“Bridging Learning Theory, Instruction, and Technology” has greatly enhanced my knowledge on how the use of technology tools directly corresponds with how the brain learns. In the beginning of this course I thought I was incorporating technology into my classroom through a variety of avenues. I previously mentioned how students will have a more concrete understanding of what they are learning if it fits into their society or lifestyle and continue to stand by the fact that today’s students are more technology savvy. My students will be able to be more engaged in learning due to the resources provided by this course. Technology still supports my personal instructional theories to strive to make the appropriate connections to the real world and to feel like there is purpose and meaning in what I teach to my students. . “The act of teaching requires an understanding of learning and an understanding of the individual and environmental factors that affect the learner” (Lever-Duffy & McDonald, 2008, p.25).
Dr. Wolfe noted that the learning process occurs when connections are made between neurons within the brain. Brain research and learning theories help us understand how these learning process can have a profound effect on student learning. Learning is enhanced by way of making connections so ultimately the more learning takes place as more connections are made. When students are actively involved in meaningful activities a variety of areas within their brains are being stimulated resulted in maximized student learning (Laureate Education, Inc., 2008c). As Dr. Orey suggested, we can truly engage our students and enhance their learning when instruction is diversified and individualized to reach a variety of learning styles and multiple intelligences (Laureate Education, Inc., 2008a). Numerous studies indicate that students encompass a variety of different learning and cognitive styles and multiple intelligences. Activating this knowledge requires a different approach to teaching that incorporates educational technology.
Educational technology can be used to broaden the horizons of instruction. It has the ability to increase brain activity by tapping into the visual, auditory, and kinesthetic learner while allowing them to explore their multiple intelligences. The use of this technology allows students to make concrete connections and will aid to better prepare students to thrive in today’s society. The educational technologies I was using almost everyday was the interactive whiteboard, LCD projector, student laptop computers, and Power Point. While these tools are effective if used in engaging students in their learning, educational technology reaches far beyond these tools
It is my long-term goal to ensure that all students are learning with these technological tools tools not just from them (Kirschner & Erkins, 2006). I plan to better use technology as a learning tool rather than an instructional tool. The key difference between technology as an instructional tool and technology as a learning tool comes down to who exactly is using the technology. When a teacher is the primary user of the technology, it is an instructional tool while student-centered technology use classifies the technology as a learning tool (Laureate Education, Inc., 2008b). There is a place for instructional tools, however student learning is best enhanced when technology is used as a learning tool. When making decisions about incorporating certain technologies in my classroom, I try to ensure that the technology is student-centered and provides opportunities for students to construct their own knowledge, collaborate with peers, and/or provides immediate feedback.
In the up-coming school year I also plan to create a class wiki. Blogs are blocked from our school system so wiki’s are the next best thing. I would like to use this tool to allow students to post discussion questions for my health class. Often students are embarrassed to ask questions during class, this way if they have an alias to use instead of their names I can address the question and even leave it open for others to engage in the conversation. VoiceThread, content mapping tools such as Webspiration, virtual field trips and multi-user virtual environments are online tools that I also intend to experiment with in the future to provide meaningful learning opportunities. The more technology I incorporate the more I become a facilitator to the learning processes of my students. They can work independently or in groups to create visual representations of concepts and show links between ideas and curriculum points. By incorporating these technologies, many of which students are already familiar, educators can easily capture their attention and actively engage them in learning activities that permit students to construct their own knowledge.
Instructional strategies require change to keep up with the changes in education all with the same goal to better educate our students. Traditional teaching provides a disservice to our students. Students need more from their teachers that just lecture. We must engage them in their learning and excite them about the content by infusing lessons with technology and skills that our students need in today’s fast-paced society. As stated by Lever-Duffy & McDonald (2008),
I look forward to refining my role as a facilitator by incorporating the skills and knowledge learned throughout this course . “Bridging Learning Theory, Instruction, and Technology” proved to be an excellent resource for tools to integrate into my own lessons.
References
Kirschner, P., & Erkens, G. (2006). Cognitive tools and mindtools for collaborative learning. Journal of Educational Computing Research, 35(2), 199–209.
Laureate Education, Inc. (Producer). (2008a). Program one. Understanding the Brain [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008b). Program thirteen. Technology: Instructional Tool vs. Learning Tool [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Friday, August 20, 2010
Monday, August 2, 2010
Thursday, July 29, 2010
Wednesday, July 28, 2010
Connectivism and Social Learning in Practice
Combined social learning and constructionism create a learning environment where students can work collaboratively both inside and outside of the classroom to construct knowledge and artifacts. This form of cooperative learning plays an integral part in allowing our “to be prepared for the fast-paced, virtual workplace that they will inherit”(Pitler, Hubbell, Kuhn & Malenoski, 2007, p.139).
The characteristics of Lev Vygotsky’s theory include speech and language as vital components to intelligence. Cooperative learning relates with his theory as it creates the opportunity to discuss concepts, collaboratively solve problems, and create artifacts all of which are very powerful tools to enhance student learning when students realize that the teacher is not the only expert in the room and begin to look to their peers for assistance (Laureate Education, Inc., 2009).
Connectivism requires the use of diverse knowledge sources distributed within a social network (Orey, p.2). Networks may include voicethreads, blogs, and other web resources such as webquests and keypals all provide students the opportunity to share ideas, communicate, and work together to complete a project or assignment from multiple locations. “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.140). Integrating such technologies can only strengthen an educators ability to captivate students and actively engage them in learning activities. In turn, students construct their own knowledge both individually and cooperatively.
Resources:
Laureate Education, Inc. (Producer). (2008). Program eight. Social Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008). Connectivism as a Learning Theory. [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
The characteristics of Lev Vygotsky’s theory include speech and language as vital components to intelligence. Cooperative learning relates with his theory as it creates the opportunity to discuss concepts, collaboratively solve problems, and create artifacts all of which are very powerful tools to enhance student learning when students realize that the teacher is not the only expert in the room and begin to look to their peers for assistance (Laureate Education, Inc., 2009).
Connectivism requires the use of diverse knowledge sources distributed within a social network (Orey, p.2). Networks may include voicethreads, blogs, and other web resources such as webquests and keypals all provide students the opportunity to share ideas, communicate, and work together to complete a project or assignment from multiple locations. “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.140). Integrating such technologies can only strengthen an educators ability to captivate students and actively engage them in learning activities. In turn, students construct their own knowledge both individually and cooperatively.
Resources:
Laureate Education, Inc. (Producer). (2008). Program eight. Social Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008). Connectivism as a Learning Theory. [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, July 13, 2010
Constructivism in Practice
Using Technology with Classroom Instruction that Works discusses several instructional strategies and technological tools including spreadsheet software, data collection tools, and web resources that allow students to generate and test hypotheses. “When teachers vary the processes in their classroom, they are following the classroom recommendation that their students be engaged in different types of hypothesis generation” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.204).
Can this technology correlate to the constructionist/constructivist classroom? Most definitely. In the perspective of a constructivist, “knowledge is a constructed element resulting from the learning process” (Lever-Duffy & McDonald, 2008, p.16). Whereas in the constructionist theory of learning “students are engaged in learning and the process of creating an artifact” (Laureate Education Inc., 2009). Technology quickly provides and collects data accurately leaving more time for students to analyze, synthesize, and interpret data.
Spreadsheet software provide the opportunity to manipulate data, test theories, observe patterns in the data, and make and compare predictions without spending extensive time entering the data and doing calculations. Data collection tools such as probes, digital microscopes, and even the Internet provide opportunities for students to gather data quickly and accurately that will confirm or deny the hypothesis in question. Interactive applets and simulations are examples of web resources that engage the students by providing virtual learning environments stimulating motivation to learn. Technology in the classroom offers many tools to allow students to interpret information in less time so they can focus more energy on the finished product.
References:
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Can this technology correlate to the constructionist/constructivist classroom? Most definitely. In the perspective of a constructivist, “knowledge is a constructed element resulting from the learning process” (Lever-Duffy & McDonald, 2008, p.16). Whereas in the constructionist theory of learning “students are engaged in learning and the process of creating an artifact” (Laureate Education Inc., 2009). Technology quickly provides and collects data accurately leaving more time for students to analyze, synthesize, and interpret data.
Spreadsheet software provide the opportunity to manipulate data, test theories, observe patterns in the data, and make and compare predictions without spending extensive time entering the data and doing calculations. Data collection tools such as probes, digital microscopes, and even the Internet provide opportunities for students to gather data quickly and accurately that will confirm or deny the hypothesis in question. Interactive applets and simulations are examples of web resources that engage the students by providing virtual learning environments stimulating motivation to learn. Technology in the classroom offers many tools to allow students to interpret information in less time so they can focus more energy on the finished product.
References:
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Cognitivism in Practice
The cognitive learning theory is one that focuses on “external, measurable behaviors” . Lever-Duffy & McDonald, 2008, p.16). The components of this theory include limited short-term/working memory, elaboration, dual coding, and a network model of memory. The first phase is sensory which include audio and visuals; the second phase is how information is processed in our short-term memory but way of chunking; and the third phase involves how our type of long-term memory whether it be declarative, procedural, or episodic, stores information.(Laureate Education, Inc., 2009). The application assignment for this week provided me with an opportunity to explore cognitive tools to enhance student learning. Virtual field trips add a visual component to note taking by activating students with videos, games, and activities that can give them a clear understanding of their research topic.
Using Technology with Classroom Instruction that Works discusses two instructional strategies associated with the cognitive learning theory. A teacher might provide cues and questions “to aid the learning process, look for opportunities to activate students’ background knowledge, thereby providing a direction for exploration” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.79). Using advanced organizers help students make connections to stored information so it is more easily retrieved. Advanced organizers and concept mapping replicate the network model of memory, students are able to make connections in an organized manner (Laureate Education Inc, 2009).
Summarizing and note taking strategies enhance student learning by helping students filter nonessential information from the key points. Along with using concept maps students may also utilize blogs, wikis, web resources, word processing software, and multimedia are some ways that technology can be useful to summarize information.
Resources:
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Using Technology with Classroom Instruction that Works discusses two instructional strategies associated with the cognitive learning theory. A teacher might provide cues and questions “to aid the learning process, look for opportunities to activate students’ background knowledge, thereby providing a direction for exploration” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.79). Using advanced organizers help students make connections to stored information so it is more easily retrieved. Advanced organizers and concept mapping replicate the network model of memory, students are able to make connections in an organized manner (Laureate Education Inc, 2009).
Summarizing and note taking strategies enhance student learning by helping students filter nonessential information from the key points. Along with using concept maps students may also utilize blogs, wikis, web resources, word processing software, and multimedia are some ways that technology can be useful to summarize information.
Resources:
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, July 6, 2010
Behaviorism in Practice
Using Technology with Classroom Instruction that Works explores the concepts of reinforcing effort and homework and practice. These two instructional strategies combined with technology correlate with the behaviorist learning theory. “Among the method derived from behaviorist theory for practical classroom application are contracts, consequences, reinforcement, extinction, and behavior modification.” (Orey, 2001). Operant conditioning is one of the key aspects of the behaviorist theory where students receive immediate feedback regarding their behavior – positive behaviors are reinforced and negative behaviors are punished (Laureate Education, Inc., 2008). Both of the instructional strategies of reinforcing effort as well as homework and practice integrate these behaviorist ideals.
The success of a student is directly linked with their level of effort. “A powerful way to convince students that effort is truly tied to achievement is to show them data” (Pitler et al, 2007, p.161). Teachers may use spreadsheet software such as Microsoft Excel to create rubrics that gives students the opportunity to assess themselves on their effort and clearly view the correlation between their effort and personal achievement. “Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback” (Pitler et al, 2007, p.156).
Immediate feedback is also valuable to the efficiency of homework and practice. Students thrive by knowing instantly when a mistake is made to ensure incorrect information and procedures are not mistakenly judged by the student to be accurate. Word processing applications, spreadsheet software, multimedia, web resources, and communication software are all technology that can be implemented into homework and practice routines to enhance student learning. Using tutorials as programmed instruction to strengthen skills is one example of how technology can be appropriately placed in the classroom. However one should be careful not to use these technologies to simply remediate students. “Technology is most effective when remediation activities are minimally incorporated” (Laureate Education, Inc., 2008).
References:
Laureate Education, Inc. (Producer). (2008). Program three. Instructional Theory vs. Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
The success of a student is directly linked with their level of effort. “A powerful way to convince students that effort is truly tied to achievement is to show them data” (Pitler et al, 2007, p.161). Teachers may use spreadsheet software such as Microsoft Excel to create rubrics that gives students the opportunity to assess themselves on their effort and clearly view the correlation between their effort and personal achievement. “Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback” (Pitler et al, 2007, p.156).
Immediate feedback is also valuable to the efficiency of homework and practice. Students thrive by knowing instantly when a mistake is made to ensure incorrect information and procedures are not mistakenly judged by the student to be accurate. Word processing applications, spreadsheet software, multimedia, web resources, and communication software are all technology that can be implemented into homework and practice routines to enhance student learning. Using tutorials as programmed instruction to strengthen skills is one example of how technology can be appropriately placed in the classroom. However one should be careful not to use these technologies to simply remediate students. “Technology is most effective when remediation activities are minimally incorporated” (Laureate Education, Inc., 2008).
References:
Laureate Education, Inc. (Producer). (2008). Program three. Instructional Theory vs. Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Saturday, February 27, 2010
A New Mind Set-Reflection
Understanding the Impact of Technology on Education, Work, and Society is exactly what I gained from taking this course. Prior to this course, I was only using email, the internet, my computers, and an LCD projector. I was only beginning to get my feet wet. Sure I was aware the flip camera and blogging but would have remained very intimitaded by them if it wasn’t for this course. I have always been able to learn quickly so I really don’t know why I was so intimidated. I learned quickly when it came to my online grade book, and our Edline account, and am successful at posting all assignments, test/quiz dates, project guidelines and rubrics online for parents and students. Until now I would have continued to think that in terms of classroom technology that I was native. I would have never imagined that integrating other innovative forms of technology into my lessons could be so user friendly.
I have learned that we are teaching a generation of Digital Natives. Many 21st century kids grow up literally surrounded by the light” (Prensky, 2008, p.42). School systems put many of our natives at a disadvantage by blocking our students from using those technologies in school. We are asking our students to shut off and enter the “darkness of the old fashion classroom” (Prensky, 2008, p. 42). The are expected to function and learn in an educational system that was designed for those socialized in a traditional way. If we change the way information is presented by using blogs, wikis, interactive whiteboards, and Podcasts as learning tools for our students, we would see our students become excited about the content. We need to “infuse skills we teach with technology they use” (Laureate Inc., 2008). This course has introduced me to wikis, blogs, and podcasts and shown me the tremendous educational benefits of using these powerful tools in the classroom.
Today’s students and classrooms have changed. .“They have spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age” (Prensky, 2001, p.1). However I was not aware that our students require an entirely new skills in order to be successful in this new digital society. These 21st century skills include critical thinking, problem solving, communication skills, teamwork/collaboration, leadership, creativity/innovative thinking, lifelong learning, self-direction, professionalism, ethics, and social responsibility just to name a few. As educators, it is our responsibility to model these skills in our classrooms and ultimately become facilitators so our students can problem solve independently in the workplace.
This course has introduced me to new technologies, websites, activities, and ideas that will truly engage my students, motivate them to learn, and enhance their education In achieving my goal of becoming a 21st century teacher, I have set two long-term goals. First, I plan to stay current on educational and technological trends and make a greater effort to find ways to fund new forms of technology for my classroom. Second, I will address technology standards in future lesson plans. I can enhance those lessons by incorporating a wiki, and have students create podcasts. I have been introduced to a variety of things that can be added to lessons that will deepen students’ understanding, and most importantly I will maintain an open-mind to try new things as technology continues to influence my students.
Resources:
Laureate Education Inc. (Producer). (2008). “The Changing Role of the Classroom Teacher: Part 2”. [Motion Picture]. Baltimore.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).
Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6),
I have learned that we are teaching a generation of Digital Natives. Many 21st century kids grow up literally surrounded by the light” (Prensky, 2008, p.42). School systems put many of our natives at a disadvantage by blocking our students from using those technologies in school. We are asking our students to shut off and enter the “darkness of the old fashion classroom” (Prensky, 2008, p. 42). The are expected to function and learn in an educational system that was designed for those socialized in a traditional way. If we change the way information is presented by using blogs, wikis, interactive whiteboards, and Podcasts as learning tools for our students, we would see our students become excited about the content. We need to “infuse skills we teach with technology they use” (Laureate Inc., 2008). This course has introduced me to wikis, blogs, and podcasts and shown me the tremendous educational benefits of using these powerful tools in the classroom.
Today’s students and classrooms have changed. .“They have spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age” (Prensky, 2001, p.1). However I was not aware that our students require an entirely new skills in order to be successful in this new digital society. These 21st century skills include critical thinking, problem solving, communication skills, teamwork/collaboration, leadership, creativity/innovative thinking, lifelong learning, self-direction, professionalism, ethics, and social responsibility just to name a few. As educators, it is our responsibility to model these skills in our classrooms and ultimately become facilitators so our students can problem solve independently in the workplace.
This course has introduced me to new technologies, websites, activities, and ideas that will truly engage my students, motivate them to learn, and enhance their education In achieving my goal of becoming a 21st century teacher, I have set two long-term goals. First, I plan to stay current on educational and technological trends and make a greater effort to find ways to fund new forms of technology for my classroom. Second, I will address technology standards in future lesson plans. I can enhance those lessons by incorporating a wiki, and have students create podcasts. I have been introduced to a variety of things that can be added to lessons that will deepen students’ understanding, and most importantly I will maintain an open-mind to try new things as technology continues to influence my students.
Resources:
Laureate Education Inc. (Producer). (2008). “The Changing Role of the Classroom Teacher: Part 2”. [Motion Picture]. Baltimore.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).
Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6),
Monday, February 8, 2010
Podcast Assignment: Profiling the Students of Today
This is the link to my podcast that I created using a flip-camera that reports the results of the technology survey that I gave to my 9th grade health class.
http://www.youtube.com/watch?v=OrBSp0CaBmE
http://www.youtube.com/watch?v=OrBSp0CaBmE
Friday, February 5, 2010
Wednesday, January 27, 2010
Evaluating 21st Century Skills
Literacy of 21st century skills will ultimately determine whether today’s students will have the knowledge to be prepared to live, learn, work and interface in an environment drenched with technology. The partnership for 21st century skills suggests that educational decision makers must acknowledge that the academics of yesterday are not adequate for preparing students to be proficient when using technology of today.
“In education we need to think about preparing students intensively to collaborate” (Laureate Education., Inc., 2008). The mission of The Partnership for 21st Century Skills is to form collaborate efforts of several educators, businesses, communities and government leaders to inspire action within classrooms across the United States with 21st century skills. Those skills include critical thinking, problem solving, communication skills, teamwork/collaboration, leadership, creativity/innovative thinking, lifelong learning, self-direction, professionalism, ethics, and social responsibility among other such skills. It is fundamental that they added these skills that are necessary for the 21st century with the core subjects that need to be taught and that also correspond with what students are already learning.
I am surprised to see that only 14 states are considered to be P21 Leadership States which are committed to revising state standards, assessments, and professional development to incorporate the teaching and practice of these 21st century skills. On a positive note, I was pleasantly surprised to see the resources that were available to teachers. This organization has provided teachers with tools that will help us integrate 21st century skills into education without having to rewrite the curriculum. They have supplied educators with standards, assessments, student outcomes, and support systems. (www.21centuryskills.org)
This inspires me to provide my students with an education that promotes the 21st century skills they need for the future. We cannot expect students to leave school with simply basic knowledge skills. We educators need to encourage expert thinking and communication. “If you’re going to change schools you have to have a vision for it” (Miners & Pascopella, 2007, p.2).
Students today are expected to know more than just reading, writing, and math skills. We need to encourage students to become lifelong learners and focus on their creativity, expert thinking skills, communication, and collaboration. Technology can effectively teach these skills so our students can be successful in today’s workforce and economy.
Resources:
Laureate Education, Inc. (Producer). (2008). Skills for the 21st century. [Motion Picture]. Understanding the impact of technology on education, work and society. Baltimore: Author.
Miners, Z., & Pascopella, A. (2007). The new literacies. District Administration, 43(10), 26–34.
Partnership for 21st Century Skills. (2009). http://www.21stcenturyskills.org
“In education we need to think about preparing students intensively to collaborate” (Laureate Education., Inc., 2008). The mission of The Partnership for 21st Century Skills is to form collaborate efforts of several educators, businesses, communities and government leaders to inspire action within classrooms across the United States with 21st century skills. Those skills include critical thinking, problem solving, communication skills, teamwork/collaboration, leadership, creativity/innovative thinking, lifelong learning, self-direction, professionalism, ethics, and social responsibility among other such skills. It is fundamental that they added these skills that are necessary for the 21st century with the core subjects that need to be taught and that also correspond with what students are already learning.
I am surprised to see that only 14 states are considered to be P21 Leadership States which are committed to revising state standards, assessments, and professional development to incorporate the teaching and practice of these 21st century skills. On a positive note, I was pleasantly surprised to see the resources that were available to teachers. This organization has provided teachers with tools that will help us integrate 21st century skills into education without having to rewrite the curriculum. They have supplied educators with standards, assessments, student outcomes, and support systems. (www.21centuryskills.org)
This inspires me to provide my students with an education that promotes the 21st century skills they need for the future. We cannot expect students to leave school with simply basic knowledge skills. We educators need to encourage expert thinking and communication. “If you’re going to change schools you have to have a vision for it” (Miners & Pascopella, 2007, p.2).
Students today are expected to know more than just reading, writing, and math skills. We need to encourage students to become lifelong learners and focus on their creativity, expert thinking skills, communication, and collaboration. Technology can effectively teach these skills so our students can be successful in today’s workforce and economy.
Resources:
Laureate Education, Inc. (Producer). (2008). Skills for the 21st century. [Motion Picture]. Understanding the impact of technology on education, work and society. Baltimore: Author.
Miners, Z., & Pascopella, A. (2007). The new literacies. District Administration, 43(10), 26–34.
Partnership for 21st Century Skills. (2009). http://www.21stcenturyskills.org
Wednesday, January 13, 2010
Utilizing Blogs in Health and Physical Education
Many subject areas offer students numerous avenues to use technology daily. PowerPoint’s, laptop computers, interactive white boards, podcasts, and flip cameras are some examples of the technology that has become part of a student’s school experience. With the creation of blogs available on the web, I am now able to incorporate this form of technology into my ninth grade health and physical education classes as well.
Our county along with many others take advantage of a web based software portal, or Edline, that allows teachers to communicate with students and parents about grades, assignments, test/quiz dates, project guidelines, and classroom announcements, etc. I can use Edline to introduce blogging into my classroom by creating a blog and attaching the link to the class portal. In our school would actually have to create a wiki space with the other health and physical education teachers since weblogs are blocked from our county’s network service.
An idea for blogging in my health classes would be to a place where students can reflect on an article that I posted on the web to pertain to our current topic. My classes currently turn in current event articles after each unit of health, this way we can focus on one sub-topic and create a discussion about it, a great way to encourage more reading and writing. Blogging can also be used for discussion topics or even be set up where students are anonymous and can ask questions they were too embarrassed to ask in class. The topics in health can be very personal so they can use this portal to seek support and communicate with their peers. Of course in order to promote participation, the students would need to be anonymous.
In Will Richardson’s book, Blogs, wikis, podcasts, and other powerful web tools for classrooms, I was introduced to another great idea for the use of an RSS aggregator in my own class. For the same assignment on current events, they are able to plug in topics where the RSS feed will bring the information to them. This can also be used for research projects where they add a site from google that will bring the research to them regarding a specific disease, like Avian Flu, as Richardson used as an example in his book (p.78).
I am currently looking for ways to incorporate the use of blogs in my PE classes. Richardson’s example from his book was to have student’s “log their workouts or diets” (p.32). This is one option but could see an issue where students may be embarrassed to post that information.
I look forward to incorporating a form of blogging, whether it is through a wiki, into my courses next semester.
Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand oaks, California: Corwin Press.
Our county along with many others take advantage of a web based software portal, or Edline, that allows teachers to communicate with students and parents about grades, assignments, test/quiz dates, project guidelines, and classroom announcements, etc. I can use Edline to introduce blogging into my classroom by creating a blog and attaching the link to the class portal. In our school would actually have to create a wiki space with the other health and physical education teachers since weblogs are blocked from our county’s network service.
An idea for blogging in my health classes would be to a place where students can reflect on an article that I posted on the web to pertain to our current topic. My classes currently turn in current event articles after each unit of health, this way we can focus on one sub-topic and create a discussion about it, a great way to encourage more reading and writing. Blogging can also be used for discussion topics or even be set up where students are anonymous and can ask questions they were too embarrassed to ask in class. The topics in health can be very personal so they can use this portal to seek support and communicate with their peers. Of course in order to promote participation, the students would need to be anonymous.
In Will Richardson’s book, Blogs, wikis, podcasts, and other powerful web tools for classrooms, I was introduced to another great idea for the use of an RSS aggregator in my own class. For the same assignment on current events, they are able to plug in topics where the RSS feed will bring the information to them. This can also be used for research projects where they add a site from google that will bring the research to them regarding a specific disease, like Avian Flu, as Richardson used as an example in his book (p.78).
I am currently looking for ways to incorporate the use of blogs in my PE classes. Richardson’s example from his book was to have student’s “log their workouts or diets” (p.32). This is one option but could see an issue where students may be embarrassed to post that information.
I look forward to incorporating a form of blogging, whether it is through a wiki, into my courses next semester.
Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand oaks, California: Corwin Press.
Monday, January 4, 2010
A whole new world for me
Welcome to my very first blog! This blog is a very exciting accomplishment for me since I often fear the unknown in the world of technology. So far it has been nothing to fret about and is extremely user friendly. I look forward to collecting and sharing ideas to keep me on this path of exploration and enlightenment.
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