second choice was a multi-media poster designed with Microsoft Publisher. The third choice was left up to the student’s creativity. One student has opted for this option and is in the process of designing a blog for her animal. All other students are creating PowerPoint presentations. (No takers on the Publisher poster)

A - What actions you will take to achieve those goals?
I plan to explore and begin to create technology based assessments that will replace the current book of standardized test forms. I have already implemented a “project-based technology” assessment that allowed students to opt out of the standard test in order to construct an on-line presentation of the same material.

M – Progress Monitoring?
I have access to all student information saved in the computer lab, so I can log into a student folder and look at the technology piece. I can give them comments or offer suggestions at any time. I will also seek student input to keep assessment ideas fresh. Sometimes the best test is a test designed and constructed by the students themselves.

UPDATE 11/17:
Our school librarian is “hooked” on this project and has taken the added interest of helping me with the technology issues that arise with students. It is nice to have another set of eyes and ears in the lab (especially with 36 students). She has been a great help so far, and evens lets students come back in the afternoon for extra help.

E - Evaluation.
Multiple forms of technology based products can be hard to judge on the same level, but in the end, all of the projects should include the same amount of content. I will need to make modifications in some of the technology pieces for my ILP, RTI, ELL students in order for them to be successful. I will also need to develop short, specific rubrics that encompass various technology presentation formats. Ultimately, I need to be confident and resourceful in the technology available to students, and in my ability to instruct with this technology.

UPDATE 11/17:
In this DISCOVERY METHOD approach to learning, I have simply given students the topic and final requirement. I have left most of the information searching and research to them to conduct. Of course, I am constantly monitoring and observing student progress, and always available to offer ideas and suggestions. But the students themselves are in charge of deciding what is – or isn’t – important to the final project. I have made modifications to the project so that my two RTI students will be successful with a shorter presentation.

My Technology GAME plan:

Walden Course 6713I-3 Integrating Technology Across the Content Area

Week 2 Application

My Technology GAME plan:

The following GAME plan is based on my desire to increase the level of technology interaction of my students in my science classroom. Based on the ISTE National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers, I am looking at specific indicators b and c from Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments.

Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress

c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

To improve my performance in the indicator areas b. and c., I have developed the following GAME plan:

G – Set Goals

Goal #1 – Students will help to determine which technology “path” to follow. Students will begin to manage their own learning and progress. They will be able to customize their assessments using technology.

Goal #2 – Students will be able to choose the technology resources that best fit their learning style. (Students will be given the outline, but they can choose how to complete the test)

A - What actions you will take to achieve those goals?

I plan to explore and begin to create technology based assessments that will replace the current book of standardized test forms. I have already implemented a “project-based technology” assessment that allowed students to opt out of the standard test in order to construct an on-line presentation of the same material.

M – Progress Monitoring?

I have access to all student information saved in the computer lab, so I can log into a student folder and look at the technology piece. I can give them comments or offer suggestions at any time. I will also seek student input to keep assessment ideas fresh. Sometimes the best test is a test designed and constructed by the students themselves.

E - Evaluation.

Multiple forms of technology based products can be hard to judge on the same level, but in the end, all of the projects should include the same amount of content. I will need to make modifications in some of the technology pieces for my ILP, RTI, ELL students in order for them to be successful. I will also need to develop short, specific rubrics that encompass various technology presentation formats. Ultimately, I need to be confident and resourceful in the technology available to students, and in my ability to instruct with this technology. (Laureate 2008)

Laureate Education Inc. (2009). “Enriching Content Area Learning Experiences with Technology”. Baltimore, MD: Laureate Education Inc.

National Education Standards at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf

A final thought - Week 8, Information Literacy

EDUC-6712I-3 Supporting Information Literacy and Online Inquiry in the Classroom

Describe the most striking revelation you had about the teaching of new literacy skills to your students as a result of this course.

I have often considered the process it takes for students to search and process the information during computer lab “research” days. I just took for granted that students already understood the process of searching and evaluating information. As I would wander around the room from computer to computer, I would often notice many different forms of search techniques and information evaluation. I would also notice a few students completely off task or otherwise engaged in alternate behaviors. I assumed that these students were either bored by the assignment, or unable to complete the assignment. After working through the skills and techniques during this course, I now have a much better idea of how to teach these students the proper skills for searching for information that will better keep them on task and involved in the lesson.

The QUEST process of questioning, understanding resources, evaluating, synthesizing, and transforming allows students to explore technology based information more deeply, by asking more in-depth questions and critically evaluating their information and resources with more care and concern.( Eagleton 2008). This model of inquiry not only allows students to achieve a higher level of success in the classroom; it also prepares them for a life-time of learning skills necessary in the new age of 21st Century Skills for the Classroom.

Describe how the knowledge and experience gained in this course will influence your teaching practices going forward.

With the new QUEST skills of technology information inquiry, I will immediately begin to modify not only how I teach students to search for information, but I will also begin to look at how students process the information they receive from me in class. What do they do with that knowledge? Are they able to evaluate the lecture I just gave? What is the product of the lab we have just finished? These are now new practices that I will take into consideration when planning and implementing lessons.

Identify at least one professional development goal you would like to pursue that builds upon your learning in this course and develops your own information literacy or technology skills. Describe the steps you will take to accomplish this goal.

I plan to use the QUEST outline when planning technology based research projects. By using this outline in lesson plans and curriculum maps, I can help guarantee that my students will be properly synthesizing, evaluating and questioning the information that they get from the internet. By thinking of this outline first, I can help to guarantee that all students will be successful in their projects. As I get more comfortable in the QUEST outline, I will continue to implement it in other lessons and eventually demonstrate it to other teachers in my building at an upcoming school in service.

References
Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York: The Guilford Press.

Final Reflection: Bridging of Technology and Instruction

Reflect on the “Personal Theory of Learning” you developed in Week 1. Summarize any modifications to your personal theory of learning you have made as a result of your learning in this course.

I have developed the theory that the student should be ultimately responsible for their own learning. To further elaborate, each student is responsible for the knowledge passed to them during a class period. Teaching and learning is always taking place, but in a large group participatory setting. To keep the group focused and moving towards a higher achievement level, I have to look at each student individually first, and determine what learning style suits them best. Then as a teacher, my job is to find a unique way to deliver content so that ALL students learn, regardless of learning style. In addition to their defining their learning style, I now possess the tools of technology to further expand their participation in class. I have always known that constructionist and constructivist activities were taking place in my classroom, but now I can accurately pinpoint those activities and note what works and what doesn’t – for the class and for individual students. The assignments in this lesson have helped me review key learning theories and I am now more empowered to branch out from my personal favorite style of learning and explore other areas which may be more beneficial to other students.

Describe any immediate adjustments you will make to your instructional practice regarding technology integration as a result of your learning in this course. Identify two technology tools you would like to use with your students and how the tools will support or enhance your students’ learning.

The quickest adjustment I will make is my ability now to determine what concepts I am asking the students to “do” vs. what concepts I am asking the students to “learn.” Our district is moving to a new form of curriculum mapping for each content area. With the mapping, teachers are now being asked to provide specific examples of student learning modifiers. The integration of technology allows teachers to now provide specific examples of the activities and outcomes in student learning. To that end, I will: 1) Continue to explore and try the use of online concept maps. These concept maps can not only be used by my students to plot the specific outcome of the lesson, but I can also integrate the map into my larger curriculum map for the class. 2) I will integrate the use of VoiceThread in at least one lesson. I have a few quarter length classes this year. I will not be able to provide a night concert for these classes. But parents and students can use the Voice Thread technology to view student performances and make comments.


List two long-term goal changes you would like to make to your instructional practice regarding technology integration and outline a strategy for achieving them.

One: It is important to divide the concept of teaching technology and using technology. When it becomes necessary to use technology in an assignment, I must first take the time to teach the effective use of that technology. Once students have learned how to use that technology, then they will be better able to effectively use that technology to enhance their learning. The second goal will be to provide the necessary “in service” training times for students in technology. I often expect that all students are fluent in the technology of Microsoft Word, PowerPoint, and Excel. I know that some of the technology training is given to students in their technology class, but the majority of those classes are spent teaching typing skills. I need to help students learn and practice the technology skills they are learning in my class so that they might be able to transfer those skills to other classes. It will require me to give up precious class time, but in the end, the student will benefit the most.

Voice Thread for Week 5

My Voice Mail thread this week deals with an interesting problem that arose during a recent science experiment. Well, interesting to me. Nothing exploded and no paramedics were involved, but there were tears shed by some students. I know I should have picked a more intense subject, but I want my students to hear first-hand from "experts in the field" what they could have done differently to get the lab completed on time.

Enjoy!

http://voicethread.com/share/524343/

Connectivism and Social Learning in Practice

Star Trek Episode Week 5.3: The Zone of Proximal Development…

As I walked down the long stretch of stalls along Seattle’s Pike Place Market today, I couldn’t help but wonder if this market will still be here in twenty years? It was a beehive of activity as customers and patrons poured over fresh fish, flowers, fruits, and produce. Sellers and customers alike were interacting on a one-on-one basis and the transactions all took less than a few minutes. I watched as brides-to-be bought flowers for wedding bouquets. I witnessed fresh fish being bought, tossed, filleted, and shipped to a tourist’s home state (mine). All of this took place face to face. Sights, smells, emotions were all present and the images are still vivid – 10 hours later.

As technology continues to shrink the world’s boundaries, I wonder if soon, those smells and emotions won’t be replaced simply by sights or images. As today’s students become online consumers, will they be content with simply logging on, one-click ordering, and overnight shipping – never to come eye to eye with the seller. Now, more than ever, it is important to teach ALL students how to become socially educated and responsible. Working with peers is a must in today’s business world. It does not matter if your co-worker is twenty feet, twenty miles, or twenty countries away. We are becoming a globally community with new global standards of communication. The need for cooperation will transcend distance and boundaries. (Laureate 2007)

In school, teaching cooperative learning begins with simple, easy to achieve tasks. Technology is replacing flipcharts and dioramas as the new presentation tool. “Technology provides a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members to communicate over distances.” (Pitler 2007)
In middle school, socialization is one of the most important aspects of the student’s day. Interacting with each other every minute of the day, they learn not only socialization skills, but also life skills. In a classroom, it is important to group students according to a specified set of collaborative learning criteria. For example, the Jigsaw Strategy works well in groups that are somewhat self-motivated to learn and then confident to share and teach others. (Laureate 2007) Technology serves to further enhance the ability of students to gather and report on that information.

Does using technology change a student’s learning style? Any piece of information or answer is now just a few clicks away. In the past, hours of library research would be needed to gather information. (Do your remember library classes on the Dewey Decimel system?) Today many students can access Encarta on their cell phone. (Laureate 2007) I use a blog for each class that I teach. In my music class, students were given an assignment to compose a unique musical melody using non-traditional music notation. Then students had to perform their composition. I posted some of those performances to the class blog for parents to view and make comments. In another class, I had a weekly discussion question where students not only had to answer the question, but had to make comments on other student’s responses (thanks Walden). I have used the computer lab to let students work together on virtual field trips and map projects. But with each of these collaborative projects, I also ensure that each group is working towards the final goal. It can be hard to determine that all group members work at same pace and same length of time, so it is important to monitor group progress and encourage those groups who become a little “too social.” As we learned last week, students learn better when constructing a product. Social constructivism engages interactive behavior by letting groups build a product together.

REFERENCES
Laureate Education, Inc. (Executive Producer). (2007). Program Eight [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2007). Program Nine [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

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

Voice Thread link:
http://voicethread.com/share/524343/

Danger: Construcionism at work

Gone are the days of simply writing a “theme” to summarize feelings or thoughts on a subject. Nowdays, students are encouraged to develop the ideas from their “theme” and synthesize those thoughts into a multi-layered power-point document with colorful slides, unique backgrounds, engaging audio-visual inserts, and enticing dissolves. What teacher would not agree that using technology sometimes creates more problems than it solves? But also, what teacher would not agree that students are much more active and engaged while working in the computer lab? “Web resources allow the student to use background knowledge, make decisions, and see outcome of their hypotheses in virtual situations that would be impossible in real life. Software also provides incredibly engaging learning environments, resulting in increased motivation and retention in learning.”(Pitler et all 2007)

My 7th Grade American History class recently concluded the year with a two-week long study of the Oregon Trail. I enhanced the information in the textbook with a number of internet resources. I also included the addition of a computer simulation game called “The Oregon Trail.” This computer game takes the students as part of a group of immigrants on a virtual journey of the Oregon Trail. Along the way, the student is present with a number of obstacles they must overcome, ranging from lack of food and water, to accidents and to deadly diseases. I was not able to provide a copy for each student, so the class played the game on my Promethean Board.

It was interesting to watch how the group would interact and discuss strategy as a whole before choosing which decision to make. I felt that more class discussion took place than if students were playing the game individually. The game provided a unique way to let the students provide constructionism to the textbook lessons. Also, the class was able to analyze, problem solve, investigate, inquire, and make decisions together. I was able to help moderate discussions and provide an opportunity for all voices to be heard.
I think it is very important that teachers continue to look for ways to “cement” information into long term memories. I wonder what types of projects the next generation of students will be completing in their constructionism classrooms. My children will graduate in the class of 2022, I anticipate that the technology they will be using in their high school computer lab has not even been invented yet.

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

Cognitivism in Practice

I remember my 7th Grade American History class with fondness. Mrs. Harrison would require us to take copious amounts of notes on the subject matter. But, she did teach us how to correctly organize our notes into an outline format. I have used this same format for taking notes ever since (yes, even in this Master class.) But when I began teaching 6th Grade Earth Science, I was surprised to learn that the publishing company provided a note-taking workbook for each student. This note-taking workbook uses a variety of concept mapping and cognitive learning tools to help students retain subject matter. Word pyramids, triangle diagrams, web-clusters, picture diagrams are just some of the graphical organizers that are used in the book. I also notice that our Colorado Standardized Assessment Program (state test) now asks students to use graphic organizers to help plan and organize their ideas and thoughts for writing assessments. And where once these graphic organizers were not included in the test, they are now more prevalent throughout the assessment – in math, reading, writing, and science. I also notice an increase in the amount of pictures and diagrams used in the test. I remember the old California Achievement Tests (CAT) tests I took in Middle School. Multiple choice answers filled out on a bubble sheet.

If standardized testing is moving towards more visual learning, it is important to teachers to begin to incorporate these strategies into lesson plans. At our school, each teacher is provided with a laptop that can be connected to a Promethean Board. It is very easy to provide technology enhanced lessons that target visual and aural learners. It helps them activate prior knowledge and provides opportunity for elaboration. (Pitler 2007) One piece of technology that I use in almost every class is Google Earth. In Earth Science, I can zoom into any geographic area or region that we are covering that day. In American History, we can look at Oregon Trail river crossings, or Civil War battle fields. In music, we can travel to Mozart’s hometown, or zoom to New Orleans to see the birthplace of jazz. It is much too expensive to take my class on a field trip to the White House, but in a few clicks, we can take a personal tour online at our own leisure. Every student experiences the visual images of the experience and they remember those images better than just reading the text.

As students began to integrate more technology into their own learning, the need to present material to multiple senses becomes more important. In a few years, students will be carrying their own laptop from class to class. Textbooks will be replaced with on-line texts. Homework will be assigned and distributed via email and blog. It is vital that students process the information into a learning style that best helps them connect the information to their own unique learning style. Concept mapping and virtual field trips still present the same information as outlines and text – they just a new tools to help better organize ideas and information. And honestly, more fun.

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

computer = flashcard (Behaviorism in Practice)

How can a teacher get students to become motivated and excited to learn? How can teachers provide interesting and unique lessons that not only entertain, but educate at the same time? We are ultimately responsible to raise student achievement - hour to hour, day to day, year to year. Today's teachers are not only faced with the responsibilty to produce well-behaved, socially enlightened young adults, they also need to keep standarized test scores high enough to keep their job, keep the school in the above average column, and leave "no child behind."

At the beginning of each school year, most teachers work in an “operant conditioning” mode, where the teacher is focused on achieving desired behaviors from students. As the year progresses, it is important to teach students how to become responsible for their own behavior and actions. Students who keep track of their own effort and achievement will begin to make the connection between effort and success. By positively reinforcing effort, students will learn how to compare the amount of work put into a project and learn what is required to do a task well. Also, students who focus on behavioral success will also experience education and social success as well.

Mastering a skill requires a fair amount of focused homework and practice. It takes 24 practice sessions with a skill to achieve an above average competency level. (Pitler et all 2007) This is especially true in music. My Concert Band is participating in a judged music festival this week. We have easily surpassed the 24 mark. The most important saying in my room is that “Practice Makes Permanent.” How you practice is how you will perform. This is true of music, athletics, and education. Beginning Band students are required to pass a number of playing tests throughout the year. Each test is progressively harder and if a student passes them all, they are rewarded with a medal and certificate of achievement. The student is ultimately focused on the end goal – get the medal. I am focused on how best to help that student learn the next set of skills required for the next test. In the end, I have a group of students who have raised their achievement level tremendously. The students however, want the reward for their effort.

Laureate Education Inc., (2009). “Behaviorist Learning Theory.” Baltimore, MD: Laureate Education Inc.

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

Check out these compositions

My music students have been composing 20th Century Music. Go to http://craverband.blogspot.com and listen to some of the examples.