Voice Thread Application

This is my 1st attempt using this tool.

voicethread.com/share/1197283/

The primary theory of social learning being: people construct meaning primarily through their interactions with others and their environment. This is where I believe education has evolved to over time, which includes my experience starting in kindergarten through my work for this degree.

The challenges I have observed as a student then and now and as an educator, support the challenges on two fronts.  First, as a middle school student when the idea of group work was introduced it ran in direct conflict to the teachers knows all premises that were engrained from K- 6. Quite frankly, when first given this opportunity we truly had no idea how to approach the situation. Secondly, talking to others was considered cheating, therefore, how could we complete the assignment by talking to others and not be sited for cheating?  Let’s just say the idea of social learning in my early years did not go as the teacher planned; even my college experiences were not much better.

 Then as a new teacher, I still did not stray far from ‘the way I was taught’ syndrome. As years of experience piled up along with wonderful colleagues new tools were added to my arsenal. And here I am today, planning social learning lessons for my students and participating on-line in a social learning master’s program. With that said, I am an active participant in the social learning theories embraced by my school system and Walden U.

 Social networking sites such as Facebook, Webquest, Google Docs, Edublogs, and NASA Quest Planetary Flight are an innovative and user friendly tool for social interaction and retrieval and distribution of information. My 6^th grade students are extremely adept at using the various social networking/learning sites depending on their need and to transfer what they have learned to others and into other formats. Unfortunately, the my school system and those around me are still blinded by the ‘fear’ of where the students will go, what they will see, what they will do to open the doors for social learning through Facebook and Edublogs. In fact, my school frowns on the students accessing their email accounts to send and receive work in process or completed. They have allowed the use of webquest sites that are deemed safe and managed by the school system.

I definitely agree that people construct meaning through the interaction with others.  To my students this interaction is second nature. When in a factual dispute, off they go to the networking tools to find information to back their stance.  The potential implications of allowing the social networking into the classroom are phenomenal! My main rationale is the fact they are already doing from their homes and they are quite good at it.  Think about the ease of collaboration from their homes, fantastic.

I understand there are concerns about the availability of computers in some areas. That is a valid concern for many.

Is it constructivism or constructionism? What did I learn?

I learned they are very close, yet different. Do I feel the difference is extreme? No. I did form the belief that one is dependent on the other: constructivism to constructionism. The following is taken in part from my discussion response because it defines how I put the information together.

-ivism or –tionism? Is constructivism not the prior knowledge development needed for constructionism to take place? The unique formation of initial knowledge is what each child needs to continue to build new and more complex knowledge.  Teachers are always searching for the prior knowledge links in their students.  Once those are exposed the teacher is able to continue knowledge development. As stated in our reading, people learn best when they are able to create an artifact to demonstrate their learning (Laureate Education, 2009).

As I see constructionism as my learning theory of choice, I learned that many of the strategies discussed where actually ones that I have used on and off through out my years in the classroom.  Different strategies are retrieved for the needs of different learners and types of informative materials to be highlighted. There is a high correlation of the instructional strategies discussed this week and constructivism and the constructionism learning theories. Both depend on the student to develop a schema of a multitude of information linking to one another. 

Once the schemas and linking/connections are made by the students, it is a natural action/progression to build an artifact as an example of what they have learned (Laureate Education, 2009).  This is yet another schema on to which the student may build upon while collecting more informational data and skills.

The ability for students to explore different avenues/testing and generating hypotheses to find the perfect medium by which to present their acquisition of knowledge/skills is primary in problem solving skill development, a life long skill. The students are able to ‘think’ through not only the newly acquired material, but a plethora of prior knowledge to create the best presentation.  Today’s students have at their finger tips faster access to knowledge, more creative opportunities and the willingness to think and test their way to their desired end product. This I think is a key difference between our digital natives and our digital immigrants. If they think it is possible, therefore, there must be a way to do it.

References:
Laureate, Education, Inc. (Producer). (2009). Constructionist and Constructivist Learning Theories [DVD]. Baltimore, MD: Author

Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn, Malenoski (2007), provided interesting reading in reference to the advance organizers; their various forms; cues and questions when enhanced by the use of the technology embedded within word processing programs.

The definitions and labeling of the advance organizers brought new categories and uses to my teaching toolbox. Previously, all three organizers were just labeled ‘organizers’. Now, I visualize a better usage of the expository and narrative organizers as I include them more frequently in my plans.

I frequently use all three, especially the rubric at the onset of a product producing assignment to guide the students and at the end to check the level of completion. My little digital natives have been using rubrics for directions and guidance since early elementary. They expect a rubric and depend on them. They are also familiar with and appreciate graphic organizers to clarify the information the data collected, whether it is from textbooks, web sites, or videos.  As I move about the classroom, I note that many students create their own graphic organizers; ones that work the best for their learning style. When students have completed a session of in-class note taking, home work is usually to organize the collected information via an organizer of their choice. Some will slack-off and use the Venn diagram for information that is too complex for that system. The rest will create working detailed organizers that make sense to not only them, but to others who read it.

Analytical questioning usually leads to interesting and often debate like discussions especially in the literature aspect of language arts. Making the students think beyond the recall questions is my greatest task.  The students have discovered, as Pitler, Hubbell, Kuhn, Malenoski (2007), stated: the better and more meaningful the notes the better connection to the information and a valuable study guide.  As the 6^th graders enter middle school for the first time, their background and my expectations of note taking are not the same. Step by step we journey from narrative to expository to graphic organizers. Throughout the year, I will discuss the notes the following their completion in order to ensure accuracy and provide a time for addition and correction. This reviewing time is also a time to filter the necessary from the unnecessary information.

Much like the cueing, questioning, advance organizing and note taking skills, the visual field trips and concept mapping provide a visual and written connection to the subject matter. By addressing at least 2 of 4 and hopefully 3 of 4 senses throughout the lesson/s students of various learning styles will be able to make the connections and file the information into the long term memory section of their brains. Beyond the desired outcome of learning the content, my goal is to provide the students with life long study skills through the repeated and varied use of these strategies. Included in the strategies is the acquisition of the technological application available within word processing and spreadsheet programs; life long skills.

Reference:

Laureate, Education, Inc. (Producer). (2009). Spotlight on Technology: Virtual Field Trips,[DVD]. Baltimore, MD: Author.

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

How do “Reinforcing Effort” and “Homework & Practice” relate to Behaviorist Learning Theory?

 It is stated in our text, Using Technology with Classroom Instruction that Works (Pitler, Hubbell, Kuhn, Malenoski, 2007), that “Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback”.  This is a welcomed addition to the teacher resource tool box. 

Effort is an abstract idea which many students can not are not usually able to comprehend in elementary and middle school, sometimes never. As teacher speak to their students about “putting for better effort”, many students think the teacher is speaking an unfamiliar language.  What is effort? Aren’t I putting forth effort?

 The use of the Effort Rubric describes clearly the qualities of effort and the various levels of each quality.  Once the students understand the elements of the rubric, they are able to self-assess their ‘effort behaviors’.  The use of the rubric in the spreadsheet format teaches a double lesson.  Students are able to monitor their behavior, learning from their observations and navigate the spreadsheet. This process is subtly providing the practice necessary to attain the mastery of spreadsheet navigation without blatantly suggesting mundane drill/practice. Yet, it is in the realm of the behaviorist theory.

 In my opinion, the essence of homework for practice has lost its power in recent years.  Students are pre-occupied with after school activities, T.V., video games, cell phones, and on-line social networking.  Homework is just an annoyance. Just get it done and move on.  Homework as assigned in the not so distant past has not been engaging to the student. Technology has introduced an engaging approach to the homework issue.

 The web sites for homework/practice provided in out text are engaging and provide immediate feedback. Today, while my students were in various stages of completing final products, I put several of the web sites on the board and asked the students to explore and evaluate the sites.  The sites, even though some were not their favorite subjects, engaged them for a long period of time.  These are 6^th grade students who are quite computer savvy and search for engaging and challenging activities.  The students said they will return to their favorite sites in their free time.

 With my student’s evaluations, comments, and their attentiveness to the sites, I feel this type of homework and practice would be beneficial to the students and a valuable use of time.  These sites provide a variety of ways to practice and to receive immediate feedback for the immediate correction of errors.  I find it is important to have the students the students practice skills (drill) without telling them it is a drill activity, and to have it disguised as fun is a bonus. Many of the life long skills and basic skills that are mandatory for the acquisition of new and complex skills can/should be attainable through the behaviorist theory based activities and instructional strategies.

Understanding the Impact of Technology on Education, Work, and Society

The development of my technological skills over the 8 weeks of this course has grown dramatically.  I have been familiar with the terms: wiki, blog, and podcast, but I did not know how they worked nor did I try. My wiki knowledge was all negative. It came from the school system and the media specialist who branded the information as unsubstantiated and unreliable. Her assumption was if any person could post information and any if any person could change information therefore, it is not worthy as a reliable resource, especially for children. I had heard from a ‘techno geek’ friend that the above was true, but there are monitors who are constantly checking entries for errors.  This class has taught me that both sources of input are correct and caution is to the word to apply with any resource.

Blogging is a new experience for me, and an anticipated one. Several of my colleagues have extremely active blogs; the most impressive and popular is the cooking and baking blog.  I visited many blogs since the onset of the class and have found several to be quite appropriate to my specialization, gifted education.  Two other colleagues and I are interested in using the blog for an activity.

  The most complicated and frustrating of the three new adventures is the podcast.  I was able to complete one and managed to delete it. Having learned my lesson, I am committed to creating another. It was to be completed for this class, but due to the fact that I needed to introduce new materials, model, and monitor their work, I was not able to arrange for class work time so I could pull the three students I needed to re-tape for the third time. The second time, I failed to increase the input volume.  I am learning the hard way and again, I am committed to creating a podcast.

This class has also inspired me to take a step back and watch my students as they share their knowledge of technology with each other and me.  I have been giving open-ended product construction options and listening to the dialogue between the students as to what they will use.  These students are by far the most well rounded technologically advanced students I have ever had in my classroom.  With this insight into my students’ technology experiences, it makes my continued integration of technology into my classroom mandatory.

An open-ended option for product construction is one of the most immediate ways I can begin and continue the expansion of increased student achievement. For example, currently one assignment requires a presentation of work completed. Prior to this class, I prescribed the presentation guidelines. This week, I made the option of presentation their choice. Through discussion several options were discussed for their plausibility.  Even though my students are quite advanced in technology, there are varying levels of knowledge which will be apparent in their presentations.

While the above is a quick interjection of possibilities, I feel one of the best ways to continue my knowledge base of integrating technology into the classroom is to work with my immediate colleagues, who are using or starting to use technology in their classrooms to further student achievement.  To work with colleagues who are interested in taking teaching beyond teacher spewing information to teacher as the facilitator is half the battle and is inspiring.  I am lucky to have such a team. 

One of my goals is to be set in place late this school year or the beginning of the next.  My team and I are working on a plan to incorporate language arts, social studies, and science into a technology based interdisciplinary unit.  We have decided to use the blog as a communication tool between students in the group, students and teachers; students, teachers and parents. Since the groups will be formed from three teacher’s class rolls, the groups may have students who are not in the same classes throughout the day.  The blog will be the key tool for communication.   We are sure that our parents will be on-board since many of them are professionals in the field of communication, use technology at work, or are involved within the field of technology.

The second goal I see for myself is the introspection and revision of the current units of study.  I will need to acknowledge where I can step-back from the teacher-role to the facilitator-role and still implement the state standards and pursue high student achievement.  The next step would be to decide the best tools to be used by the students and myself.  This would include being able to have access to the computers and other devices as needed. The final hurdle, and it is a big one, is support of the administration.  As is the case across the country, the technology is here, there are teachers who are willing to use it to effectively teach, but the administration and boards of education are slow to get on the bandwagon and support the use of technology.   I believe I have found a key that might make it easier for the teachers in my state to use technology as a tool for beast practices is on the state board of education website where ‘21^st Century Skills’ schools are listed.

Our county’s outline for gifted education uses the 21^st century skills minus the technology.  The 21^st century skills models is a perfect fit with our gifted curriculum.  It enhances everything we try to do everyday.  Therefore, armed with best practices for the gifted and the state’s inquiry and testing of 21^st century skills it is my hope for the fulfillment and support of my plans to move into a technologically enhanced classroom with great student achievement.

Partnership for 21^st Century Skills

After viewing this website, I was amazed that such a large and well supported organization, founded in 2002, has not made greater waves throughout the nation.  For me, it was important to see the list of schools using this format. This is the forward thinking that schools in my state/area talk about but appear to do nothing about.  Surprising was the number of supports and the range from Sesame Street and Crayola to Intel, Apple, Blackboard, and Cisco to name a few.

The following quote is from the P21 website “Knowing is a process, not a product”.  To me it means that we/teachers should not be content with the students doing well on assessments alone, but the fact the student can use what they have learned and manipulate and use the information in other situations.  Some people may feel that technology will eliminate the need for traditional core subjects. P21 overview states the traditional core subjects are still in place but merged with the P21 Skills should be comforting to those that fear technology will take over and the traditional subjects will disappear.

I was impressed by the quality of educational leaders lending input into justification of the organization.  Many of the terms used by Thornburg and Dede were repeated throughout the discussion of P21. The presence of names such as Howard Gardner and B.S. Bloom who were the leaders in gifted education gave it credence in my mind.  They have professed the ‘4Cs’ as basic in teaching the gifted students beyond the ‘3Rs’.

What I find challenging to today’s teachers are varied. First of all, our states and districts are under strict financial scrutiny for the tax payers, it is hard to provide the schools with the hardware and professional development necessary to fund and support such a program K-12.  Then we have teachers who are afraid of technology and will not risk learning the skills. High-stakes testing is probably the single stumbling block for most schools/districts.  Unfortunately, test scores may be what prohibits schools from progressing and implementing P21.

As I sorted through various blogs, I discovered Byrdseed ( www.byrdseed.com).  In the short amount of time I spent at this blog, I was pleased to see the wide spectrum of ideas tried and true, plus new ideas in the preparation of lessons for the gifted students.

Reflecting upon technology as it applies to everything school related I find a complex web of desired outcomes and realities. I have seen from the county the desires to increase the numbers of computers per school/per classroom/per computer labs on each grade level hall along with wireless laptops. These desires were met, but when school populations exceed 1,200 the number of labs become insufficient. The number of computers in the classroom are limited to 2 or 3.

Research and word processing appear to be the major tasks assignment to computer usage for the students. The county limits the scope of research to certain ‘kid safe’ sites, which I find hard to fight considering the number of inappropriate sites available. Yet, many of the students are left to their own surfing at home. Many parents have not instructed their students on proper netiquette and the dangers of the web. The teacher has a fine line drawn between ‘kid safe’ and using the web to its fullest.

Teachers are also limited to selected sites. Blocking of educationally appropriate sites including some news related sites is a common practice. Granted there are sites that also contain inappropriate content, teachers should be granted the right to make educated, adult decisions about what is a worthwhile site or not, and visit the other sites on their own home computer.

Moving past these basic irritations, teachers in general are in a quandary about how to use technology as an instructional tool. It must be past the overhead projector, which thankfully replaced the blackboard. The introduction of the Promethean type whiteboards, the document camera and LCD projectors are a welcomed addition and are in high demand by all teachers. Until all classrooms contain this equipment, it makes it difficult to plan lessons using it.

I know that all the above is out of my/our control, and I will continue to work with what I have available. I teach middle school advanced language arts 6th grade, and I would like suggestions about how to use the equipment( including computers) that I have to the greatest degree.

Suggestions are welcome and wanted.