EDUC 6715 Reflection

EDUC 6715 New and Emerging Technologies allowed me to analyze up and coming digital tools and resources, like Multi-User Virtual Environments (MUVEs), online gaming, and online modules. I was most inspired by the power of MUVEs in the classroom. Planning and implementing MUVEs challenges me to learn more about the virtual world and how it can engage my students, while improving 21st century skills. Atkinson outlines four principles of instruction for virtual worlds: immersion, interaction, identity, and integration (p. 32).
The MUVE I found applicable to my students was www.whyville.net and how it will support content learning and facilitate instructional agents. I was able to find several content standards that can be applied in the Whyville community. The Whyville News provides students’ the opportunity to write creative articles, how-to articles, and letters to the editor. What a great way to integrate the various types of writing my students will encounter throughout their lives (Atkinson, 2009, p. 31)! Like most MUVEs, Whyville also provides students with a salary and tokens for completed activities. This will strengthen their real-world math skills by maintaining a budget.
MUVEs also supply teachers and students the chance to be immersed in the online world, interact and identify with people around the world, and integrate content standards through a game-like simulation (Atkinson, 2009, p. 31). These four principles are paramount to prepare students for 21st century life and workforce.
This is my final Walden course, and I have learned so much about technology and digital tools. I have increased my reading of professional blogs to continue learning about new technologies. Since technology is also changing and evolving, I am motivated to continue learning and growing as a technology consumer. I am excited about my future in my classroom and in my school. Keeping my fingers crossed for a technology position to open up!


Atkinson, T. (2009). Second life for educators: Teaching and learning. TechTrends: Linking Research & Practice to Improve Learning, 53(3), 30–32

Online Learning in K-12 Schools

Check out my presentation about Learning Management Systems like RCampus or Moodle.

EDUC 6714 Reflection

EDUC 6714 Reaching and Engaging ALL Learners with Technology course taught me just that – we discovered the true definition of Universal Design for Learning (UDL) and Differentiated Instruction (DI). I collaborated with my classmates on a social networking site (www.ning.com), and the resources and ideas we shared will be invaluable to me as I implement UDL and DI into my classroom the rest of this school year and years to come. The learning profile, multiple intelligences, etc. surveys discovered and created by my classmates will prepare me to meet all my of students’ needs. My classmates also offered suggestions to my ideas on how to integrate UDL and DI principles into my classroom. I am looking forward to creating a Ning network for my students, since it is not blocked by my district like the Facebook site. I want my students to collaborate on homework and projects similarly to my interactions with my Walden classmates.

I have already implemented some of the suggestions from Smith & Throne for DI. My students were getting bored with the mundane reading log, and they wanted a book report project. I have created a TIC-TAC-TOE choice board for their book report project, and they are very excited to read their book and create their projects. Incorporating technology is a wonderful way to engage students in the content, process, and product of learning (Laureate Education, Inc., 2009). One requirement for the book project is to post a critique on this blog to let other students discover new books to read. I also have been focusing on how my students learn in order to give them options for assessment. Creating learning profiles for each student will be a definite goal at the beginning of next school year. I have been taking small steps to incorporate more technology into our school day. Last week, I went with my class to their technology class. We worked together to learn the features of a program named Timeliner (obviously, software that allows users to create a timeline and add graphics). Since our class was on Monday, the technology teacher was able to use this lesson for the rest of the week with the other 5th grade classes!

I am excited for the rest of this year with my students, as well as my future classes, as I continue to bring technology to my students that will increase their learning and interaction with the content, process, and product.

GAME Plan Reflection

My GAME plan started with two overarching goals based the National Educational Technology Standards for Teachers (NET-T) from the International Society for Technology in Education (ITSE): Facilitate and Inspire Student Learning and Creativity and Design and Develop Digital-Age Learning Experiences and Assessments. These two standards can encompass a tremendous amount of work, but as I created my action planned, I found a way to accomplish them simultaneously.

At first I was skeptical about writing out a GAME plan and monitoring and evaluating it weekly. It seemed to be a waste. However, I am amazed at how much more I accomplished towards achieving my goals because I constantly read and reviewed what I had set out to do. Our last blog post required me to think about using the GAME plan with my students. How powerful it would be for my students to experience the success in setting and accomplishing a goal!

I required a weekly session in the computer lab to force the completion of these actions. By visiting the lab every week, I needed to plan lessons that would facilitate student learning. Also by visiting the lab every week, my students would be developing digital-age learning experiences as we explored and utilized new technology tools. Since I created my original GAME plan at the beginning of this course, I only included Webquests into my action plan. I am so excited about the new tools I experienced during this course: www.epals.com for online collaboration, digital-storytelling (most likely Photostory), and Problem-based learning projects that can incorporate a variety of technological tools.

When we return to school, I am going to continue working on my GAME plan. The new tools I experienced in this course have me excited about using them with my students. I am constantly brainstorming ways I can use blogs, wikis, digital-storytelling, and PBL. I am also thinking of ways to fit these new projects into my schedule. I try to remind myself that my students will learn content more deeply when they experience learning in their “language” (Prensky, 2001). I don’t want them to learn everything an inch deep and a mile wide. I’d rather go for an inch wide and a mile deep!

GAME Plan for Students

Once I make my students aware of NET-S goals, we will set two goals together with the intent of furthering their GAME plan by adding another goal on their own. The two most basic NET-S standards are:

Digital Citizenship : Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

These Goals will remind them of the appropriate behavior while using technology, as well as one main purpose of the Internet in our classroom (research).

They will take Action by answering the three questions provided by Cennamo, Ross, & Ertmer (2009): What information do I need to meet my goal? What learning strategy will I use? What resources are needed?

Students will Monitor their goals by "consider"ing these questions: Am I finding the information I need? What patterns are emerging from the information sources? DO I need to modify my action plan? (p. 4). By answering these questions students will begin to see the benefits of goal setting and taking action.

Lastly, students will Evaluate their progress towards becoming a responsible digital citizen and being fluent in researching methods. How was I successful in meeting my goals? What will I do differently in the future? After achieving succes in Digital Citizenship and Research/Information Fluency, students will select ONE additional goal to add to their NET-S standards (Creativity and Innovation, Communication and Collaboration, Critical Thinking, Problem Solving, and Decision Making, OR Technology Operations and Concepts.

This will be an exciting opportunity for students to realize they have technology standards as well. Holding them accountable for content standards is important, but I am glad to see that technology is also crucial to students becoming a 21st century learner and leader!

http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm

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

Revising the GAME Plan

This course (Integrating Technology Across Content Areas) seems to have had the most impact on my thinking and planning lessons. Instead of teaching past lessons the same way, I have really been inspired (given many practical ideas) to include technology to modify my students' instruction or final product. The NETS-T goal that has motivated this: "design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity" (NETS-T).

I am still working on the goals of my original GAME plan, so at this time, I do not want to stretch myself too thin or become discouraged by setting too many goals. In order to keep working towards those goals and extend my learing, I have a few students that need to extend their learning. I am currently brainstorming and will start testing ideas for these few gifted students who are "bored" with current lessons. This will stretch all of us as learners, as well as excite them about learning.

Jenelle

Evaluating the GAME plan Progress

This has been a crazy week to see my GAME plan in action. My students are taking MAP tests, which occur three times a year. They are a great assessment tool; however, they require the computer lab for 2 weeks. It also jumbles our daily schedule. I am sad to say my action plan has not been the top priority this week. We have not worked towards our technology goals - Webquests or digital tool exploration. I have had to be flexible and adjust my class schedule to accomodate testing in the computer lab, as well as other activities that 'interrupt' our school day.

I have definitely learned that for goals to be accomplished, they have to be purposefully planned. Goals will not be met if I rely on "when I have time" or "whenever". I have to PLAN for the mobile lab.

I still need to model Webquests for my students. Dr. Krauss offered advice on doing a Webquest as a class using my SMARTboard. This will be something I am going to plan in the next two weeks before Christmas break. I may try incorporating this modeling process with my PBL Unit Plan. Since this is a first for me - Webquests AND Problem-Based Learning - combining them may be a good learning experience. I am looking forward to experiencing this new learning with my students.

Monitoring the GAME Plan

After a goal is set, it is important to monitor, review, and adjust that goal to reach its full potential. Failing to monitor a goal may result in failing to accomplish the goal. As I have been working towards my GAME plan, I am forced to admit I am not planning technology activities to the extent I originally intended. I am finding Webquests and resources that will be what I need for my students as we begin studying the Industrial Revolution and Immigration. I need to prepare my students to complete the Webquests. I would love any suggestions on how to introduce Webquests to my students.

I have been reminded that students will need some exploration time in order to stay focused on content. I need to plan or have additional content tasks available in order to keep ALL students engaged. When I feel the urge to complain about the time it takes to plan the extra technology activities, I must remind myself I am teacher for my students, not for what is convenient for me.

Managing the GAME plan

For my GAME plan to work effectively, one particular resource will be required weekly: a computer lab or the mobile netbook cart. If I am to maintain a WEEKLY session of technology with my students, we will need weekly access. So far, that has not been a problem. Many teachers in my school are not completely comfortable with using the mobile lab, and the media specialist is letting me store the cart in my classroom office! Additional resources I will need: Webquests and other relevant content websites/information. The information I need will come from intentional researching for related content material and lesson planning for smooth presentation of the new technologies. I have been able to use the mobile cart yesterday and today for my students to carry out research for an essay we are writing for the State Superintendent regarding people’s influence on plants, animals, and the earth. I was able to bookmark about 8 cites that my students could find information about recycling, endangered animals, going “green”, etc. At this time, I did not take the time to teach website validity, but I mentioned that I made sure these were valid websites when beginning the lesson.

Since we had the netbooks logged-in (this has been the biggest hurdle – they take a long time to load all of the network information and programs), I decided to also show them photographs that I had saved for our science lesson. I wanted them to explore the pictures and decide how the items could be used to separate a mixture or a solution. One student opened Paint and started drawing on the pictures and it was saved onto the network. Other students became very distracted by this aversion, and I am glad we ran out of time. I spoke with the student after class, but there was little I could say because I felt I hadn’t foreseen that to be a problem so I did not address it when introducing the lesson. How do they always jump one or three steps ahead?!!? Any advice on how to handle “distraction” problems? And/or “pep talks” before technology lessons?

While reading through the Universal Design for Learning (UDL), I was inspired by Principle III: Guideline 7: Provide options for recruiting interest (Principle III, 2009). The screen capture below outlines checkpoint 7.2 and how it relates to the classroom. I particularly connected to “purposeful”, “active participation”, and “self-reflection” (Principle III, 2009).


I look forward to seeing my students interact with technology on a more regular basis, but I hope that I am up for the challenge of managing and promoting self-directed learning.

Jenelle

Principle III. Provide Multiple Means of Engagement | National Center On Universal Design for Learning. (2009). Home | National Center On Universal Design for Learning. Retrieved November 18, 2009, from http://www.udlcenter.org/aboutudl/udlguidelines/principle3

The GAME Plan

Cennamo, Ross, and Ertmer (2009) “use the GAME plan to guide self-directed learning activities” (p. 3). I will be using the GAME plan to strengthen my confidence and proficiency in the National Educational Technology Standards for Teachers (NETS-T).


G – Set Goals

Of the five overarching goals outlined by the International Society for Technology in Education (ITSE), two tasks stood out to me: Facilitate and Inspire Student Learning and Creativity and Design and Develop Digital-Age Learning Experiences and Assessments. These two goals are detailed through indicators that are specific teacher actions that will influence student learning.

1. “Engage students in exploring real-world issues and solving authentic problems using digital tools and resources”
2. “Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes”
3. “Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity”
4. “Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress” (NETS-T).



A – Take Action to Meet those Goals

I can admit these goals are lofty; however, my actions will be practical in order to tackle the expanse. In reality, these goals are interwoven and can be accomplished within the same lesson(s). I am going to deliberately plan for a WEEKLY session in the computer lab and/or access the mobile lab for my classroom. I will engage my students with digital tools by adapting Webquests that will enrich our learning environment as they reflect on their thinking and creativity (NETS-T) (Cennamo, Ross, & Ertmer, 2009, p. 55). I also want my students to follow their interests as they “incorporate digital tools and resources”. Even if we only use our weekly time for research or to learn a new digital tool, it will enhance our learning environment with technology.


M – Monitor Progress toward achieving goals

One way I will monitor my progress is by signing up for the computer lab and writing it in my plans in advance. It must be intentional for me to gain confidence and become proficient in the NETS-T. Since this is posted on my blog, I hope my followers will keep me accountable. You also should start to see my students posting on this blog as we learn how to use the “computer as a conferencing tool”, supporting collaboration and help them develop critical communication skills (p. 74).


E – Evaluate whether the goals were achieved and Extend your learning to new situations

I look forward to this step because I am optimistic that I will have gained the confidence and proficiency in many of the ISTE technology standards. I will reflect on what worked and didn’t work throughout the year, but as the year comes to a close I will hope to see an increase in my students’ technological proficiencies. I want them to also be “self-directed learners” that plan, monitor, and evaluate their learning (p. 3). I will extend my learning by not just adapting learning experiences, but start to design and create my own plans.

My GAME plan will keep me very busy, but I look forward to the confidence I will gain and technology-rich environment my classroom will become! Happy GAM(E)ing!

Jenelle

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. Belmont, CA: Wadsworth Publishing.

National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers. (2008). International Society for Technology in Education | Home. Retrieved November 12, 2009, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf

EDUC 6712 Week 8 Reflection

This course has been an eye-opening experience. Not only have I a learned what web literacy is as a necessary 21st century skill, but also that my students lack these literacy skills even though the internet and computer have been a part of their entire school career. The most striking revelation spurns off of a quote from Kajder (2003, p. 49), “Just because our students are able to cruise through the internet with speed and what looks like skill doesn’t mean they know what they are doing” (Eagleton & Dobler, 2007, p. 28). The textbook for this course was not overwhelming, but logically broke down each step of the QUEST method. QUEST is a research/project strategy that teaches students 21st century web literacy skills throughout the process. Another striking revelation was how similar web literacy skills are to traditional literacy skills. The reading comprehension strategies necessary for proficient reading can be applied to web and traditional text (p. 35).

The knowledge and experience from this course will influence my teaching by initiating the Unit Plan for integrating the QUEST model into a social studies project. Planning a unit required me to focus on the web literacy skills and the social studies content. By integrating web literacy throughout content areas and our school day, my students will begin to practice the 21st century skills that will be required in their future. Through the creation of projects, I am excited that my students will not only be consumers of online content, but producers as well (Laureate Education, Inc. 2009).

A definite goal based on my learning in this course is to integrate web literacy into my daily teaching. The internet is an integral part of my day, as a teacher, a student, and a social networker. I need to more explicitly model strategies and skills that came almost naturally to me – critical thinking, effective search engines and methods, and “connecting [my] students to an audience” through blogs, wikis, etc. (November, 2008). I have already started brainstorming how web literacy will fit into my standard/traditional school day. Citing sources can fit into my writing block; research can be a part of my reading and writing instruction; blogs can be used as a reflection tool for content in science and social studies; Voicethreads or podcasts can be alternative assessments. The key for applying this new learning into my teaching is to add these web literacy skills one at a time. As these new tools are added to my students’ repertoire, they will be able to teach me new techniques as well. Introducing the tools and providing support will be essential to my students’ success as they embrace 21st century web skills.

Jenelle

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

Laureate Education, Inc. (Executive Producer). (2009). Developing Students’ Digital Literacy. Baltimore: Author.

November, A. (2008). Web literacy for educators. Thousands Oaks: Corwin Press.

Website Evaluation

I evaluate Britain in America as a valid website in teaching my students to select appropriate resources on the web so that they can be more literate in 21st century skills.

Free online screen recorder

EDUC 6711 Reflection

I took some time this week to reflect on all I have learned throughout this course.

Modified Personal Learning Theory
The concluding sentence of my week one application: “My personal theory of learning is to incorporate the three learning modalities, while promoting my students’ individual intelligences into my daily instruction and use of educational technology.” After this course (and after a week of staff development with John Antonetti), I would modify “incorporate the three learning modalities” by saying applying THE LEARNING CUBE. The Learning Cube incorporates Marzano’s instructional strategies, Schlechty’s qualities of engaging work, and Bloom’s highest levels of cognition (Antonetti, 2005). If I begin to integrate these research based approaches into my classroom, the learning modalities will be addressed as well as multiple intelligences. It will be exciting to experiment with adding the technology component to the Learning Cube!

Immediate Adjustments
I want to emphasize providing feedback and incorporating more nonlinguistic representations. In the past I have provided feedback through the use of personal response devices (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 45). I would like to incorporate them more into my daily instruction, not just at the completion of a unit. Personal response devices will provide me with immediate feedback as to the understanding of my lesson. It will also provide students an opportunity to cement (connect) new learning. I currently use a variety of nonlinguistic representations (graphic organizers, kinesthetic activities, and physical models), but I would like to see them transform into more technology based artifacts including: concept maps and multimedia presentations (p. 93, 103).

Long-term Goals for Technology in my Instruction
REINFORCE EFFORT
In order to “enhance my students’ understanding of the relationship between effort and achievement” and “addressing their attitudes and beliefs about learning” I want to utilize spreadsheet software (p. 155, 156). It will be a powerful learning experience for my students “to chart the relationship between effort and achievement (p. 156). They will have a visual representation of their efforts and the result of those efforts. By creating an Effort Rubric and setup an effort/achievement spreadsheet, I will supply my students with the tools they need to witness amount of effort = amount of achievement. In time, “they will work harder and in specific ways” because of the effort rubric and the proven results of those efforts (p. 160).

COOPERATIVE LEARNING
Atonetti’s Learning Cube refers to cooperative learning as “learning with others”, and the explanation includes the word interdependently (Schlechty, 2002). Most of the time, cooperative learning is misused and misunderstood. Teachers plan/assign group work without the focus of learning from each other as well as working together. My goal would be to include Cooperative Learning in an effective way – students not just talking to each other, but also ¬listening and paraphrasing each other’s thoughts. This can be where real learning from each other can take place. I would like to use VoiceThreads as apart of integrating technology into cooperative learning. In the beginning, I would create VoiceThreads for students to see a model, as well as begin to practice commenting on videos. It will move into creating VoiceThreads with their small groups and groups commenting on threads. Eventually individual students will be able to create and comment on peers’ VoiceThreads as a way to learn from each other. Depending on the accessibility/privacy settings, family, friends, and strangers from around the world would be able to comment on students’ videos – creating an amazing example of extreme cooperative learning!

The past eight weeks have been an amazing experience! I have a greater understanding of Marzano’s strategies, as well as how technology can be used to incorporate those techniques into my classroom. I am looking forward to this upcoming year and future Walden courses.


Antonetti, J. (2005).

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

Schlechty, P. (2002) Working on the Work. San Francisco, CA: Jossey-Bass.

My FIRST VoiceThread!

This is a very exciting opportunity. I have yet to realize it's full potential for my classroom, but I know the possibilities are endless!


Click here to listen to my VOICETHREAD on Bullying.

Connectivism and Social Learning in Practice (APP5)

I often hear teachers complaining, "My students talk too much!" or "What a chatty bunch!" or "They won't shut-up!" If they would accept the theory of social learning, they would have the ideal class. However, I cannot attempt to say this better than the original theorist has already so eloquently put into words:

"Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action."
-Albert Bandura, Social Learning Theory, 1977

One of the basic assumptions of Bandura's Social Learning Theory or Social Constructivism is, "MEANINGFUL learning occurs when individuals are engaged in social activities". What better place than school for students to experience BOTH meaningful learning and social activities? School is a primary source of students' social interactions.

Once teachers embrace social learning, there are instructional strategies and technologies that they can use to combine learning and socializing. Here are just a few that are listed in this week's resources:

Not only was I able to communicate with my students, but they were also communicating with each other. I just created ePals accounts for my students the last quarter of this school year, so they were my guinea pigs. I set very few requirements about what their emails included, so they were very informal and friendly. I did show them how to store files, so they have their writing pieces from this year to carry on to middle school. Epals also provides discussion forums, projects, and worldwide penpals. Epals is totally safe and allows for the moderator to preview and accept/decline each email message. I am excited for how I can use email next year to encourage more writing with my students.

Blogs are effective communication tools that allow students to post, read, and discuss a wide variety of topics and/or issues. I "tested" blogs with this year's students as well. Instead of a lengthy post that they would not enjoy reading, I asked simple review questions. The experience was pleasant for all, and I am excited about the potential for blogs with group collaboration within content areas.

del.icio.us.com is social bookmarking site that can be used to facilitate collaboration. It allows users to create a list of websites and saves them in one location. Pitler, Hubbell, Kuhn, & Malenoski(2007) referred to the amount of time teachers wasted by creating favorite lists on each classroom computer. With del.icio.us.com, teachers will save time by allowing their students to access the premade list. It could also be used amoung students who are working on a project. If they are working away from school, this website would provide access to their favorited list of websites from anywhere.

These are just a few of the webtools that can be used to facilitate collaboration among students. It is just one way that teachers can redirect and engage their chatty students! How great would it be to hear students discussing a blog or a new website from their bookmarking site?!

Constructivism in Practice (APP4)

Project-based Learning and Learning by Design approaches excite me because of the positive impact they have on learning: collaboration, high motivation, learner-centered environment, etc. (Han & Bhattacharya, 2001). My students and I have enjoyed these opportunities as they occurred throughout the school year.

However, these types of lessons/projects cause me tension. I'm not sure if it's because I have to give up 'power' (the transition from instructor to facilitator) or the unknown of allowing my students freedom. Han & Bhattacharya (2001) concur that "instructors should also encourage learners to find answers independently from resources rather than simply 'feeding' them information." The benefits outweigh the challenges, but as with anything new, those are difficult to overcome.

The following reasons should be the encouragement I need:
* Increased motivation
* Increased problem-solving ability
* Improved media research skills
* Increased collaboration
* Increase resource management skills
(Han & Bhattacharya, 2001).

I hope that with this course and the resources I have read so far, I will take on the new challenge of planning more constructivist lessons. This week use your comments to offer advice or tips to get me going! THANKS!

As if I need more encouragement, I found this visual (I live for dual-coding!)




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 May 27, 2009, from http://projects.coe.uga.edu/epltt.

Cognitivism in Practice (APP3)

This week's introduction said it best: "Cognitive theory views learning as the process of organizing new information into existing understandings." We can help our students "develop an awareness of how they think in order to improve understanding. Technology provides us with new ways to incorporate cognitive strategies into instruction and learning."

This week's instructional strategies "Cues, Questions, and Advance Organizers" and "Summarizing and Note taking" work particularly well in light of the cognitive learning theory. Cues, Questions, and Advance Organizers have specific tasks when we want to "enhance students' ability" (Pitler, Hubbell, Kuhn,& Malenoski,2007).


CUES: "Reminders or hints"
This allows for students to have their network connections ready to go. Cues spark student memory. Dr. Wolfe defines memory as "the ability to reactivate a connection" (Laureate Education, Inc., 2009). Teachers can use the Internet to facilitate cues by easy access to visuals (pictures, videos, etc.).

QUESTIONS: "trigger students' memories"; "access prior knowledge"
Developing an essential question not only sparks a memory, but it also provides a focus for the learning. This focus is a way to organize student thinking.

Cues and Questions pave the way for Advance Organizers. Once you can get your students wheels turning through cues and questions, they are ready to organize their prior knowledge. This is where MOST of the technology tools come into play.


Here are just five ways you can use technology and ADVANCE ORGANIZERS.

1. POWERPOINT supports dual-coding (images AND text). Since the information is stored in at least two ways, it is more likely to make a stronger connection in the brain.

2. EXCEL spreadsheets allow for students to manage vast amounts of data/numbers easily.

3. CONCEPT MAPPING replicates the brain's network model for long-term memory. Also, it is possible to convert into an outline.

4. VIRTUAL FIELD TRIPS gives students the "opportunity to compare information with other primary sources" (Laureate Education, Inc. 2009b). It also allows the brain to create an episodic memory. As you "go" on these trips, use a concept map to guide your students' thinking.

5. MULTIMEDIA has a two-fold purpose for students: "activate prior knowledge and develop a mental model to help them understand new knowledge" (Pitler, et al., 2007, p. 82).

With so many ways to reactivate, build, bridge, and implant connections of learning in our students' brains, teachers should have no trouble "teaching MORE in LESS time because we are teaching it better!" (Laureate Education, Inc., 2009a).



REFERENCES:

Laureate Education, Inc. (Executive Producer). (2009a). Program One. Understanding the Brain [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2009b). Program Six. Spotlight on Technology: Virtual Field Trips [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

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

Behaviorism in Practice

It's that time of year - State Standardized Assessments! I used much of my review time over the last week and a half to include behaviorist strategies and technology.

My school purchased Interwrite's Personal Response System (PRS) "clickers". They are similar to a remote control and the PRS program allows for multiple-choice questions to be inserted. Once the students type in their response, I get immediate feedback of their understanding - a bar graph pops up! It shows how many students chose the correct and incorrect answer. It is a great tool for informal assessment, reviews, etc. as well as keeping my students engaged in the lesson or activity. After some trouble with behavior, I included an extra incentive: for every 5 questions correct, they would receive ONE Skittle. This is behaviorism at work! Standridge (2002) defined positive reinforcement as "something is added to increase desired behavior". By offering a skittle reward, I encouraged my students to show their best work to prove their knowledge.

The drill and practice of behaviorism can also be accomplished through technology. Even with songs, poems, tricks, etc., there is no substitute for automaticity of math facts. One way I use technology to encourage fact recall speed is my SMARTboard and "Hit the Button". During Team Time (a 45 minute block of targeted math instruction), my students challenge each other to see how many problems they can 'hit' in one minute. Their scored definitely increased each time. Not only were they challenging each other, but I could also see the internal motivation from improving their score. I would like to incorporate graphing their results into next year's challenge! The graph would be a great way to "reinforce effort" (Pitler, Hubbell, Kuhn, and Malenoski, 2007). Were my students taking extra time to master the facts? If so, their efforts would be visible on their graphs.

I agree with Dr. Orey that technology should rarely be used for remediation (Laureate Education, 2009). Instead it should be used as guided or independent practice for a developing skill, in which the technology can help lead the student to mastery. This applies to a program my district subscribes to Larson's Math, which Dr. Orey would classify as Programmed Instruction or an online tutorial. Students have their own account that tracks their progress for the major math skills: +, -, *, / whole numbers, decimals, fractions, geometry, etc. Students complete levels and they are able to print certificates. Sometimes I assign Larson's as an early finishers' assignment, but it is also great to take my whole class to the computer lab for independent practice. I can use this time to tutor small groups or individuals struggling with certain skills.

I look forward to hearing your thoughts! Jenelle

Laureate Education, Inc. (Executive Producer). (2009). Program Four. Behaviorist Learning Theory [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

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

Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 13, 2009, from http://projects.coe.uga.edu/epltt/

Science Review

Click on the link below to view ALL Science Essential Questions.

Essential Questions

Choose TWO questions to 'quiz' your classmates.

Good Luck!
Miss Crocker

Cold War

Ask your classmates a question that pertains to the COLD WAR. Think about what we need to know for our test today! This will help them study.

#1: What IS the Cold War?

Good luck! Miss Crocker