Final Reflection:

Integrating Technology into the Classroom: Reflection

            In the first week’s Learning Resources, we read about personal learning theories of both behaviorist and constructivist ideas. It is important to understand how the brain processes, stores, and recalls information, in conjunction with providing positive and negative consequences and feedback. Teachers study the different ways students learn and create memories, in order to revise their teaching strategies based on these discoveries. Teachers are able to differentiate instruction using various teaching strategies, including technology, to facilitate and enhance student learning. Staying informed about how students learn and express their learning differently in the classroom alters the instructional and evaluation techniques used within each lesson. As I reflect further on my personal learning theory, I have come to the conclusion that understanding both cognitive, socialist, and behaviorist theories along with integrating technology into lessons is essential in accomplishing success in student learning. I plan to use a perfect balance of social, cognitive, behavioral learning, in respect with adding technology in the mix to instruct, introduce, reinforce, and assess students. The next revision I made to my personal learning theory is that students can also utilize technology in their learning process.

            This course has deepened my knowledge and understanding of learning theory and the use of the educational technologies. As stated before, I have learned through the resources and from my peers that educators who understand the way the brain works, along with their students’ individual learning styles, are more successful in integrating the use of 21^st century skills in the classroom, such as technology. Technology can assist in this process by providing multiple ways to reach a variety of learning styles by differentiating instruction using visuals, audios, socialization (intrapersonal), and interpersonal tools. Educational technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources of the teaching and learning processes and the technological resources used to implement the process (Lever-Duffy & McDonald, 2008). Technology is a valuable tool used to teach and learn, effectively. Teachers should integrate educational technology into their classrooms and allow different learners to experience hands-on activities and nonlinguistic strategies during the learning process (Laureate Education, Inc., 2010).

            As a result of my learning in this course, I will make some adjustments in my instructional practices regarding technology integration. Now that I am informed of and familiar with using technology tools such as online concept maps, VoiceThreads, blogs, wikis, and WebQuest, I am anxious to integrate them into my next year’s lessons more effectively for both instructional and learning strategies. VoiceThreads could be used to introduce a concept, give a summary of a concept/lesson learned, or display an end product. The component I enjoy the most about this technology tool is that the students and I could leave valuable feedback with the click of a button. Those who express themselves better by speaking can do so by using the microphone. If one particular student is shy or just communicates better through text, they could simply type a response. Even more so, VoiceThread is easy to use and access. Concept maps is another fun tool I was introduced to during this course. In my current lessons, I include constructing concept webs and Venn diagrams to show relationships between ideas. Online concept maps are definitely a modern technique to keep students engaged and productive.

            All of these technologies mentioned collaboratively make up my long-term goals I would like to make a part of my instructional practice. To be more specific, creating a more balanced and thought out lesson is without a doubt my biggest and most challenging long-term goals. I would like to integrate the technology tools previously mentioned in a more effect way by preparing concept maps, virtual tours, podcasts, etc. and apply these pieces to my introduction of concepts, reinforcement of ideas and skills, and as part of an end product as a result of a project-based learning activity. A second long-term goal I have set for myself is to plan for a more student-centered environment and provide the students with differentiated tools to learn and communicate their learning, especially through social learning. On a similar note, every student brings different learning experiences and prior knowledge to a lesson, so students could further enrich their learning through their peers. Making these students the focus of every lesson will keep the students engaged and interested in their learning. These goals will be a continuous process, because there is always room for improvement, and every student and mix of students is different and bring diversity to each lesson previously taught. I am currently planning the first few lessons of next year’s lessons and my goal is already in progress.

References

Laureate Education Inc. (Producer). (2010). Brain research and learning. [DVD].

            Bridging learning theory, instruction, and technology. Baltimore, MD:  Patricia

            Wolfe, Ed.D. 

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education,

           

            Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Connectivism and Social Learning in Practice

Connectivism and Social Learning in Practice

            The instructional strategies described in this week’s Learning Resources directly correlate with the principles of social learning theories. To begin, the social learning theory is described as an association of humans developing and sharing knowledge, while utilizing technology to facilitate and connect those networks (Kim, 2001). Cooperative learning relates to social learning theories because it too involves the integration of technology and invites the students to work together, in order to collaborate ideas and knowledge (Palmer, Peters, & Streetman, 2003). This way of learning provides various learning opportunities to improve students’ understanding of a concept through creating, analyzing, and applying their prior and learned knowledge. Students work together towards a common goal; however, each student is held accountable for their own work, as well.

            Some learning strategies that reflect cooperative or social learning theories are” Think Pair and Share”, “Jigsaw”, “Split-class Discussion”, “Send-a-Problem”, “3-Step Interview”, or by simply the students work in groups according to their ability, interest, friendship, diversities, age, gender, etc (Palmer, at el, 2003). All of these strategies require students to socialize and work collaboratively to share ideas, discuss topics, and solve problems. If implemented effectively, teachers and students will witness the benefits of cooperative learning. These benefits are observed within four categories: social, psychological, academic, and assessment (Palmer, at el, 2003).

           
            “Technology can play a unique and vital role in cooperative and/or social learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Some social networking and collaboration tools I explored this week include, Wikis, Blogs, VoiceThreads, WebQuests, Keypals, and other advanced technologies.

            Overall, students must to value working cooperatively and/or socially in order to learn or work towards a common goal, especially by way of the various technology tools that exist today and in the future. Social learning theories include peer collaboration, problem-base learning and instructions, WebQuests, and other methods that require cooperative learning with others (Kim, 2001).

                                                                                                          Jacquelyn Caliente

References:

Kim, B. (2001). Social constructivism. In M. Orey (ed)., Emerging perspectives on

            learning, teaching, and technology. Retrieved May 22, 2012, from

            http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism.

Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.),

            Emerging perspectives on learning, teaching, and technology. Retrieved

            May 22, 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.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~


*My URL for the VoiceThread I Created:

                     http://www.voicethread.com/share/3149085

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

Here are technology tools I found interesting:

http://www.epals.com/

(Collaborative communication tool. FREE and easy to use!)

http://www.internet4classrooms.com/why_webquest.htm

(To create WebQuests)

http://webquest.sdsu.edu/templates/lesson-template1.htm 

(Shows how WebQuests are designed and work)

http://www.Edmodo.com

(online Blog)

https://www.google.com/calendar

(online calendar)

Constructivism in Practice

Constructivism in Practice

            In this week’s resources, we took a look at Project-Based, Problem-Based, and Inquiry-Based Learning/teaching approaches. Project-Based Learning engages students through cooperative explorations (Han and Bhattacharya, 2001). It focuses on creating a final product, and how the students choose, organize, research, and synthesis information (Han and Bhattacharya, 2001). The seven components of Project-Bases Learning are: learner-centered environment, collaboration, curriculum content, authentic tasks, multiple expression modes, emphasis on time management, and innovative assessment. Through our classroom discussion board, Stacy Martinez states, “Problem-Based Learning involves a real-life and realistic problem” (personal communication, May 2012), which students work towards solving. Inquiry-Based Learning is more precisely about finding a solution through carrying our specific steps and strategies.

            These learning approaches correlate with constructionism/constructivism. Constructivism is a theory of knowledge, which states that each student actively constructs his or her own meaning (Laureate Education, Inc., 2011). Constructionism builds on constructivism (Han and Bhattacharya, 2001) and is a theory where students build an external and/or sharable.  Problem-Based Learning is one form of constructionism. PBL includes authentic content, authentic assessments, teacher facilitation, clear goals, shared learning, and reflection with a student-centered learning environment and an emphasis on artifact creation in mind.

            As far as generating and testing hypotheses, we look at six tasks teachers could implement, in order to help students create hypotheses and test them. These six tasks are system analysis, problem solving, historical investigation, invention, experimental inquiry, and decision-making (Pitler, Hubbell, Kuhn, and Malenoski, 2007). This processes directly relates to Project-Based, Problem- Based, and Inquiry-Based learning, without a doubt.  Every element within these methods of learning and instruction are seen throughout the procedures of generating and testing hypotheses.

Jacquelyn Caliente

Here is more on Generating and Testing Hypotheses.

If you visit this page, scroll down to the “Lesson Ideas” and “Technology Tools”.

 I found them interesting and applicable to some of your classrooms.

Maybe you will find the lessons inspiring!

Moreover, visit the site below to play strategic games related to planning and problem solving skills. You will have to click a second link titled, “Generating and Testing Hypotheses in order to find these games and more…

GAMES!

References:

Han, S., and Bhattacharya, K. (2001). Construction, Learning by Design, and Project

            Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching,

            and technology. Retrieved May 21, 2012, from http://projects.coe.uga.edu/epltt/

            Retrieved from http://projects.coe.uga.edu/epltt/index.php?

            title=Constructionism,_Learning_by_Design_and_Project_Based_Learning

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&course 

            av=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

To better understand and apply cues and questions, one must know the connection between the two. Cues are clear reminders or hints about what the students have experienced or are about to experience throughout the lesson. Questions are similar in that they activate students’ prior knowledge, so connections could be made (Pitler, et al., 2007). When these instructional strategies are used along with advanced organizers, students could effectively be actively engaged and build meaningful connections to concepts and prior knowledge. As a result, it is easier for students to recall, use, and organize information about a topic. Whether the lesson at hand calls for taking notes, summarizing, or just understanding a concept, different, if not all, cognitive tools are useful.

                       

Cues, questions, advanced organizers, as well as note taking and summarizing, relate to the principles of cognitive learning theories. Based on an online article, “Definitions of Cognitive Learning”, this type of learning is about enabling people to learn by using their reason, intuition and perception (Smith, 2006).  As a student takes notes, it is their perception and reasoning about the reading material that helps them to highlight the important information. Another online source suggests that cognitive learning is how humans process information (Fritscher, 2011). When teachers provide straightforward cues, higher-ordered questions, in addition to expository, narrative, and graphic advanced organizers, the information is organized in such a way that mimics how one may process and learn information. Cognitive tools, such as concept maps and virtual field trips also assist in building connections between ideas and to background knowledge. Mapping out how one thinks or processes information enhances students’ memories and applications of the knowledge gained; therefore creating more effective lessons.

These instructional strategies have already helped me to enhance my instruction in the classroom. The lessons I have planned for the upcoming week. I planned to differentiate my instruction further by integrating Microsoft Excel into my lesson on probability. The students will be organizing the outcomes on a virtual pair of dice and programming the spreadsheet to calculate the sum of the numbers rolled. Every time the student’s desired sum is rolled, the cell is highlighted in a color of their choice; the students will also be programming the spreadsheet to accomplish this task. Programming the spreadsheet further, it will calculate the experimental probability of their desired sum. As a result, their data will be visually organized and I could begin using cues and questions through our classroom blog to analyze and summarize their obtained statistics. There is much more to this lesson that has already been accomplished.

           

Because I have recently researched additional effective instructional strategies in short, these summarizing and advancing organizing techniques have already enhanced my lesson on probability. For next year, I will plan further to create a lesson that allows students to complete a concept map illustrating the differences between Theoretical and Experimental Probability and even how these two types of probabilities could relate to each other.

In short, utilizing various cognitive tools along with differentiated teaching strategies, such as cues, questions, advanced strategies, note taking, and summarizing , could trigger assist students in focusing and enhancing their learning experiences.

Jacquelyn Caleinte

Here is a site that I absolutely love!:

Instructional Strategies Online

References:

Fritscher, L. (April 12, 2011). “Cognitive theory”. New York Times. Retrieved from

            http://phobias.about.com/od/glossary/g/cognitivethedef.htm.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with

            classroom instruction that works. Alexandria, VA: ASCD.

Smith, M. (May 2012). “Definition of Cognitive Learning”. Ezine Articles. Retrieved

            from http://ezinearticles.com/?Definition-of-Cognitive-Learning&id=365039. 

Instructional Strategies

Displaying Principles of Behaviorist Learning Theories

According to a behaviorist perspective on learning, a response to an external stimulus is how a learner obtains behaviors, skills, and knowledge (Lever-Duffy and McDonald, 2008). Positive and negative reinforcements, punishments, extinctions, and behaviors modifications are associated with this stimulus-response way of learning. This principle of behaviorist learning theory is evident in modern-day classroom. Instructional strategies used by the teachers, administrators, and other teaching professionals include operant conditioning, in order to encourage expected behaviors and diminish behaviors, which are less desirable (Strandridge, 2002). As described by Dr. Michael Oreg (Laureate Education, Inc., 2012) in the video, “Behaviorist Learning Theory,” programmed instruction is practiced within the classroom, as well, through online learning.

 In the beginning of each year, teachers and administrators set rules and expectations for all students to follow and abide by. Included with these guidelines are always reinforcements and punishments, which are enforced following a certain behavior. In my own classroom, students are introduced to the classroom behavior and work expectations. If a particular student follows the directions of the classroom and school, they are rewarded with positive and negative reinforcements, such as a positive progress report or exemptions from exams. Unruly or misbehaved students will receive punishments, for example lunch detention or a negative phone call/letter home. These rules are implemented so that the learning environment is effective, and classroom management is set into place. This behaviorist way of thinking assures student success in learning and behaviors in and out of the classroom. It is known that students are eager to please and, deep down inside, they all want to behave in such ways that bring positive feeling.

More often then not, reinforcements and punishments train the students in certain life skills in the social and working world. They practice and understand the difference between behaviors, which are acceptable and those, which are unacceptable.  Currently, our district has put into place, an attendance policy for the school year. Students who exceed 16 unexcused absences must make up their lost days by attending a two-week summer program in July. This is not meant to set a negative tone to the environment, but to teach the students that attendance matters in school; therefore, creating a habit for the work-world ahead. Recently, a student of mine as informed that he will be left back for next year because of his failing classes. This student was devastated even though he was warned several times of this consequence if he did not pull his grades up. Needless to say, after speaking with the student, he indicated that he learned his lesson and understands that his actions, or lack thereof, were unacceptable. This is a classic example of how negative consequences could redirect or correct a student’s undesirable behavior.

During teaching instruction, these same behaviorist-learning theories are practiced. The teacher models or chooses a student to model expectations during a lesson or even within the lesson itself. Showing the students how to organize their work or how to use certain procedures to complete their work is modeling. The teacher is creating a tutorial for the students to follow. In turn, the students who follow this model will be rewarded with praise, smiles, good grades, and higher self-esteem; hence the response. On the other hand, students who do now follow the model without creating a successful one of their own will be replied with a “punishment”. This may include a bad grade, negative responses, or other disapproving consequences.

I could not express enough how many times I use the principles of the behaviorist learning theory in my classroom. It works indefinitely and is effective in all aspects of teaching and learning within the classroom and outside of the classroom. Sometimes good comes out of your actions, and other times, bad comes out of your actions. Either way, we learn from our successes and from our mistakes. It is a natural process.

Jacquelyn Caliente

An Empowering and inspiring video:

Inspiring Video

This video talks about Behaviorist Learning Theory Effects in the Classroom: (a bit monotone, but worth the 5 minutes of your time!)

Behaviorist Learning Theory in the Classroom

Click here to play fun games, which implements a trial-and-error strategy of learning:

Design a Catapult

Design a Machine

Resources:

Laureate Education, Inc. (Producer). (2012). Behaviorist learning theory [video webcast].

            Bridging learning, instruction, and technology. Retrieved May 8, 2012 from

            https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&

            rl=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse

            26id%3D_550904_1%26url%3D

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education,

            Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Strandridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on

            learning, teaching, and technology. Retrieved May 8, 2012 from

            http://projects.coe.uga.edu/epltt

Reflection

Before taking this course, I was unaware of the educational usage of Wikis and Podcast. These two pieces of technology could easily be a part of many lessons in the near future.  Often, I hesitate to utilize different forms of technology, such as these, because I feel that I would not know what to do, or how to set anything up, but now, I see how easy it all is.

I am constantly deepening my knowledge of the teaching and learning processes. There are always new concepts, strategies, etc. to learn and apply. Already, I have started my own Google Blogger page for my students next year. In the first week of school, I plan to introduce my blog page and have the students get comfortable with navigating and responding to posts. I may, or may not, have each student create his or her own blog page, with the permission of his or her parent or legal guardian. The more the students are involved in their learning, the more responsible they will feel for their own education. I have always thought that the classroom environment should be conducted as a student-centered classroom, as opposed to a teacher-centered classroom. My belief will never be changed, for the world is advancing before our eyes and there is not turning back now. The further we move forward as a society, the further we move away from the stiff, tedious old ways of the past. It is up to me, as a dedicated educator, to communicate what I learn and apply to my fellow colleagues and other teaching professionals so that they too could begin to transition into learning and teaching 21-century skills.

Within the next two years, I plan to incorporate blogging and podcasts in my classroom. This will transform my classroom environment, undoubtedly. In order to accomplish my goals, I must spend time organizing information; create engaging and meaningful activities, and preparing alternate ways for my students to access the Internet and other tools in order to participate in the blogs and podcasts. One idea that I have in mind, which I mentioned in a previous discussion, is to have the students participate in a weekly word problem or brainteaser. The students could “bounce” ideas off each other or simply respond to someone else’s idea or strategy, eventually ending up with a solution. A second idea is for the students to use a Podcast in order to communicate final results from a study they had conducted for probability or interpreting data purposes.

About 7 weeks ago, I would have claimed that my students were provided with varied

and multiple opportunities to use technology tools and resources. Now, I have come to

the realization that this was not true. There are many other technology tools and

tools that are appropriate for both teaching and learning purposes. Looking back on the

checklist based on International Society for Technology in Education [ISTE] NETS for Teachers, there are a couple of categories that I changed my ratings on. One that stands out the most is “Provide students with opportunities for sharing and presenting

information in multiple ways, with a choice of medium (text, multi-media, graphics, etc.). Obviously, this standard affected me the most, because I integrated it into my future goal within the next two years.

Today's Student: An interview with Students

Click on the link below to listen to my interview with various types of learners from my classroom about the use of technology at home and in school for both social and educational purposes. What the students have to say is very interesting and applicable to our learning process as modern day teachers.

http://podcastmachine.com/podcasts/13029

Partnership for 21 Century Skills Effects Education

While navigating through, Partnership for 21st Century Skills, I came across new information that would be hopeful in my teaching profession. For one, I did not know the Partnership for 21st Century Skills, also known as P21, existed as a national organization. The information on this site, such as various tools and resources for teachers, students, and parents, helped me begin to plan for more effective planning, teaching strategies, and assessment strategies. develop a new understanding of the issues surrounding 21st-century skills.  I loved the "Workforce Needs", which shows the percentage of people who agree or strongly agree on whether communication skills, critical thinking, collaboration/team building, and creativity/innovation plays a part in their business. All of the percentages were over 65%, indicating that these 4Cs are important in the workforce. Moreoever, all of this percentages were over 55% strongly agreeing/agreeing that their business measures these skills and competencies during their annual performance review. The 21st Century Framework and already printed, copied, and taped to my desk, where my lesson plans are composed. There was a seperate chart on a different link (http://prezi.com/ckebasnbobcn/iste-2010-jump-start-your-21st-century-initiative/) that displayed statistics on "How important the 4Cs are in growing their organization", if they agree that "fusing the 3Rs with the 4Cs ensures 21st century readiness for students today", and "How well is the K-12 system preparing students in the 4Cs?" The responses were 94%, 80%, and 11% respectively. These data pieces make it concrete that the business world is changing and so are the expectations for its current and furture workforce. It is important and manditory that teacher prepare their students for the ever-changing, advancing world. 

It was surprising to me to see the 3Rs and 4Cs (Critical thinking/problem solving, Communication, Collaboration, and Creativity). It is reassuring to see some concepts I have been learning through my Master's Program on this website. Honestly, I thought this link was going to be a long article on 21st century skills, which we have all seen plenty of. Instead, every link I crossed led to a page of interesting resources, tools, videos, speeches, and other creditable sources. I caught myself repeatedly thinking "Wow! Really! That's cool! I need to share this with my colleagues". I highly recommend this site to everyone around the world: young, old, teacher, student, parents, man, woman, tall, short, employed, umemployed. 

On a different note, I was excited, surprised, and impressed to see that P21 provides a "Jump Start" website, where you can see Create, Learn, and Explore! While navigating through this particular website, I discovered that New Jersey is part of P21 State Leadership Initiave! 

            “Are social networking sites appropriate for school use? Should schools ban the use of such sites -- or incorporate them into the curriculum and teach students?” (Educational World, 2011). If parameters are set and the correct type of planning and training is put into affect, the social networking sites will be appropriate for school use (take Edmodo, for example). Schools should encourage students and teachers to use these types of websites to enhance the students learning experience, prepare them for the technologically advancing world around them, and give light to the effect uses of technology in the classroom.

            I could go on and on about my supportive views on the idea of technology in the classroom. Today’s society is more technologically proficient than ever before. It is somewhat our responsibility as effective teachers to keep up on new reform in education. Jeffrey Kottler, Stanley Zehm, and Ellen Kottler state in their book, On Being a Teacher: The Human Dimension that passionately committed teachers “are constantly searching for more effective ways to reach their children, to mast content and methods of their craft” (2005). Integrating technology into the classroom routine is making learning meaningful because it is relevant to the students’ lives as well as the world around them.

            As I use technology in the classroom, I see the difference in the students’ engagement. Instantaneously, all eyes are on the Smart Board with hands flying in the air to respond to any questions or to participate in an activity. Practicing and researching skills online is easy and fun for all learning in my classroom. I am able to gear specific activities to each type of learner and level of learning. In addition, I am currently organizing a classroom blog through a website known as Edmodo. A goal I am hoping to accomplish with this blog is to guide my students in carrying out their own reflections on their learning and understanding in my classroom, their “regular” mathematics classroom, or out in the real world. To begin, I have already come up with a few polls, as well as reflective questions and thoughts, for students to respond. I am anxious to monitor their reflections and responses

Furthermore, I will post at least one blog on my new Edmodo.com website, where students and parents can ask questions, post comments, and respond to discussion groups online. The first blog should be created before Thanksgiving, leaving time for a response over the holiday break.

                                                          References:

Education World. (2011). [Editor/Publisher]. Using technology in the classroom archive. 

            Education World, Inc. 

Kottler, J., Zelm, S., & Kottler, E. (2005). On Being a teacher (3^rd ed.). Thousand Oaks,

CA: Corwin Press.