My GAME Plan

There are two NETS that I would like to focus on. I have decided to examine these two standards by developing a GAME (Goal, Action, Monitor, Evaluate) plan.


The first standard I would like to focus on is the first standard: Facilitate and Inspire Student Learning and Creativity. I choose this standard because I am always trying to encourage student learning and creativity. My goal is to create lessons that engage the students and encourage creativity and student learning. I also plan to develop lessons that are appropriate for my students. I plan to incorporate technology within these lessons to promote creativity. One action I plan to take is to incorporate different types of technology within my instruction. I plan to help build on my students’ experiences in technology and encourage them to experience using new forms of technology. I will also step outside of my comfort zone and experience with new technologies with my students. I also plan to use collaborative learning to promote creativity and have students reflect on their learning. I plan to monitor my progress by observing my students during the entire process. I will also use student surveys and questionnaires to determine the effectiveness of the lesson. I will use the student responses and my observations to adjust my lessons so they will help accomplish my goal. I will evaluate my plan using the final student products. I will be able to determine the students’ knowledge of the particular material. I will be able to look back at my instruction and reflect on what the students may still need to work on. I will also be able to determine what instructional strategies and tools were the most effective. By analyzing my instructional strategies and tools I will be able to decide what technology tools I should use again and ones that weren’t quite as effective.

The second NETS I would like to focus on is the fourth standard: Promote and Model Digital Citizenship and Responsibility. I choose this standard primarily because so many of my students are creating their own social networking web pages and I want to make sure my students know how to be responsible on these online sites. My goal is to teach my students how to be a responsible citizen in the technological world. I also plan to teach my students about digital etiquette and online communication tools. One of the actions I plan to take in order to accomplish my goal is to share with my students how I am a responsible digital citizen. I think sharing this on a personal level will help provide an example of what digital etiquette really looks like. I also plan for them to work in collaborative groups to provide examples of people displaying digital responsibility. I will monitor my progress mainly through observation and class discussions. By monitoring my progress, I will be able to decide if there are any areas where I may need to go back and teach another lesson. I will evaluate my plan by having an ending assessment where my students may create their own social networking site. The students would create their personal page. I would be able to use the final page to determine the effectiveness of my teaching and if the students truly understand how to be a responsible digital citizen.

Reflection

In reflecting on everything I have learned in this course about learning theories, my personal learning theory pretty much remains the same. I believe students learn by doing which closely relates to the constructivist learning theory (Lever-Duffy & McDonald, 2008). I also believe my theory is also complimented with social learning theories because my students often work in collaborative groups. My learning theory also closely relates to the behaviorists approach because I use rewards as part of my instruction (Lever-Duffy & McDonald, 2008). Overall, I believe students learn in a variety of ways. Therefore, I try to teach my students using the strategies that benefit them the most.

One thing that I focus on when determining my instructional strategies is maximizing student involvement in every lesson. I focus on allowing the students to move around my classroom to complete various hands-on tasks (Orey, 2001). I believe this benefits my students because they are engaged in the learning process when they are actively involved in the lesson. In my classroom I also encourage meaningful discussions between students. I believe that everybody is a teacher and a learner. Therefore, I encourage my students to share how they reached an answer with their peers because they often understand a peer’s explanation better than one from an adult.

I plan to make an immediate adjustment in my learning theory by implementing the use of technology on a regular basis. In the past I did not effectively use technology. I used technology more as an instructional tool instead of as a learning technology tool. Throughout this course I have learned that technology benefits the students when it is used as a learning tool where the students are using it as an active learner (Laureate Education, Inc., 2008). When technology is used as a learning tool the classroom is student-centered which relates to my personal learning theory.

I plan to use Webspiration in my classroom for creating concept maps. Concept mapping will help create a nonlinguistic representation of information (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). It will also help the students make connections and remember new information. I have used maps in my classroom in the past and have seen a lot of success. I think by adding the technology of Webspiration to make concept maps the students’ knowledge will continue to expand. The students will also be actively engaged in the learning process.

I also plan to implement the use of VoiceThreads in my classroom. VoiceThread will allow students to work in a group to create an artifact to share their knowledge with their peers. I like VoiceThreads because it is fairly simple to use. It also allows for students to be able to share their thoughts and make comments on their peers’ VoiceThreads. I think this technology will encourage my students to collaborate and help them become better communicators in the real world.

I believe technology is an essential tool in every classroom. I have set two goals for myself in regards to technology integration in my classroom. My first goal is to assign at least one project using technology every nine weeks. I plan for these projects to use different types of technology. I want for these projects to encourage my students to get away from their comfort zones and try something new. Another goal I have set for myself is to continue learning about new and upcoming technology tools that can be used in the classroom. I want to expand my knowledge of technology and then teach my students all about it. I plan to be a learner with my students as we learn about new technologies and then use them in our classroom.

In conclusion, I have learned a lot in this course about learning theories and technology integration. I am excited to start a new school year with so much new knowledge and an abundance of ideas to use in my classroom.

References

Laureate Education, Inc. (Producer). (2008). Program thirteen. Technology: Instructional Tool vs. Learning Tool [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author

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

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.

Social Learning Theory and VoiceThread

In the classroom setting, I believe different learning theories should be implemented. Social learning is a practice that I believe is extremely important. The social learning theory is defined as students being “actively engaged in constructing artifacts and conversing with others” (Laureate Education Inc., 2008). In my classroom, I use this strategy daily. I have a saying that I tell my students every year: “You will learn as much if not more from your peers, than you will learn from me.” They think I am crazy when I first say this in August. However, they quickly learn that this statement is true. I use a lot of collaborative grouping in my classroom.

In the book, Using Technology with Classroom Instruction that Works, I read a chapter that particularly related to social learning. The chapter on cooperative learning gave a lot of ideas about how to use this in the classroom. I particularly liked the idea of having students create a website. This example relates to the social learning theory because the students are working together to bounce ideas off one another. The students are also constructing an artifact. They are working together to create a final product that they are proud of. The example in the book was about the students creating a website for a particular city. At the end of the project, the students were sharing the link with the city’s Chamber of Commerce to receive feedback. I think this is a wonderful way for students to learn to work together. Creating a website in a cooperative learning group helps the students learn how to function in a group as a team member and as an individual through their particular role.

I plan to use this in my classroom. I have thought of one way to use this in reading. I plan to have my students create a website about a particular book they have read. In my classroom I use literature circle groups. In these groups the students (4-5) read a book together and complete various tasks throughout the reading. I think that at the end of the book creating a website would be a great way for students to share the book with their peers. The students would be able to create a website and then share the link with their peers and other schools. I think after viewing the website that it would encourage other students to read the same book.

I teach 4th grade reading, writing, and social studies. Anyone have another idea for how I can use website creation in my classroom?

References

Laureate Education, Inc. (Producer). (2008). Program eight. Social Learning Theories [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.

VoiceThread is a great technology tool that I have just learned about. I created a VoiceThread to share with my fourth grade students. I have realized that bullying has become a major issue in my school and unfortunately in my classroom. The VoiceThread I created is about bullying. Please let me know what you think so I can make changes and share it with my students.
VoiceThread: Bullying 

Constructionism

Of all the learning theories constructionism to me is one of the most important.  Constructionism is the learning theory that people learn best when they create something they can share (Laureate Education, Inc., 2008).  I am a huge believer in this learning theory.  I believe people learn by doing.  In my classroom, I use a lot of project-based learning.  By using this learning style my students are the creators.  They are actively engaged in the learning process. 

In chapter 11 of the book, Using Technology with Classroom Instruction that Works, the authors provide several examples of how this learning theory can be used in the classroom setting.  I realized that one of the websites they suggested using is actually a website that I use in my classroom.  I use the website www.plimoth.org/education/olc/index_js2.html with my students (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  This website requires the students to become investigators of the first Thanksgiving.  The site takes the students to several different pages that teach the students new information about different parts of this event.  My students love interacting with this website because to be completely honest it is more exciting than listening to me lecture.   After my students have used this site I have been amazed at all of the information they are learning.  In the future when I use this website I plan to have my students create something after completing the online investigation into the first Thanksgiving.  I think by having them create something on their own that they will be able to store and retrieve even more information.  I highly recommend this website to anyone that teaches about pilgrims, Indians, or the first thanksgiving.

Resources

Laureate Education, Inc. (Producer). (2008). Program seven. Constructionist and Constructivist Learning Theories [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.

Cognitive Learning Theory and Technology

The cognitive theory relates to how the students learn and store information.  The cognitive learning theory is made up of several components: elaboration, dual coding, network model of memory, and working memory (Laureate Education, Inc., 2007).  Integrating technology into the classroom can help teachers enhance student learning and address these components of the cognitive learning theory.

After reading several chapters from the book Using Technology with Classroom Instruction the Works.  I found several technology resources that would correlate with the cognitive learning theory.  The one that I think is the most influential is using concept maps.  I think that these maps would be a great resource to the students in my classroom.  The maps would help them make connections to their learning and elaborate on prior knowledge.  I think that concept maps can be used at any grade level and across all subject areas.  I also think that using the Internet to go on virtual field trips correlates to the cognitive learning theory.  I teach social studies and there are a lot of places I would like to be able to go to with my students.  The Internet allows me to "take" my students to these places.  By going on virtual field trips we are able to explore and learn about these places using informational images and text.   The students are able to make connections between what we are learning in class to the images they view on the virtual field trip. 

I think there is a place for cognitive learning theories in the classroom and I believe that there is technology available that correlates to this learning theory.  If the technology is used effectively it will enhance the instruction and student learning.

Webspiration is a great website to use to create a concept map. The map can be shared with colleagues and there isn't a limit to the number of maps you create. You will have to create an account, but it's free!

The Underground Railroad is a good virtual field trip to take.  My students enjoy listening to the story read aloud.  They are also able to make choices along the way to freedom.  The interesting thing is that the story doesn't always end the same way.  I recommend using this with an upper elementary classroom.  It allows for the hardships the slaves faced come to life for the students.

Resources
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive 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.

Behaviorism-based learning

I believe behaviorism-based learning is important in every classroom.  However, I do not believe it should be the only learning theory used.  In the book Using Technology with Classroom Instruction that Works I read two chapters that relate to using behaviorist learning theories in the classroom. 

One of these chapters was called Reinforcing Effort.  It is hard to show students effort and I often struggle with this.  The chapter mentioned using rubrics and graphs to show students data.  I teach 4th grade students and I believe using a rubric and spreadsheet to track effort would be very effective.  I think it would really benefit my students and help show that the effort they put forth is reflected in their grades.  I often hear myself saying that but it never seems to stick.  I think that showing them using rubrics, graphs, and spreadsheets would be much more effective.  This strategy relates to the behaviorists learning theories because it reinforces and punishes students when they analyze their effort and grades.  I plan to use this in the future.

The chapter called "Homework and Practice" was also useful.  I believe homework should be used in every classroom and at all levels of education.  Homework is the most effective when the students can do the majority of it independently.  Homework is not something for the child's parent to do.  It is important for the student to practice the skill in order for them to become proficient.  I found the information in the book about using technology to practice to be very helpful, however most my students to not have the capabilities to do this at school or at home.  I hope to use the technology ideas provided in the chapter as part of my classroom instruction to reinforce skills.  This strategy relates to the behaviorists learning theories because it allows the students to practice what they have learned and receive positive or negative feedback.

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

Technology and Students

I interviewed all of my students about using technology for educational, social, and entertainment purposes. I was quite surprised with their responses. I found that most of my students use technology for entertainment purposes (TV and video games) on a daily basis. I was also surprised that so many of my students use social networking sites to communicate with friends and family members.

After I analyzed all of the interviews I complied some of them into a podcast. The podcast contains my analysis and pieces of four student interviews.

Click here to listen to the podcast: Technology and Students.  The title of the podcast is "Technology Interviews."