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Thursday, July 30, 2009
Voice Thread
I love the idea of using Voice Thread. I think it would be a great addition to use in classrooms. I found it rather easy to figure out and upload to. I like how there are so many options for adding comments: text, voice, by phone, etc. Programs like this one make learning much more personal. You can choose to have your voice thread be public or only allow certain users. Comments can also be moderated. Using voice thread reinforces the learning of material you are presenting. I found that it was easiest for me to write down what I wanted to record and then record it. After that, I also typed in the text in case viewers are unable to hear my voice. I had trouble getting my voice to come up loud enough on the website. By presenting information in a variety of media at once, it helps students who have different learning styles and also reinforces what they’ve learned.
I would probably use voice thread for students to share something that they created. Students could upload pictures of a project or part of a power point presentation and explain it or ask questions for their peers to answer or comment on. Students would also have the option of showing parents or others their voice thread being that it can be accessed from any computer with internet. Voice thread could also be used as an assessment piece. If students use it to present a project they created, it shows how much they learned and understood.
I think that using voice thread would have a positive impact on student learning. Students can choose to represent information in a way that works best for them. Students would also be more engaged and interested in what their peers have created and what feedback they receive. Students would also be learning more about how information can be shared and interpreted over a large audience.
Tuesday, July 28, 2009
Connectivism and Social Learning in Practice
This week, I was able to learn about newer learning theories and different instructional strategies and tools which reflect those theories. Social learning is all about students working together. In his DVD presentation, "Social Learning Theories," Dr. Orey discussed students actively constructing and conversing with other students to better understand what they are learning. A teacher, Karen Casselman, demonstrated how she has students work together and stated that when students work together they are able to talk about ideas and build confidence (Laureate, 2008).
One way to have students work together to construct knowledge is through collaborative learning. Cooperative learning is a specific kind of collaborative learning, which is sometimes confused with it, as they are similar terms. The difference is that in cooperative learning, students are assessed as both a group and individual (Orey, 2001). I like the idea of using cooperative methods because students get to teach one another and establish stronger interpersonal relationships. When I was student teaching, I tried to have students work in groups for several mini projects or activities. I had a very successful experience using the "jigsaw" method in a third grade classroom. In the online text, this method is described as, "Each member of the small group researches one part of the question/content for a certain amount of time. The members of the group come back together. Each memeber teaches his/her part to the rest of the group (Orey, 2001)." The way I describe it, the students are assigned a base or home group and then go off into "expert" groups and come back and teach their home gorup what they learned about the specific topic. Students each learn bits of information and teach each other in order to construct a meaning of the whole together. The lesson I did was part of a unit on China. The students taught each other about the capital city, Beijing, the Great Wall, the Forbidden City, and the Terra-cotta army. I divided students into groups of four and went over information in packets that I handed out, which they would be filling in. I had students count off by 4's to form expert groups. At expert groups, students had reading and pictures to look at and discuss. They also had to fill in answers on the packets they received, which they would be teaching to their home group. Overall, this activity worked out well. The one thing you have to make sure of is that students are clear on directions and how they will be moving about the room and from group to group. As long as they are clear on what they should be doing, it should run smoothly.
Cooperative learning correlates with the principles of social learning in several ways. In the book, Using Technology with Classroom Instruction that Works, Pitman states that when students work in cooperative groups, they construct meaning for new knowledge by interacting with others (Pitman, 2007). The social learning theory has a focus on students being able to teach each other information. Technology can also be used as a tool for students to help teach each other. I think the future will hold more students collaborating online. There are so many websites that students can share information on, even to students in other countries.
I havent discussed Connectivism yet. From what I've read, there is controversy over Connectivism being a learning theory. Connectivism is learning in a network world. According to Dr. Orey in his presentation, "Connectivism as a Learning Theory," "Learning is the act of forming networks and navigating networks of knowledge (Laureate, 2008)." Connectivism is learning how to apply and organize a constant flow of new information. One of Connectivism's defining principles is that, "what we consider to be right today may tomorrow be considered wrong (Orey, 2001)." Everyday information is changing and growing, we need to prepare our students for making decisions.
Resources:
Laureate Education, Inc. (Producer). (2008). Connectivism as a learning theory. [Motion picture]. Bridging learning theory, instruction, and technology. [DVD]
Laureate Education, Inc. (Producer). (2008).Social learning theories. [Motion picture]. Bridging learning theory, instruction, and technology. [DVD]
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. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
One way to have students work together to construct knowledge is through collaborative learning. Cooperative learning is a specific kind of collaborative learning, which is sometimes confused with it, as they are similar terms. The difference is that in cooperative learning, students are assessed as both a group and individual (Orey, 2001). I like the idea of using cooperative methods because students get to teach one another and establish stronger interpersonal relationships. When I was student teaching, I tried to have students work in groups for several mini projects or activities. I had a very successful experience using the "jigsaw" method in a third grade classroom. In the online text, this method is described as, "Each member of the small group researches one part of the question/content for a certain amount of time. The members of the group come back together. Each memeber teaches his/her part to the rest of the group (Orey, 2001)." The way I describe it, the students are assigned a base or home group and then go off into "expert" groups and come back and teach their home gorup what they learned about the specific topic. Students each learn bits of information and teach each other in order to construct a meaning of the whole together. The lesson I did was part of a unit on China. The students taught each other about the capital city, Beijing, the Great Wall, the Forbidden City, and the Terra-cotta army. I divided students into groups of four and went over information in packets that I handed out, which they would be filling in. I had students count off by 4's to form expert groups. At expert groups, students had reading and pictures to look at and discuss. They also had to fill in answers on the packets they received, which they would be teaching to their home group. Overall, this activity worked out well. The one thing you have to make sure of is that students are clear on directions and how they will be moving about the room and from group to group. As long as they are clear on what they should be doing, it should run smoothly.
Cooperative learning correlates with the principles of social learning in several ways. In the book, Using Technology with Classroom Instruction that Works, Pitman states that when students work in cooperative groups, they construct meaning for new knowledge by interacting with others (Pitman, 2007). The social learning theory has a focus on students being able to teach each other information. Technology can also be used as a tool for students to help teach each other. I think the future will hold more students collaborating online. There are so many websites that students can share information on, even to students in other countries.
I havent discussed Connectivism yet. From what I've read, there is controversy over Connectivism being a learning theory. Connectivism is learning in a network world. According to Dr. Orey in his presentation, "Connectivism as a Learning Theory," "Learning is the act of forming networks and navigating networks of knowledge (Laureate, 2008)." Connectivism is learning how to apply and organize a constant flow of new information. One of Connectivism's defining principles is that, "what we consider to be right today may tomorrow be considered wrong (Orey, 2001)." Everyday information is changing and growing, we need to prepare our students for making decisions.
Resources:
Laureate Education, Inc. (Producer). (2008). Connectivism as a learning theory. [Motion picture]. Bridging learning theory, instruction, and technology. [DVD]
Laureate Education, Inc. (Producer). (2008).Social learning theories. [Motion picture]. Bridging learning theory, instruction, and technology. [DVD]
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. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, July 21, 2009
Constructivist Consturctionist Learning Theories
With a first glance, constructivist and constructionist almost look like the same word and can be confusing. After going through the resources this week, I got a clearer understanding of the difference and also learned how different instructional strategies can correlate with these theories. In the DVD presentation, "Constructionist and Constructivist Learning Theories," by Dr. Orey, he defines constructivism as "a theory of knowledge stating that each individual actively constructs his or her own meaning." Next, he defines constructionism as "a theory that states people learn best when they build an external artifact or something they can share with others" (Laureate, 2008). Constructionism builds upon constructivist ideals and focuses on the building of an external artifact. This artifact should be something that an individual can reflect upon and share.
A topic in the book, Using Technology with Classroom Instruction that Works, is "Generating and Testing Hypothesis." When students formulate hypothesis and follow through with the steps to testing that hypothesis, it can definitely relate to constructionist theories. One important point made by Pitler is that generating and testing hypothesis can be applied to all content areas (Pitler, 2007). Most of the time when people hear the word hypothesis, they think of Science. I know that is the first thing that pops into my head. One of the recommendations to teachers is to provide a way to guide students through generating and testing hypothesis. This relates to the constructionist theory because it requires the teacher to take on more of a facilitator role. Students are more in control of their learning and the direction of it. This chapter also discussed several different ways that technology could be used to enhance the process of following a hypothesis. Pitler explains that technology allows students to spend more time interpreting data rather than gathering the data (Pitler, 2007). This is an important advancement. Years ago, students would have to "write out" everything. I think that this feature of technology also relates to constructionist ideas because it allows students to create a more unique meaning to themselves. They focus more on what the data means to them and what connections they can make with it rather than "Did I add or subtract something wrong?" I still think it is important for students to be aware of how to do things the long way just to know how they arrive at an answer or how the computer gets there.
There are many instructional strategies that correlate with constructionist principles. I think it's important to remember that there are an infinite number of ways that students can create an artifact, especially with using technology. For example, when you have students make a PowerPoint, they are creating something that they can reflect on and share with others. I particularly liked an example from the DVD presentation I mentioned earlier. A teacher, Lynda Donovan, shared a lesson where she had her students first choose a novel. The students would then take notes on the novel to depict a certain scene they liked. Next they would choose about 20 of those phrases to use to create an artifact on Microsoft Publisher. On Microsoft Publisher, students created a four page booklet. For the first page, they chose an image from Google as their cover. The second page was an opinion poem on what they liked and recommendations. the third page they included their found poem from their novel and were asked to put the poem in a shape that related to the story. Page four was an explanation. I found this lesson to be a great example of letting students be creative and make something that is meaningful to them. this project offered students several choices. Part of the constructionist theory is giving students choices and putting them more in control of what direction they are going to take. Here, we saw that the teacher set up the basic structure, but then students took off with their own original ideas.
Resources:
Laureate Education, Inc. (Producer). (2008). Constructivist and constructionistlLearning theories. [Motion picture]. Bridging learning theory, instruction, and technology. [DVD]
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
A topic in the book, Using Technology with Classroom Instruction that Works, is "Generating and Testing Hypothesis." When students formulate hypothesis and follow through with the steps to testing that hypothesis, it can definitely relate to constructionist theories. One important point made by Pitler is that generating and testing hypothesis can be applied to all content areas (Pitler, 2007). Most of the time when people hear the word hypothesis, they think of Science. I know that is the first thing that pops into my head. One of the recommendations to teachers is to provide a way to guide students through generating and testing hypothesis. This relates to the constructionist theory because it requires the teacher to take on more of a facilitator role. Students are more in control of their learning and the direction of it. This chapter also discussed several different ways that technology could be used to enhance the process of following a hypothesis. Pitler explains that technology allows students to spend more time interpreting data rather than gathering the data (Pitler, 2007). This is an important advancement. Years ago, students would have to "write out" everything. I think that this feature of technology also relates to constructionist ideas because it allows students to create a more unique meaning to themselves. They focus more on what the data means to them and what connections they can make with it rather than "Did I add or subtract something wrong?" I still think it is important for students to be aware of how to do things the long way just to know how they arrive at an answer or how the computer gets there.
There are many instructional strategies that correlate with constructionist principles. I think it's important to remember that there are an infinite number of ways that students can create an artifact, especially with using technology. For example, when you have students make a PowerPoint, they are creating something that they can reflect on and share with others. I particularly liked an example from the DVD presentation I mentioned earlier. A teacher, Lynda Donovan, shared a lesson where she had her students first choose a novel. The students would then take notes on the novel to depict a certain scene they liked. Next they would choose about 20 of those phrases to use to create an artifact on Microsoft Publisher. On Microsoft Publisher, students created a four page booklet. For the first page, they chose an image from Google as their cover. The second page was an opinion poem on what they liked and recommendations. the third page they included their found poem from their novel and were asked to put the poem in a shape that related to the story. Page four was an explanation. I found this lesson to be a great example of letting students be creative and make something that is meaningful to them. this project offered students several choices. Part of the constructionist theory is giving students choices and putting them more in control of what direction they are going to take. Here, we saw that the teacher set up the basic structure, but then students took off with their own original ideas.
Resources:
Laureate Education, Inc. (Producer). (2008). Constructivist and constructionistlLearning theories. [Motion picture]. Bridging learning theory, instruction, and technology. [DVD]
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Monday, July 20, 2009
Tuesday, July 14, 2009
Learning Strategies & Cognitive Theory
Part of the cognitive theory, according to Dr. Orey in his presentation, "Cognitive Learning Theories," is making connections between pieces of information being learned (Laureate, 2008). It is important to know how the mind and memory itself works when giving students large amounts of information to organize and learn. We also have to teach our students to use these tools effectively. Some students may not know the proper way to take notes or summarize. Concept mapping is an example of organization that replicates the network model of memory (Laurette, 2008). There are several cognitive tools that exist for assisting learners in organizing information. Learners construct meaning in a way unique to themselves (Orey, 2001).
Our text book, Using Technology with Classroom Instruction that Works, by Pitler, presents two strategies, "Cues, Questions, and Advance Organizers" and "Summarizing and Not Taking." Each of these chapters provided several examples of how to integrate technology in way that promotes higher level thinking. The first chapter l mentioned looks at introducing new content to students and how you can help students activate their prior knowledge. Once this happens and you begin to tell students what they are going to be learning about, they should have a way to organize the content and focus their learning. One reccomendation by Pitler (2007), which I felt was very important was, "Teach students how to use graphic advance organizers" (p.74). If students don't understand how to use a graphic organizer, they are not going to be able to benefit from it's purpose. When you present new material, it is good to ask students questions that make students think or come up with inferences. Kidspiration and Inspiration seem like great tools to use for students to organize information. Teachers have the ability to add graphics, sound, and video, which reach different learning styles. Another great thing is that these organizers can be used as assessment pieces. Students can be given a blank organizer at the end of a unit and fill in the necessary text and drawings (Pitler, 2007). One way that these tools relate to the cognitive theory is that they utilize computers as a "mind-extension." The online text, "Cognitive Tools," states that, "When students work with computer technology, instead of being controlled by it, they enhance the capabilities of the computer, and the computer enhances their thinking and learning" (Orey, 2001). Using advance organizers helps students to visualize the information they are learning.
The second chapter I mentioned was, "Summarizing and Note Taking." Being able to pull out important information and synthesize it is a skill students must be taught. Pitler (2007) states,"To effectively summarize, students must delete some information, substitute some information, and keep some information" (p.119). I was surprised that I had never figured out that Microsoft Word has an AutoSummarize Tool. Students can use this tool to see if their writing has the main idea they were aiming for. One strategy I liked for note taking was the inverted T, which can be used in PowerPoint as well. Facts and notes are recorded on the left side, drawings and representations on the right, and a summary under the bar of the T (Pitler, 2007). Another new strategy to me is collaborative note taking using software such as a blog or wiki. Students can use these web pages to add and edit information as a group.
Overall, I feel that technology is a great tool for students to organize information in a way that appeals to them as individuals. Students can choose layouts or different types of concept maps that work best for them. They can also add images or other media that make personal connections for them to better understand new material.
References:
Laureate Education, Inc. (Producer). (2008). Cognitive learning theories [Motion Picture], Bridging learning theory, instruction, and technology. [DVD] Baltimore: Orey.
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.
Wednesday, July 8, 2009
Behaviorism in Practice
Behaviorism is used in most classrooms in one form or another. Teachers are constantly giving students reinforcement, whether it be positive or negative and setting consequences. In an online text, Melissa Standridge shares components of behavior modification: specific desired outcome, development of a positive, nurturing environment, identification and use of appropriate reinforcers (intrisic and extrinsic), students developing patterns of success, reduction of the frequency of rewards, and evaluation of the effectivness of the approach (Orey, 2001).
The book, Using Technology with Classroom Instruction that Works, by Pitler, has two chapters that discuss "Reinforcing Effort" and "Homework and Practice," which relate to behaviorism. The chapter, "Reinforcing Effort," explains the benefits of having students track their own effort they put in to their work in relation to grades and gives examples of ways to do so using educational technology. Pitler (2007) states, "reinforcing effort enhances students' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning" (p.155). One principle of behaviorism is that consequences occur immediately after a behavior (Orey, 2001). Once students start to track their own efforts/behavior they will begin to see the consequences and what earns them good or bad feedback. Using a rubric to first explain to students the different levels of effort helps students see more specifically what behavior will be rewarded. Students can then create a chart or graph to track their effort and see the relation between their effort and grades they earn (Pitler, 2007). Using tools such as these can also be used to teach replacement behaviors. If a student tracks their behavior and what gets them to a desired outcomes, they will begin to understand what they can do to improve their behavior. It's great to have a written out rubric of what students are tracking as well as have them create a visual to actually see the data.
The second chapter I mentioned, "Homework and Practice," Practicing is a way for students to adopt and shape what they have learned (Pitler, 2007). This relates to behaviorism because as Standridge mentioned the online text, "shaping is the process of gradually changing the quality of a response." The desired behavior is broken down into units which are reinforced as it progresses towards the overall goal (Orey, 2001). Usually homework will focus on specific concepts learned of a bigger unit. Once students have mastered the smaller parts of the whole, they move closer towards the goal (the whole). Technology has a lot to offer when it comes to homework and practice. Multimedia allows students to shape experiences to their own learning style and provides immediate feedback and scaffolding (Pitler, 2007). There are also several educational websites that provide interactive practice with immediate responses and explanations. Students are also able to choose what they wish to work on and at what level. This creates more opportunities for success and also opportunities for them to want to challenge themselves.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
The book, Using Technology with Classroom Instruction that Works, by Pitler, has two chapters that discuss "Reinforcing Effort" and "Homework and Practice," which relate to behaviorism. The chapter, "Reinforcing Effort," explains the benefits of having students track their own effort they put in to their work in relation to grades and gives examples of ways to do so using educational technology. Pitler (2007) states, "reinforcing effort enhances students' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning" (p.155). One principle of behaviorism is that consequences occur immediately after a behavior (Orey, 2001). Once students start to track their own efforts/behavior they will begin to see the consequences and what earns them good or bad feedback. Using a rubric to first explain to students the different levels of effort helps students see more specifically what behavior will be rewarded. Students can then create a chart or graph to track their effort and see the relation between their effort and grades they earn (Pitler, 2007). Using tools such as these can also be used to teach replacement behaviors. If a student tracks their behavior and what gets them to a desired outcomes, they will begin to understand what they can do to improve their behavior. It's great to have a written out rubric of what students are tracking as well as have them create a visual to actually see the data.
The second chapter I mentioned, "Homework and Practice," Practicing is a way for students to adopt and shape what they have learned (Pitler, 2007). This relates to behaviorism because as Standridge mentioned the online text, "shaping is the process of gradually changing the quality of a response." The desired behavior is broken down into units which are reinforced as it progresses towards the overall goal (Orey, 2001). Usually homework will focus on specific concepts learned of a bigger unit. Once students have mastered the smaller parts of the whole, they move closer towards the goal (the whole). Technology has a lot to offer when it comes to homework and practice. Multimedia allows students to shape experiences to their own learning style and provides immediate feedback and scaffolding (Pitler, 2007). There are also several educational websites that provide interactive practice with immediate responses and explanations. Students are also able to choose what they wish to work on and at what level. This creates more opportunities for success and also opportunities for them to want to challenge themselves.
Resources:
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.
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