When rereading my personal theory of learning that was written at the beginning of this course, I do not feel that any of my personal beliefs have changed. However, throughout this course I have been given the tools to enhance the learning theories I feel work well for students in my classroom. Collaboration, part of the socialist learning theory is an important aspect of my upcoming Kindergarten classroom. Students will be working together to explore new concepts during play and structured activities. It is also important to remember the aspects of the cognitive learning theory and incorporating different learning styles and multiple intelligences. This will allow all students to be actively engaged in their learning.
In regards to integrating technology, before this course started, I was planning to incorporate technology when I could in the classroom but I did not want to push it since Kindergarten is a new grade level and I was unsure how it would go. However, after this course, I am motivated to make sure my students really get what they need, including 21st century skills. Two technology tools I would like to incorporate are Voice Thread and Virtual Field Trips. With Voice Thread, I will have students incorporate their ideas by drawing a picture and telling their story using video or audio. This will allow students to express themselves without having to worry about the writing aspect. With virtual field trips students will be able to experience certain places and experiences without leaving the classroom. Some students do not have many opportunities to explore new places so bringing the experience into the classroom will allow all students to have background knowledge about a topic or experience the place regardless of home involvement.
Two long term goals of using technology are to put technology into the hands of students more and to try new technology with students. In order for these goals to be successful, I feel a lot of modeling needs to be seen in the classroom. In order to put technology more into the hands of students, modeling will need to occur for students to see the procedures of the technology as well as what is expected out of the tool. I will need to make sure that technology is readily available and a teacher or parent is availabale as well for assistance. Second, trying new technology with students will need to be taken slowly in order to be successful. I will need to be sure to teach my students one tool at a time so they can become proficient with it. This will allow students to use it more often and for multi purposes.
I look forward to trying these new technology tools within my kindergarten classroom this upcoming year.
Saturday, August 21, 2010
Sunday, August 1, 2010
Voice Thread
Below is the link to my voice thread. My topic is ways to use parent volunteers in the classroom.
http://voicethread.com/share/1261883/
http://voicethread.com/share/1261883/
Tuesday, July 27, 2010
Connectivism and Social Learning in Practice
I am really enjoying learning about social learning theories because a good amount of the time in my classroom, I have my students collaborate during activities or to complete a task. Even in second grade, students are able to collaborate with each other to gain more meaning on a topic or a different approach to completing a task. I also feel in second grade it is very important for students to be practicing problem solving skills and cooperative and social learning is a great way to incorporate those skills.
With social learning, I feel high expecations must be set in order for students to get the most out of the activity. They must know how to interact with each other, take turn, and value all group member's ideas. Cooperative learning and social learning allow students to view each other as teachers and gain valuable knowledge from each other. I feel it also makes them less dependent on the teacher for giving them information and are more willing to use a more knowledgeable other.
The technology resources presented this week, I found to be very valuable to the classroom as well as social learning. The social learning theory's goal is to have students engaged in their learning while collaborating with others. Through the use of programs such as Google Docs and Voice Thread, students are achieving these goals. I feel Google Docs would work really well with older students, including upper elementary. I feel it is a bit complicated for lower elementary, but not impossible. Also, students needing an e-mail address, or Google account, to access this makes me uneasy. Our district just gave all students K-12 an e-mail address. I am unsure how I feel about this, but at least if it is through the district, it can be closely monitored. If it is through Google, there may be less filtering and more privacy to their account than through a school district.
I can definately see Voice Thread working in my Kindergarten classroom next year! I am actually very excited about this! After the example of the boy discussing his monster, a world of possibilities came into my mind for my five year olds! First, I do think it takes away a lot of pressure of them having to write about a picture. I definately think they need to write but it would be a great beginning for KidWriting. I think students would be more willing to talk into a microphone than write as much as they would be saying. Students are really required to only write one to two sentences. However, when they would be speaking, they would really be telling a story as we noticed in the example shown in this week's video.
I am very excited to complete a Vocie Thread this week and see how the program works. I am hoping it is as easy to use as it looked on the video program because I think my Kindergarteners will be able to handle using it with little guidance.
With social learning, I feel high expecations must be set in order for students to get the most out of the activity. They must know how to interact with each other, take turn, and value all group member's ideas. Cooperative learning and social learning allow students to view each other as teachers and gain valuable knowledge from each other. I feel it also makes them less dependent on the teacher for giving them information and are more willing to use a more knowledgeable other.
The technology resources presented this week, I found to be very valuable to the classroom as well as social learning. The social learning theory's goal is to have students engaged in their learning while collaborating with others. Through the use of programs such as Google Docs and Voice Thread, students are achieving these goals. I feel Google Docs would work really well with older students, including upper elementary. I feel it is a bit complicated for lower elementary, but not impossible. Also, students needing an e-mail address, or Google account, to access this makes me uneasy. Our district just gave all students K-12 an e-mail address. I am unsure how I feel about this, but at least if it is through the district, it can be closely monitored. If it is through Google, there may be less filtering and more privacy to their account than through a school district.
I can definately see Voice Thread working in my Kindergarten classroom next year! I am actually very excited about this! After the example of the boy discussing his monster, a world of possibilities came into my mind for my five year olds! First, I do think it takes away a lot of pressure of them having to write about a picture. I definately think they need to write but it would be a great beginning for KidWriting. I think students would be more willing to talk into a microphone than write as much as they would be saying. Students are really required to only write one to two sentences. However, when they would be speaking, they would really be telling a story as we noticed in the example shown in this week's video.
I am very excited to complete a Vocie Thread this week and see how the program works. I am hoping it is as easy to use as it looked on the video program because I think my Kindergarteners will be able to handle using it with little guidance.
Monday, July 19, 2010
Constructivism in Practice
This week Dr. Orey discussed the constructivism theory. In short, the constructivism theory is when students are engaged in their learning and are creating an artifact to demonstrate their learning.
I feel there are many different ways to incorporate constructivism within classrooms today, with and without technology. I do know that some teachers are still hesitant to use technology based projects with students due to lack of teacher knowledge or training on the program, lack of time, and lack of technological resources. Most artifacts can be done with or without technology. However, technology can sometimes increase student motivation as well as creativity. For example, if students took a virtual field trip to an animal shelter, they may create a brochure to demonstrate their knowledge of a community helper that works there, a veterinarian. Students can surely create this on paper using different media but they can also create it on a template created in PowerPoint. Through the use of PowerPoint, students will more easily be able to search for real pictures that can connect their learning and aid with their memory. With paper, this may be a bit more difficult, but not impossible. Students can also demonstrate their creativity by choosing color schemes, placement of information and pictures, as well as fonts.
I feel with technology, students need to really know the information before they are able to apply it to an artifact. They cannot pretend to understand it and complete the artifact well. By using technology and creating artifacts students will need to use the primary mechanisms for learning through accommodation, assimilation, and equilibration. Teachers have a responsibility to provide examples, pictures, and experiences to aide in a student’s learning and through the mechanisms for learning. This will create a better understanding of new information, which will result in a quality artifact.
I feel there are many different ways to incorporate constructivism within classrooms today, with and without technology. I do know that some teachers are still hesitant to use technology based projects with students due to lack of teacher knowledge or training on the program, lack of time, and lack of technological resources. Most artifacts can be done with or without technology. However, technology can sometimes increase student motivation as well as creativity. For example, if students took a virtual field trip to an animal shelter, they may create a brochure to demonstrate their knowledge of a community helper that works there, a veterinarian. Students can surely create this on paper using different media but they can also create it on a template created in PowerPoint. Through the use of PowerPoint, students will more easily be able to search for real pictures that can connect their learning and aid with their memory. With paper, this may be a bit more difficult, but not impossible. Students can also demonstrate their creativity by choosing color schemes, placement of information and pictures, as well as fonts.
I feel with technology, students need to really know the information before they are able to apply it to an artifact. They cannot pretend to understand it and complete the artifact well. By using technology and creating artifacts students will need to use the primary mechanisms for learning through accommodation, assimilation, and equilibration. Teachers have a responsibility to provide examples, pictures, and experiences to aide in a student’s learning and through the mechanisms for learning. This will create a better understanding of new information, which will result in a quality artifact.
Tuesday, July 13, 2010
Cognitivism in Practice
I feel it is important that educators know the key aspects of cognitivism in order to apply them to the learning of their students. First, educators must know that seven, plus or minus two, new pieces of information can be stored in short term memory. Educators should try to provide an episodic experience when possible so students can have en experience to connect new information to. Educators should elaborate information and also remember to use images effectively. The images used should be relevant to the topic or information learned.
With these important aspects of the cognitivism learning theory in mind, I can see how the use of ques, questions, and advanced organizers as well as summarizing and note taking would embed technology into the theory. First, through the use of ques and questions, teachers are helping students make connections to the information they are learning. Teachers may ask a question or use a que that will assist with a student's information retrieval. Dr. Orey noted in the video resource that if a student cannot remember an answer for a test, it is not that they forget the answer, instead they have forgotten how or where to retrieve it. Also, through the use of questioning teachers are able to incorporate higher level thinking that may allow students to apply the information. Through the use of advanced organizers, students are able to map out information just as their brain does, making the connections needed to retrieve the information. Within the advanced organizers, students and teachers can effectively use images that may aide in making a connection to the new information. Within an organizer, the teacher can also limit the amount of new information given by remembering that short term memory holds seven plus or minus two new pieces of information. Through the use of technology the teacher might preset a concept map that only has room for seven new pieces of learning. Also, with technology, students can enter relevant images by searching the internet that will allow them to connect their new learning to an image or experience.
Cognitivism connects with summarizing and note taking as well. I know these affect me as a learner in a big way. Summarizing is very helpful for me to remember important information. If I have a lengthy article to read, I find myself often getting lost in the minute details rather than the big picture. I feel then I miss the major points of the article and what it truly important. By highlighting the main points and writing notes in the margin, I am able to pick out points that I need to remember in order to understand the main focus of my learning. By incorporating technology into this, I feel students would be more willing to take accurate notes, as long as they are taught how. This may not be true for students who are not experienced with technology and their typing skills. I know that if I was a slow typist, I would not want to put my notes on a computer. However, with many of the programs available, notes are more easily accessible and can be shared through numerous commuinication programs such as blogs and wikis.
With these important aspects of the cognitivism learning theory in mind, I can see how the use of ques, questions, and advanced organizers as well as summarizing and note taking would embed technology into the theory. First, through the use of ques and questions, teachers are helping students make connections to the information they are learning. Teachers may ask a question or use a que that will assist with a student's information retrieval. Dr. Orey noted in the video resource that if a student cannot remember an answer for a test, it is not that they forget the answer, instead they have forgotten how or where to retrieve it. Also, through the use of questioning teachers are able to incorporate higher level thinking that may allow students to apply the information. Through the use of advanced organizers, students are able to map out information just as their brain does, making the connections needed to retrieve the information. Within the advanced organizers, students and teachers can effectively use images that may aide in making a connection to the new information. Within an organizer, the teacher can also limit the amount of new information given by remembering that short term memory holds seven plus or minus two new pieces of information. Through the use of technology the teacher might preset a concept map that only has room for seven new pieces of learning. Also, with technology, students can enter relevant images by searching the internet that will allow them to connect their new learning to an image or experience.
Cognitivism connects with summarizing and note taking as well. I know these affect me as a learner in a big way. Summarizing is very helpful for me to remember important information. If I have a lengthy article to read, I find myself often getting lost in the minute details rather than the big picture. I feel then I miss the major points of the article and what it truly important. By highlighting the main points and writing notes in the margin, I am able to pick out points that I need to remember in order to understand the main focus of my learning. By incorporating technology into this, I feel students would be more willing to take accurate notes, as long as they are taught how. This may not be true for students who are not experienced with technology and their typing skills. I know that if I was a slow typist, I would not want to put my notes on a computer. However, with many of the programs available, notes are more easily accessible and can be shared through numerous commuinication programs such as blogs and wikis.
Wednesday, July 7, 2010
Behaviorism in Practice
I feel behaviorism still exists in many different ways in many different classrooms. This week's resources allowed me to see different ways than it is used within my own classroom as well. First, I strongly believe that students who put forth effort, will succeed. Although all students will not succeed at the same rate, they will progress from where they began. This also might include accomodations, but I feel success correlates with effort. Within this instructional strategy of reinforcing effort, I do feel that a rubric or model needs to be set so students know the expectations. I do not feel it is fair to tell students they are not trying if they have never had set clear expectations on what that looks like. I like the examples of having students record their effort based on a rubric along with their score that week using a spreadsheet. I feel this is unrealistic for me next year being that I will be teaching Kindergarten. Instead, I feel I can modify this by providing clear expectations for their work as well as examples and non examples. I thought about modeling how to throw a ball by using effort and without using effort to show the clear difference between the two. Then, I would take the situation into the classroom and maybe model it in the block station with building a tower. The reinforcing effort strategy correlates with behaviorism because it is reinforcing positive behaviors of showing effort while showing direct consequences (the grades) of non effort. By providing feedback, teachers are able to redirect the negative behavior and attempt to change it to a positive, reinforced behavior.
Homework and practice has always been discussed at the beginning of each school year. Our principal has clear expectations that any homework is minimal and serves an educational purpose. In second grade I sent homework minimally for skills that needed extra practice. These would be skills that I would also drill and practice within the classroom in a variety of ways. I feel this strategy of homework and practice correlate with behaviorism because students are gaining feedback from these drill and practices. This will help guide their learning and allow the teacher to modify the goal when needed.
The websites that were provided showed me that I probably use behaviorism in my classroom more than I have thought. The websites were exactly what I have my students visit so they can practice needed skills during centers. This is a time when they can independently focus on the task and have fun while practicing in game form.
I look forward to continuing learning more about different behavior theories to see what I really use the most of within my classroom and will it be effective in Kindergarten as opposed to second grade which I have taught for four years.
Homework and practice has always been discussed at the beginning of each school year. Our principal has clear expectations that any homework is minimal and serves an educational purpose. In second grade I sent homework minimally for skills that needed extra practice. These would be skills that I would also drill and practice within the classroom in a variety of ways. I feel this strategy of homework and practice correlate with behaviorism because students are gaining feedback from these drill and practices. This will help guide their learning and allow the teacher to modify the goal when needed.
The websites that were provided showed me that I probably use behaviorism in my classroom more than I have thought. The websites were exactly what I have my students visit so they can practice needed skills during centers. This is a time when they can independently focus on the task and have fun while practicing in game form.
I look forward to continuing learning more about different behavior theories to see what I really use the most of within my classroom and will it be effective in Kindergarten as opposed to second grade which I have taught for four years.
Tuesday, April 20, 2010
Reflection
This course has provided me in a lot of insight on how important technology is in the classroom. It allows me to see how important it is to change how we teach and incorporate new technologies, 21st century skills, and learning styles into the curriculum. This course has helped me learn a few new technologies that I was not comfortable enough to teach my students how to use previously. I know how to teach my students how to make a podcast and feel comfortable enough to have them apply it to the curriculum. It was also nice to have the opportunity to learn new technologies and practice with them before needing to use them in the classroom.
I will continue to expand my knowledge of technology by reading blogs, continuing to use the technology that I do know of, keep in touch with teachers in my school who use technology and continue to take classes through Walden.
Two long term goals I would like to set for myself are:
1. To use technology more often during center time for students to explore different programs and websites to find and use information more independently
2. Use technology as a way of differentiating instruction.
Because I will be moving to kindergarten next year instead of teaching second grade, I will have a lot of challenges with technology. This will be their first experience with technology in the classroom, most likely. I feel they will be very excited about using it as part of their learning. My biggest challenge will be adapting some of the programs to a more basic level for most of the kids. I know some of them will surprise me and know a lot more than I expect and others will know little about technology. By continuing to introduce them to new technology I feel my goals of having students use technology during center time will be likely met and will allow my second goal to be achievable also. Once students know basics, you are able to stretch their thinking a bit to differentiate instruction.
I will continue to expand my knowledge of technology by reading blogs, continuing to use the technology that I do know of, keep in touch with teachers in my school who use technology and continue to take classes through Walden.
Two long term goals I would like to set for myself are:
1. To use technology more often during center time for students to explore different programs and websites to find and use information more independently
2. Use technology as a way of differentiating instruction.
Because I will be moving to kindergarten next year instead of teaching second grade, I will have a lot of challenges with technology. This will be their first experience with technology in the classroom, most likely. I feel they will be very excited about using it as part of their learning. My biggest challenge will be adapting some of the programs to a more basic level for most of the kids. I know some of them will surprise me and know a lot more than I expect and others will know little about technology. By continuing to introduce them to new technology I feel my goals of having students use technology during center time will be likely met and will allow my second goal to be achievable also. Once students know basics, you are able to stretch their thinking a bit to differentiate instruction.
Sunday, April 4, 2010
Podcast
Here is a link to my podcast. I tried to embed it into my blog but it was unable to connect. Enjoy!
http://sravo.podbean.com/
http://sravo.podbean.com/
Saturday, March 27, 2010
21st Century Skills Website
After exploring the Partnership for 21st Century Skills website for quite awhile, I found it to be full of useful information for myself as a teacher. I feel it was very organized and easy to find information on specific topics. It also provided a lot of useful resources. I especially liked the video portions. At times, I did find it a bit overwhelming with the amount of information I was looking at just for browsing purposes.
Something on the site that surprised me was that only fourteen states at this point have developed standards and initiatives toward 21st century skills. Eventually, I am sure more states will join in, but for now, we are saying that only fourteen states are committed to supporting teachers by providing initiatives for our students gaining 21st century skills.
Ken Kay stated that more professional development is needed for teachers to learn how to teach and assess 21st century skills. I agree that this is needed if teachers are expected for students to be exiting school with 21st century skills as well as the “3 r’s”. However, I feel that all states need to be included in this. If some states do not even have initiatives outlined for the public, how will they commit to providing training to educators who will be teaching these skills?
I think this website is showing how serious we need to be about the need for 21st century skills. Many educators are focused on the test scores, etc. However, we need to look at what is going to benefit the whole child. Does one or two standardized tests prove what they will provide in the workforce? Probably not. We need to be teaching children to be more skillful in communicating, creativity, collaborating, and critically thinking. Educators can do this by infusing these skills within the current curriculum.
Something on the site that surprised me was that only fourteen states at this point have developed standards and initiatives toward 21st century skills. Eventually, I am sure more states will join in, but for now, we are saying that only fourteen states are committed to supporting teachers by providing initiatives for our students gaining 21st century skills.
Ken Kay stated that more professional development is needed for teachers to learn how to teach and assess 21st century skills. I agree that this is needed if teachers are expected for students to be exiting school with 21st century skills as well as the “3 r’s”. However, I feel that all states need to be included in this. If some states do not even have initiatives outlined for the public, how will they commit to providing training to educators who will be teaching these skills?
I think this website is showing how serious we need to be about the need for 21st century skills. Many educators are focused on the test scores, etc. However, we need to look at what is going to benefit the whole child. Does one or two standardized tests prove what they will provide in the workforce? Probably not. We need to be teaching children to be more skillful in communicating, creativity, collaborating, and critically thinking. Educators can do this by infusing these skills within the current curriculum.
Tuesday, March 9, 2010
March 9, 2010: Options for blogging in a 2nd grade classroom
There are many different uses for blogging in the classroom. Once students understand how to blog, it can be a very powerful tool. O
ne way that I plan to use blogging in my classroom within the next few weeks is to answers journal prompts after watching a story online. It would be more of a reaading response journal entry (something my students are already familiar with) but with a new twist (technology).
Another way I would be able to use blogging in my second grade classroom is to implement character education. It is very hard to find time to teach specific behaviors such as honesty, respect, etc. other than modeling and teachable moments. I would like time to read books, discuss situations, and have students complete follow up activities. If I use Audacity to record the book, they can listen to that as a reading center. Next, they can log onto our class blog and answer a question about the character trait we are focusing on. They will be able to respond directly to my question as well as comment on other students' ideas. I think sutdents will be much more eager to respond via blog than having a conversation within the classroom. This also makes all students accountable for having an opinion and idea to contribute to the discussion. This is also a way of getting things into the curriculum that most of us do not have time to squeeze in.
Both of the above would be a way for students to showcase their knowledge of certain topics but also have meaningful conversation. It is also a helpful tool for the teacher that wants to incorporate further learning and investigation but cannot find the time to squeeze it in during the day.
ne way that I plan to use blogging in my classroom within the next few weeks is to answers journal prompts after watching a story online. It would be more of a reaading response journal entry (something my students are already familiar with) but with a new twist (technology).
Another way I would be able to use blogging in my second grade classroom is to implement character education. It is very hard to find time to teach specific behaviors such as honesty, respect, etc. other than modeling and teachable moments. I would like time to read books, discuss situations, and have students complete follow up activities. If I use Audacity to record the book, they can listen to that as a reading center. Next, they can log onto our class blog and answer a question about the character trait we are focusing on. They will be able to respond directly to my question as well as comment on other students' ideas. I think sutdents will be much more eager to respond via blog than having a conversation within the classroom. This also makes all students accountable for having an opinion and idea to contribute to the discussion. This is also a way of getting things into the curriculum that most of us do not have time to squeeze in.
Both of the above would be a way for students to showcase their knowledge of certain topics but also have meaningful conversation. It is also a helpful tool for the teacher that wants to incorporate further learning and investigation but cannot find the time to squeeze it in during the day.
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