My GAME Plan

The GAME plan consists of four steps: setting goals, taking action to meet the goals, monitoring progress towards the goals, and evaluating if the goals were achieved (Cennamo, Ross, and Ertmer, 2009). As I continue my journey integrating technology in my instruction, I can use this process for my own growth. In order to set realistic and achievable goals, I reviewed the National Educational Technology Standards for teacher (ISTE, 2008). Specifically, my goals are teaching students how to use digital tools to investigate and solve real-world problems and using technology to create individualized learning activities that meet the needs of all the students in my class.

There are a variety of steps I will need to take and a variety of other people that I will need to recruit in order to meet these goals. I will need to gain the buy-in of the other teachers on my 9^th grade English team so that we can work together to develop lessons that address these skills directly. I can facilitate this by providing or accessing technology training within my school building. I will be able to build my confidence by practicing and demonstrating my ideas during collaborative planning sessions. One of my short term goals, which will also help me monitor my progress, is to incorporate one differentiated, technology-based activity each month for my students. Another short term goal will be to engage my students in researching and solving at least one real-world problem per marking period. Collaboration with my colleagues will be an imperative step as it will allow for problem solving in the planning phase, eliminating some potential challenges during instruction; it will also allow for a division of labor for materials and resources that may need to be created.

Monitoring will be ongoing throughout the school year. As I plan for implementing technology based activities, I will be able to monitor my comfort level and confidence when I practice or demonstrate for other teachers. The effectiveness of the lessons will be measured by the data collected as students demonstrate their learning.

Achieving my short term goals each month and marking period will also help measure progress toward the main goal and evaluate my effectiveness. If the data is showing a lack of student progress or success, I will have to reevaluate in order to modify my plan to meet the needs of students more effectively. This may mean adjusting my goals, changing the instruction that supports the use of technology, or accessing additional resources and technology tools.

The technology tools that are most comfortable to me, such as wikis, WebQuests, and SmartBoards, will likely be the tools that I use most frequently. In order to extend my learning, I will try to incorporate additional tools and technologies that are less familiar and comfortable. I will attend professional development opportunities to learn about additional tools and provide professional development to my colleagues on the tools with which I am familiar.  

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

International Society for Technology Integration (2008). National Educational Standards for Teachers. Retrieved May 15, 2013 from http://www.iste.org/docs/pdfs/nets-t-standards.pdf?sfvrsn=2

Final Reflection EDUC 6711

As a student who struggled to listen, take notes, and then try to make meaning of what I heard, I have always believed in the power of student engagement for deep learning. The constructivist learning theory clearly aligns with this belief as the engagement and interaction that students engage in results in meaningful experiences and learning (Laureate Education, Inc., 2011a; Laureate Education, Inc., 2011b; Lever-Duffy & McDonald, 2008). This affirmed and strengthened my commitment to highly engaging, interactive teaching. The use of interactive technology tools such as virtual field trips and WebQuests allow students to access information through experience and, through that experience, make new meaning from the content.

            WebQuests allow students to investigate, explore, and engage in thinking through inquiry-based practice that leads to the creation of an artifact (Pitler, Hubbell, Kuhn & Malenoski, 2007). Though guided through a structured format, teacher-provided resources, and clear expectations of a rubric, students have freedom to engage with resources at their own pace and develop an understanding that is personally meaningful. I used a WebQuest in my classroom any years ago and even helped another teacher develop one; however, I look forward to exploring this technology tool further in order to reintroduce it into my teaching practice. I will begin this process by researching existing WebQuests that are available on educational resource websites and those referenced by Pitler et al. (2007). If I am able to locate one that connects to my content, I will explore all aspects of it with my co-teacher in order to determine if there is any need for modifications, pre-teaching, or special equipment. My goal is to use at least one WebQuest in my teaching before the end of the first semester.

            I would also like to use virtual field trips in my regular instructional practice. Virtual field trips can provide students with background knowledge, experience, and visual support for Dual Coding (Laureate Education, Inc., 2011c; Laureate Education, Inc., 2011d). This tool, much like the WebQuest, allows students to engage with content first hand using a variety of resources. Since many of my students struggle with reading and do not gain the most benefit from reading activities, virtual field trips can provide them with an alternative source of information that can lead to deep learning. The possibilities for deep learning are increased through the personal experience that students gain from the activity and interaction with the content. I have already seen students who were very affected by the experience of a virtual field trip that I know that it will have an impact on achievement in my classroom. My goal is to ensure that I am using at least one virtual field trip experience in each unit that I teach. I will research the resources available on the Internet and network with other English and History teachers in order to build a toolbox of resources that allow students to have this firsthand experience.

            The use of technology has not been a focus for my instructional planning or goals in the past; I now have a repertoire of technology tools that I have used and implemented in order to ensure my comfort with and understanding of their use. With this repertoire, I intend to increase my use of technology in meaningful way in my daily instruction. Additionally, I expect to promote the use of technology in my school and district-wide department through teacher-to-teacher trainings, workshops, and presentations. I will start with my co-teachers and the other teachers in my content and department by sharing the lessons and materials that we develop for our own classrooms.

References

Laureate Education, Inc. (Producer). (2011c). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011a). Program one: Understanding the brain [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011d). Program six: Spotlight on technology: Virtual field trips [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program three: Instructional theory vs. learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Cooperative Learning

Cooperative Learning can be enhanced by the use of technology tools in order to collaborate with other people outside of the school community, create multimedia artifacts, and use social networking to connect and share ideas.

Collaboration Tools
The use of online tools such as wikis, blogs, and voicethreads allow students to collaborate to complete task, give feedback to peers, and receive feedback (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This interaction can increase student learning by providing new contexts and schema for processing and storing the information. These elements make it a prime example of social constructionism as students are actively engaged in creating an artifact while participating in conversation about the process and product (Laureate Education, Inc, 2011). Classroom websites and Edmodo are other online tools that can provide this same experience.

Multimedia
There are many websites and software applications that allow students to create multimedia presentations about what they are learning. Some excellent examples include Voice Thread, Photo Story, Power Point, and Animoto. These tools allow students to incorporate visual, audio, and interactive elements to incraese the impact on the audience. When students work cooperatively to create a multimedia artifact, they are again engaging in the creation and conversation about the learning process. By working cooperatively, not competitively, students also develop teamwork and delegation skills that are essential to the 21st century workplace (Partnership for 21st Century Skills, 2009).

Social Networking
The use of social networking has often been avoided by schools, although they offer an opportunity for communicating and connecting with students on their own turf. Through the use of safe, secure, and protected social networking websites, such as Edmodo, students can benefot from the same level of interaction they have on Facebook while working with content materials. This does not come without its own set of problems. Even one of the best classes I have worked with had a rogue student who posted inappropriate comments using a fake student. As teachers, we must also use all of the tools available to use to prevent the opportunity for this type of occurance. I learning my lesson and quickly secured the site so no other members could be added. This interaction has allowed students to gain new perspectives and enhance their understanding of content materials and multiple ways to solve a problem.

  Sources:

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

Partnership for 21st Century Skills. (2009). P21 Framework Definitions. Retrieved 9/24/2012 from http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf

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

Voice Thread

Here is the link to my voice thread: https://voicethread.com/share/3485796/

Constructivism in Practice

The generating and testing of hypothesis is a strategy that can be applied across all content areas through problem based instruction (Pitler, Hubbell, Kuhn, and Malenoski, 2007). This strategy can incorporate a wide variety of other strategies that can result in improved student achievement. The concept behind generating and testing of hypothesis is very similar to that of Problem Based Instruction (PBI) in that they both engage students in solving real problems through the use of higher order thinking skills such as predicting, analyzing, and evaluating (Han and Bhattacharya, 2001; Pitler et al, 2007). These strategies are both examples of constructionism because students are creating something – a solution. The solution is an artifact because it is a real thing, although it may take many different forms. The theory of constructionism supports the use of highly engaging activities that result in students creating an artifact in order to allow them to make meaning and create their own understanding of the concept (Han and Bhattacharya, 2001; Laureate Education, Inc, 2011). There are many technology tools that can allow students solve problems through PBI and the generating and testing of hypothesis.

In a science class, students may use virtual labs in order to develop and test a hypothesis about flammability that may be too dangerous to complete in a classroom. They are creating data through this process and analyzing the data in order to evaluate their hypothesis. Spreadsheets can be used to collect the data in order to analyze it effectively. Students may use a wiki to collect and collaborate on the data asynchronously, as well as to provide feedback to other groups. Students could use any of a variety of possible presentation tools, Power Point, Prezi, or Animoto in order to share their results with the class, school, or community.

In a social studies class, students may use their knowledge of historical myths or legends to develop a question and hypothesis about the accuracy of details related to a major historical event such as the assassination of President Lincoln. Students can use virtual field trips and primary sources such as court documents, newspaper reports, and the writings of those directly involved in order to test their hypothesis.

These are just two examples of how constructionist theory can be supported in the classroom through the use of generating and testing of a hypothesis as part of Problem Based Instruction with the use of technology. It is imperative that students are working on real-world problems that are meaningful to them so that they are challenged and motivated. The supports that teachers establish in the development of the activity allow students to work within their zone of proximal development. The challenges that they create push students beyond that zone and into a deeper level of learning.

 

 

Sources:

Han, S. and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging Perspectives on learning, teaching, and technology. Retrieved 9/21/2012 from http://projects.coe.uga.edu/epltt/index.php

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Cognitivism in Practice

Cues, Questions, and Advance Organizers

As a cognitive theory, cues, questions, and advance organizers provide an organizational framework for the information that students are learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This helps to encode information into a student’s long term memory by developing connections to previous knowledge and creating a network model (Laureate Education, Inc, 2011). The use of graphic organizers, “thinking maps”, and brainstorming software, help make the connections between pieces of information or new and prior knowledge to create networks in the brain to improve the memory, or learning, of the material (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I have used Inspiration and Thinking Maps with much success. By providing an organizer, or a framework for the information, students are able to visualize a location or connection for each piece of information. There are many free, online or printable graphic organizers available from sources such as http://www.eduplace.com/graphicorganizer/ or http://www.thinkport.org/technology/template.tp. After extensive use of these frameworks, I have seen students internalize the framework, identify the one that works for them, and identify the organizational structure of text based on knowledge of these frameworks. Internalizing is the ultimate example and goal of the cognitive learning theory – the learning and model become engrained in the student’s mind.

Cueing and questioning can be difficult to implement effectively without providing too much support or prompting. Pitler, Hubbell, Kuhn, & Malenoski (2007) give very good advice when they suggest that cues be “straightforward and provide students with a preview of what they are about the learn” (p. 77). This allows students to develop their own connections during learning and discover ideas and relationships independent of the teacher’s opinion. The use of an essential question can provide a strong and steady framework for learning through one question. Concept mapping can be used to develop the information from an advance organizer throughout the learning process. Students can use a tool such as http://www.spiderscribe.net/ to begin and develop the learning process. A concept map allows students to expand on the essential question and develop a response by organizing the ideas as they are acquired.

 

Summarizing and Note Taking

There are many technology tools that can help students develop summarizing and note taking skills and develop the cognitive framework to improve learning. The use of concept maps and graphic organizers can be used for these skills by providing an organizational structure for the information while allowing students to expand and connect based on their own prior knowledge. For example, students can use Inspiration or a concept map to connect ideas and add meaningful details to their notes (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The use of technology can enhance this tool by allowing students to access and incorporate meaningful images to increase understanding and memory (Laureate Education, Inc, 2011). Many of the software applications include a tool for turning the visual organizer into an outline. This can provide another framework and help move from information gathering into the writing process (Pitler, Hubbell, Kuhn, & Malenoski, 2007). In addition to software such as Word or Inspiration, Web-based applications such as concept mapping tools and wikis can be used to turn this into a collaborative process.  

 

Experiential Learning

An important component to the cognitive learning theory is experiential learning (Laureate Education, Inc, 2011). While this may take different forms and hold a different value to theorists, it is the personal connection and experience that contributes to moving something from rote learning and short term memory to a personal experience and the long term memory. Experiential learning can take many forms, all of which hold some benefit to learning (Oxendine, Robinson, & Willson, 2004). From personal experience, I know that language immersion through study abroad can be a very effective way to move from text-book language learning to fluency and culture. While this is an expensive and time-consuming form of learning, virtual field trips can help students move beyond book learning and develop firsthand experience when travel is unrealistic due to limitations. Virtual field trips can also break the barrier of time travel by providing a virtual experience of a part or future location. As an English teacher, I have used the virtual field trip to the Globe Theater in order to help my students see what the theater experience was like in Shakespeare’s time. Allowing students to explore virtually provides them the freedom and curiosity that is often stifled in through teacher-centered instruction.

 

Sources:

Laureate Education, Inc. (Producer). (2011a). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Oxendine, C., Robinson, J., & Willson, G. (2004). Experiential learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved /1/2012, 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.

Behaviorism in Practice

Behaviorism as an educational theory states that students learn by receiving feedback to shape their behavior (Standridge, 2002). The basis of this theory began with Skinner and Pavlov's experiments with animal responses. To learn more about the history of behaviorism, click here. While some people question the effectiveness of behaviorism in today's classrooms, there are effective strategies that incorporate technology that are based in this theory (Laureate Education, Inc, 2011).

One strategy that incorporates technology with providing the feedback to shape behavior is reinforcing effort with spreadsheet software (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This strategy reinforces the behavior of effort by providing visual feedback in the form of a spreadsheet, chart, or graph so that students can see the connection between the effort they put forth and the points or grades they earn. Teachers can create a rubric to using tools such as rubistar.4teachers.org so that students can evaluate their effort consistently. The feedback provided is visual and makes an abstract concept concrete. Students can make connections by looking at a bar graph with side by side comparison of effort and grade to make the connection. The result of shaping effortful behavior can be achieved with feedback that reinforces the effort with increased points or grades. This is a form of positive reinforcement because the student is gaining something from their behavior (Standridge, 2002).

Another strategy based in behaviorism is the use of technology to support homework and independent practice. Technology can make homework a more effective process by providing feedback without the presence of a teacher. This may happen through the use of collaborative tools, multimedia capabilities, websites, or software applications (Standridge, 2002). Homework and practice are only useful if they are meaningful. One examples would be to have students use wikis such as wikispaces in order to collaborate asynchronously with each other and the teacher while providing feedback through the comment posts. They can also play educational games, such as those available on Internet4Classrooms, to practice skills and receive immediate feedback and error correction.

The true connection between technology and behaviorism is the ability to shape a behavior by providing immediate feedback; in the past this was only available through human contact. The availability of technology increases the opportunity for behaviorism to have a renaissance. It is important to remember, however, that the feedback provided by technology cannot replace the feedback provided by a human. Most learning is not as clear as a right or wrong answer, but many skills can be reinforced and internalized through the use of technology as one of many strategies applied.

Sources:

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Standridge, M. (2002). Behaviorism. In m. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 9/1/2012 from http://projects.coe.uga.edu/epltt/