Hope Chaffee’s Final 6713 Reflection Blog Post

New learning that resulted from the creation of my GAME plan consists mainly of taking control of both my and my students’ metacognitive learning process in a way that supports active, authentic, and self-directed learning through the use of technology.  Setting goals, taking action, monitoring progress, and evaluating and extending the goals and learning that occurred are all components of my GAME plans and have helped to generate creative and impactful lessons as the text promotes (Cennamo, Ross & Ertmer, 2010).  My ability to customize my lessons utilizing the GAME method provides flexibility when approaching knowledge and skills that are important for my students and me in the digitized global community of the 21^st century. The impact my new learning will have on my instructional practice will be far reaching with regard to the adaptations of various strategies the GAME plan method will help streamline and integrate with emerging technologies.  I will revise my plan in the future, based on my progress, due to these new technologies and the evaluation of student learning and progress throughout the use of my GAME plans.  I expect them to change and adapt to any and all conditions and variables that may arise.

Adjustments I will make to my instructional practice regarding technology integration in my content area as a result of my learning from this course include utilizing all educational technology available at my school site, encouraging students to use creative software from home and online, exploring online collaboration and becoming involved in the promotion of it within my district and larger learning community.  Connecting classroom to classroom in collaborative projects among similar and cross content areas, as suggested throughout the videos in this course, is something I have already looked into and plan to eventually extend into a global connection (Laureate Education, Inc., 2009).  I hope to collaborate with other like-minded teachers to form a coalition of technology driven curriculum instructors that encourages others to attempt and demonstrate their own want to become active participants.   

I will integrate technology as well as problem-based learning, online collaboration, and digital storytelling into my instruction by continuing to update and renew my own skills and encourage my students to demonstrate and instruct us on any new knowledge and skills they may have acquired.  Although I have, at a basic level, tried and succeeded at these types of learning and teaching, I must become proactive in seeking out more varied and effective ways to use the more in-depth and complex versions of these methods.  This course has not only opened my eyes further to the depth and breadth of collaborative educational technology, but has added the additional layer of familiarity and comfortability necessary for me to forge ahead in a role of leadership. 

References

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom      

            use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

Laureate Education, Inc. (Executive Producer). (2009). Supporting information literacy and         

            online inquiry in the classroom. Baltimore, MD: Author.

Monitoring My GAME Plan Progress

I am finding the information and resources that I need to meet my GAME goals regarding technology by collaborating with colleagues and participating in blogs appropriate to my goals and type of project. 

I have engaged in online research utilizing sites such as Edutopia and other project-based learning websites. 

I have begun gathering and analyzing pertinent data and asking questions relevant to my GAME plan and project.

I have created preliminary charts, checklists, and rubrics and continue to review and revise.

I have adjusted my action plan by determining what is initially working and what needs to be changed.

What I have learned so far includes the need for specific yet modifiable formative assessments throughout the step by step project process.

Questions that have arisen pertain to whether or not all accommodations and modifications have been considered to meet the needs of all students, along with sufficient rules and procedures regarding technology.

Carrying Out My GAME Plan

For this project the resources will consist of computers with online capabilities and access to websites that inform though text, audio and visual.  Software that converts data from one form to another, enhances demonstration of knowledge and skills, and aids with communication among experts and peers will be available to all students including those with disabilities and limited language skills.  Access to video cameras, document cameras, LCD projectors, and any assistive technology will also be available to all.  In addition, students’ personal technology may be used with prior consent from me.  

Additional information I need to carry out my plan includes collecting data on student interests, prior knowledge, talents, digital abilities, learning styles, and special and linguistic needs through online surveys, discussion and observation (Laureate Education, Inc., 2009).  Facts to determine which methods and strategies would best suit my students and the project is also imperative.  Research data regarding enhancing critical and creative thinking will be necessary, in addition to hands on experience with all potential technology.

The steps I have taken so far to implement my GAME plan are comprised of choosing a lesson compatible with my goals that will engage my students in a real-world scenario through collaboration and communication.  Accessing technology tailored to each student by choice and by need, aids students in connecting the content beyond the classroom (Cennamo, Ross & Ertmer, 2010).   My intended learning strategy takes into account my individual students and their need to acquire 21^st century skills.    

References

Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

Laureate Education, Inc. (Executive Producer). (2009). Supporting information literacy and online inquiry in the classroom. Baltimore, MD: Author.

G.A.M.E ON!

My GAME plan for strengthening my confidence and proficiency in NETS-T standards:  

            #1.  Facilitate and Inspire Student Learning and Creativity

            #5.  Engage in Professional Growth and Leadership

Consists of setting goals, deciding on the actions I will take to accomplish these goals, determining how I will monitor my progress, and how I will evaluate and extend my learning.

Through professional growth courses, previous, current, and future, I will acquire the necessary knowledge and skills to facilitate and inspire student learning and creativity for the 21^st century.

Goals:

Use my content, technological, and professional knowledge and skills to promote divergent, creative problem-solving, critical thinking utilizing open-ended real world scenarios, and knowledge construction processes in a collaborative environment via digital tools and resources.

Complete and continue graduate level courses that improve the practice of my profession, technical skills and understanding, and communication and leadership within my learning community.

Actions:

Discover the interests, talents, and learning styles of my students

Provide as much access to various forms of educational technology

Design or adapt curriculum that encourages students to analyze, evaluate, and synthesize information using creative and critical thinking

Assist students in connecting content to real-world dilemmas using open-ended projects

Participate in local and global learning communities

Provide support and leadership in technology and learning community knowledge and skills

Utilize research data to promote policies that enhance creative and critical thinking using technology

Monitor:

Gather and analyze all pertinent data

Ask relevant questions

Create charts, checklists, and rubrics to guide progress

Determine what works and what needs to be adjusted

Evaluate and Extend:

Determine if goals have been met

Reflect on efficacy of methods and strategies

Ask relevant questions to determine what modifications may be needed

Reflection on Walden Course 6711

I have learned much from this course that will affect my ability to effectively and appropriately integrate learning theories and technology in my classroom.  The practical, hands-on approaches will guide both me and my students into the future prepared with the necessary knowledge and skills.

Upon revisiting my personal theory of learning created at the start of this course, I find that my knowledge of specific learning theories has deepen significantly to the point that I am aware and deliberate in the application of them when I create and modify lessons.  Although originally applied automatically and without conscious thought, I now plan and execute with learning theory specifics in mind.  Utilizing different theories or a combination of them with certain types of lessons and activities affords me the ability to vary learning styles and methods that encompass the broad spectrum of student abilities and needs (Laureate Education, Inc., ND).

Educational technologies that I had never been exposed to such as Voicethread have come to fore through this course.  It, along with the plethora of other new technologies, programs, and websites provide options for educators to focus on facilitating students’ construction of knowledge using these collaborative tools (Laureate Education, Inc., ND).  The extension and elaboration of knowledge through the use of instructional tools transformed from teacher-centered instruments into learning tools that are accessible to students assists in the creation of knowledge by inquiry and synthesis via tools such as interactive whiteboards, Webquests, wikis, and Power points (Pitler, Hubbell, Kuhn, & Malenoski, 2007). 

Immediate adjustments I will make to instructional practice regarding technology integration as a result of this course will include the use of a wiki for my upcoming foray into the AP world of Art History.  I will also focus more on facilitating student use of tools that I as the educator generally use as instructional tools, thus converting them into learning tools.  This will support and enhance student learning by allowing the student to actively engage in their own learning process (Laureate Education, Inc., ND).  My repertoire of instructional skills has expanded to include many that were presented in this course.  Using more collaborative tools online such as wikis and Voicethread will enhance my students’ ability to gain the knowledge and skills necessary to be successful in the 21^st century (Davis, Edmunds, & Kelly-Bateman, 2007).   

Long term goals that I intend to make to my instructional practice regarding technology integration are to reach out to the learning community more with the incorporation of businesses, community leaders, and parents via technology centered project and problem based learning, along with assisting my district in the refinement of privacy procedures regarding student access to collaborative online programs and sites.  My strategies for accomplishing these goals include becoming a more active participant and voice for the promotion and integration of more collaborative online learning by joining the appropriate Professional Learning Community and Focus On Learning groups in my school, district, and community.

This course has provided me an opportunity to examine and refine my previous instructional and learning approaches as well as discovering some brand new ones.  The use of these various learning theories and educational technologies in addition to brain-based research will provide educators and students with the instructional and learning tools to be successful in our fast-paced collaborative world.   

References

Davis, C., Edmunds, E., & Kelly-Bateman, V., (2007). Connectivism. In M. Orey (Ed.),

      Emerging perspectives on learning, teaching, and technology. Retrieved from
       http://projects.coe.uga.edu/epltt/

Laureate Education, Inc. (Executive Producer). (ND). Connectivism as a Learning Theory.

      Bridging learning theory, instruction, and technology. Baltimore: Author

Laureate Education, Inc. (Executive Producer). (ND). Social Learning Theories. Bridging
      learning theory, instruction, and technology. Baltimore: Author

Laureate Education, Inc. (Executive Producer). (ND). Technology: Instructional Tool vs.

      Learning Tool. 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.

Voicethread- Academic Cheating

http://voicethread.com/share/2691178/

Connectivism and Social Learning in Practice

Social learning theories contend that people learn from their environment and develop through social interaction and experiential learning.  As Dr. Orey suggests, active construction of knowledge using interaction with more knowledgeable others solidifies that knowledge contextually (Laureate Education, Inc., ND).  

Heterogeneous cooperative learning groups containing mixed levels and learning styles may encompass a variety of instructional strategies and opportunities for all students to be successful in an area they may enjoy and have an interest in.  According to Johnson & Johnson (1999), this type of group work should contain “basic cooperative learning components: positive interdependence, group processing, appropriate use of social skills, face-to-face interaction, and individual and group accountability” (p.57).  More in-depth research might be required pre or post activity for gifted students.  

           

Instructional strategies such as cooperative learning correlate with principles of social learning theories, such as social constructivism, by providing students with the opportunity to construct that meaning through the collaboration with others (Kim, 2007).  Strategies that are included under the umbrella of cooperative learning include reciprocal teaching as in a jigsaw, peer collaboration through think-pair-share, and peer-centered problem-based instruction (Palmer, Peters, & Streetman, 2007).

           

Social networking and collaborative tools such as Webquest, Wikis, Google docs and Edublogs correlate nicely with cooperative learning and social learning theories by infusing a connectivist social dimension into creating contextual knowledge relevant to real life (Laureate Education, Inc., ND).  The web has evolved educationally from an electronic encyclopedia to a collaborative and innovative system of specialized connections that provide diverse perspectives and opinions (Davis, Edmunds, & Kelly-Bateman, 2007).  The unparalleled access to information, along with the skill set to analyze, synthesize, and evaluate it, allows students to creatively collaborate all over the world (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Students are engaged, interested, resulting in enriched learning experiences.    

References

Davis, C., Edmunds, E., & Kelly-Bateman, V., (2007). Connectivism. In M. Orey (Ed.),

            Emerging perspectives on learning, teaching, and technology. Retrieved from

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

Johnson, D.W., & Johnson, R.T. (1999). Learning together and alone: Cooperative,          

            competetive, and individualistic learning. Boston: Allyn & Bacon

Kim, B., (2007). Social Constructivism. In M. Orey (Ed.), Emerging perspectives on learning,

            teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Laureate Education, Inc. (Executive Producer). (ND). Connectivism as a Learning Theory.

            Bridging learning theory, instruction, and technology. Baltimore: Author

Laureate Education, Inc. (Executive Producer). (ND). Social Learning Theories. Bridging

            learning theory, instruction, and technology. Baltimore: Author

Palmer, G., Peters, R., & Streetman, R., (2007). Cooperative Learning. In M. Orey (Ed.),

            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.

Constructivism in Practice

           Constructivism or constructionism, is a learning theory that suggests students process information by constructing knowledge through assimilation and accommodation of first-hand experiences and the creation of representational artifacts (Laureate Education, Inc., ND).  Many instructional strategies correlate with constructionism, including generating and testing hypotheses, learning by design, project-based learning, and problem-based instruction.  

            Generating and Testing Hypothesis is an instructional strategy that correlates with the principles of constructionist learning theories by encouraging students to generate hypotheses and make predictions about the outcomes.  The construction of a hypothesis includes using strategies such as systems analysis, problem solving, investigation, invention, and experimental inquiry (Pitler, Hubbell, Kuhn, & Malenoski (2007).

Other strategies such as learning by design, project-based learning, and problem based instruction are all similar student-centered instructional strategies that focus on first-hand experiences with meaningful self-chosen open-ended problem solving topics that are expressed through a collaboratively constructed artifact with real world applications (Hun & Bhattacharya, 2007).  While using words to express the information is crucial, the physicality and sensation of creating the artifact that represents the information visually and symbolically creates a mental image and reinforces the knowledge for the student (Marzano, Pickering, & Pollock, 2001).          

Unlike behaviorist learning theories which rely on a more direct and structured step- by- step instruction that results in previously determined knowledge and skill sets, constructionism promotes multiple answers to open-ended questions giving students creative choices regarding methods used in constructing artifacts (Glazer, 2007).  These strategies are associated with constructionist theories through the assimilation and accommodation of information in a layering and scaffolding design that creates whole new schema (Laureate Education, Inc., ND).

References

Laureate Education, Inc. (Executive Producer). (ND). Constructionist and Constructivist

            Learning Theories. Bridging learning theory, instruction, and technology. Baltimore:

            Author

Marzano, R., Pickering, D., & Pollock, J., (2001). Classroom instruction that works: Research-     

            based strategies for increasing student achievement. Alexandria, VA ASCD 

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

            instruction that works. Alexandria, VA: ASCD.

Glazer, E., (2007). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on

            learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Hun, S., & Bhattacharya, K., (2007). Constructionism, Learning by Design, and Project Based

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

            technology. Retrieved from http://projects.coe.uga.edu/epltt/

Cognitivism in Practice

The Cognitive theory of learning focuses on how information is processed through the senses, filtered, and stored in short and long term memory (Laureate Education, 2008).  The following are instructional strategies embedded with technology that students learn with rather than from available for practice in the classroom that utilize a Cognitive approach (Robertson, Elliot & Washington (2007).

Using cues, questions, and advance organizers enables students to decipher which information to keep and which to discard while promoting high level thinking.  Students need to be able to analyze and critique information presented to them regardless of where it comes from (Marzano, Pickering, & Pollock, 2001).  Word processing, spreadsheet, and brainstorming software give students the opportunity to create a mental/visual map of the information, or a concept map (Pitler, Hubbell, Kuhn & Malenoski, 2007).  Providing the right cues that lead to the right questions encourages students to connect the information to prior knowledge and realign their schema (Robertson, Elliot & Washington, 2007).  Concept maps may be used to determine understanding, as a starting point for research or a tool of focus and construction (Novak & Cañas (2008).

Summarizing and note taking strategies can be employed in a variety of ways.  Summarizing information effectively correlates with the principles of cognitive learning theory through the processing of information.  When students pick and choose data using synthesis and evaluation, they are creating new knowledge from which they can relate and elaborate (Laureate Education, Inc., 2008).  Note taking is an opportunity for students to go beyond copying verbatim.  Using notes to organize information along with asking pertinent questions to assess it helps students connect it to prior knowledge and experience (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Web research will require that students take informal or flexible notes, summarizing the material by deleting trivial or redundant information often using lists rather than full terms and descriptions (Marzano, Pickering, & Pollock, 2001).

These instructional strategies correlate to cognitive learning theories by assisting students in processing information through sensory recognition and connecting the network of neurons to establish short or long-term memory.  These technology inclusive strategies promote and build upon this network through cognitive theories including dual coding and elaboration (Laureate Education, Inc., 2008).  In conjunction, students will be able to make multiple connections to information that is meaningful and relevant to their lives.

References

Laureate Education, Inc. (Executive Producer). (2008). Cognitive learning theory. Bridging
learning theory, instruction, and technology. Baltimore: Author

Marzano, R., Pickering, D., & Pollock, J., (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA ASCD

Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct

and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

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

instruction that works. Alexandria, VA: ASCD.

Robertson, B., Elliot, L., & Washington, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from   http://projects.coe.uga.edu/epltt/

Behaviorism in Practice

          The instructional strategies described in this week’s resources, reinforcing effort, and homework and practice, correlate with the principles of behaviorist learning theory in many ways.  According to behaviorists, learning is a passive responsive process, where the desired behavior, knowledge, or skill is rewarded with positive, negative, or neutral reinforcement of the behavior (Lever-Duffy & McDonald, 2008).

            Reinforcing effort through educational technology means using programs that include spreadsheets that encourage the student to recognize the link between effort and achievement, and those that practice and review content previously taught such as Odyssey and Pearson Success (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Nonlinguistic representation is achieved in this case by creating spreadsheets, and other visuals.  While using words and other visuals to express the information, the physicality and sensation of manipulating the information and receiving instant feedback that also represents the information visually and symbolically it is creating a mental image of, and reinforcing the knowledge for the student (Marzano, Pickering, & Pollock, 2001). 

            Homework and practice can only be successful from a behaviorist perspective if practice is frequent and feedback is immediate.  Word processing, spreadsheets, multimedia presentations and tutorials, research on the web, and web 2.0 applications can assist students in practicing both at school and home (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Access to and instant response from these technologies reinforces knowledge and skills.  Through online games, or projects done with Skype, interactive media provides students with immediate reaction. 

            Though behaviorism may not be popular as a singularity, it is commonly used as an element of, and has a place in, a varied and diverse learning theory (Lever-Duffy & McDonald, 2008).  Instructional strategies such as reinforcing effort and homework utilize the basic tenet of behaviorism’s response and reward process.  With repetition and practice, connections between knowledge and skill, and effort and achievement can afford students the opportunity to deepen understanding and achieve success.  

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc

Marzano, R., Pickering, D., & Pollock, J., (2001). Classroom instruction that works:                       Research-based strategies for increasing student achievement. Alexandria, VA ASCD

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

Welcome Walden 6711 Educators and World!

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