Reflections on New Literacies

As I reflect upon what I have learned about teaching the new literacy skills to my students, the most striking revelation I have had is just how important it is to actively and purposefully teach these skills. As I observe so many of my students navigate the web naturally and confidently, it is easy to assume they are using literacy skills. Even if they are able to find relevant information, they need strategies to evaluate and determine website credibility, such as the REAL strategies (November, 2008). I plan to incorporate pre assessment strategies to identify my students’ greatest areas of growth. I have been amazed at the volume and depth of skills necessary for success.

The knowledge and experiences I have gained will guide my future lessons with my students. Now that I have identified the numerous literacy skills needed, I will provide modeling, practice and opportunities for my students to use them, as students must have opportunities to become fluent by using the skills (Jukes, 2007). Additionally, I need to link the new literacy skills to the traditional skills. “This concept of connecting the old with the new is important because teaching Web literacies is not about teaching totally new concepts or adding on the currently overloaded curriculum (Eagleton & Dobler, 2007, p. 29). The traditional literacy skills my students have and are developing can serve as stepping-stones to the new literacy skills. Incorporating an inquiry project would serve the dual purpose of supporting and extending the curriculum while providing students with the setting in which to learn and use the new literacy skills I will be teaching them.

A professional development goal I have is to take part in a collaborative project. If chosen carefully, this project will support the curriculum and provide real world applications for what they are learning. I would begin by choosing an established project for my first experience and I am especially interested in the “Bucket Buddies” project found at http://www.k12science.org/curriculum/bucketproj/. In this particular project students collect pond water and use the scientific process to determine what organisms live in the water. Students from all over the world add their data to the website and then participate in discussions based on their findings. To accomplish this goal I will need to follow the timeline and procedures listed on the website. This project not only correlates to science standards, but it is well organized and manageable. Richardson 2009) explains, “We must guide students in sharing their real world efforts with world-wide audiences helping them understand the efficiencies and ethics of publishing in meaningful ways” (p. 30). By participating in this project, students would use the scientific process for a real purpose, as part of a global project and have the opportunity to use the new literacies first hand.

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

Jukes, I. (2007). 21^st century fluency skills: Attributes of a 21^st century learner. Located at http://www.committedsardine.com/handouts/twca.pdf.

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

Richardson, W. (2009, March). Becoming network-wise. Educational Leadership, 66(6), 26-31.

Reflections on Learning Theories, Technology Tools, and Instructional Strategies

When I first considered my personal theory of learning, I highlighted the constructionist theory as the one I most closely identified with. After reflecting on the theories at the conclusion of this class however, I would revise this by adding the social constructionist theory as one I ascribe to. Although each learning theory has its strengths and is relevant for different settings and purposes, I most closely relate to the constructionist theory, with the characteristics of the social constructionist theory evident in my lessons.

I provide opportunities for independent learning as students explore learning centers and create products that deepen their learning based on interest. Additionally, my students work in cooperative learning settings for class projects. As my students work together, they construct meaning of the content by creating original products. Their understanding is deepened through their interactions as they share ideas, thoughts, and questions. Furthermore, they learn the content at a more complex level as they teach it to each other. In fact cooperative learning is an effective instructional strategy as defined by Marzano (Laureate Education Inc., 2008).

There will be some immediate changes effective at the beginning of this school year in regard to my use of technology. Although my students have been using technology such as PowerPoint, websites, and podcasts as learning tools, I have room for growth with my use of the interactive whiteboard. I have been primarily using it as an instructional tool. Although, there are still instances in which this an appropriate use for it, I need to revise lessons to take advantage of the interactive features and provide more time and opportunities for my students to use it as a learning tool.

I have plans to introduce new technology tools to enrich my lessons this year. I look forward to integrating Voice Threads and virtual field trips. Voice Threads is the perfect tool to support a collaborative learning environment. Students will have the opportunity to respond to Voice Threads I introduce, as well as initiate their own to encourage discussion and the exchange of ideas. They will deepen their understanding of lessons and refine their written and oral communication skills as they create posts and respond to classmates’ posts. Virtual field trips are a wonderful tool to provide every student, regardless of background experiences with the content material. These experiences will provide the background to connect their new learning.

I have two long term goals in regard to integrating technology in my classroom. Currently, my students are PowerPoint professionals. They enjoy creating and sharing these to showcase their learning in their independent center studies and I understand they are an effective method for constructing meaning. I would; however, like to introduce additional technology tools to my students to broaden their product choices and meet a variety of learning styles. I plan to highlight different tools by teaching one mini lesson a month and integrating the new tool into a short term project so each student has an opportunity to use them. As they increase their repertoire of technology tools, they will have multiple product possibilities at their fingertips.

My second goal is to be more purposeful in integrating nonlinguistic representations into my lessons and instruction. I plan to model selection of meaningful and relevant images into my lessons and provide practice with this by including a planning component in my rubric for multimedia presentations. I also like the idea shared by Dr. Pickering (Laureate Education, Inc., 2008) of creating a PowerPoint and then having students replace the text with graphics and images that support the main ideas. My students usually include images in their projects, but I recognize now the importance of moving beyond clip art that enhances the presentation to graphics that support the content.

By reflecting on the learning theories presented in this class I realize I identify most closely with constructionist theory, most specifically the social constructionist theory. This class gave a name and educational support to my current practices and taught me how to enhance them. I look forward to incorporating additional technology tools such as Voice Threads and virtual field trips and now know how to evaluate the way in which I am using the technology, as an instructional tool or learning tool. By evaluating my lessons and the ways I am using resources, I can make revisions to use technology more as learning tools where my students are the primary users. As I integrate learning theories, technology and instructional strategies such as cooperative learning and nonlinguistic representations, my students’ learning and understanding can be enhanced.


Laureate Education, Inc. (Executive Producer). (2008). Bridging Learning Theory, Instruction, and Technology [Educational video]. Baltimore: Marzano, R.

Laureate Education, Inc. (Executive Producer). (2008). Bridging Learning Theory, Instruction, and Technology [Educational video]. Baltimore: Pickering, D.

Social Learning Theories

Social learning theories connect constructivist theory with interactive learning activities. According to social learning theory, learning occurs as students create products while collaborating with others.  Collaborative activities such as Webquests enhance the learning of the students participating. Additionally, products such as multimedia presentations or websites created collaboratively might possibly used as a teaching tool to enhance other students’ learning. As students learn and create together, the product can be a learning tool for others. The internet is a powerful tool supporting social learning theories as students and others beyond the classroom can serve as resources as well as learning partners. As students share ideas collaboratively, their ideas are furthered and enhanced, resulting in greater understanding and complexity of thought than if considered individually. Similarly, collaborative efforts with students contributing their individual strengths in a group setting can result in greater quality products or artifacts than an independent project. Students construct meaning as they learn and create while working together.

Voice Thread Link

Please visit my voice thread at
http://voicethread.com/share/569843/

Constructionist Learning Activities

We are studying the constructionist learning theory this week and I find myself identifying more with this theory than the others. The constructionist theory explains people make meaning and learn at a higher level when they create something as they are learning and from their learning. Through this creating, building or constructing, learners make sense of new information by discovering how it fits into what they already understand or their schema.

In the center contract activities my students do, constructionist activities are often already built in. After selecting a topic of study, my students learn about the subject by completing various activities including participating in online simulations, building structures with Legos, and writing and sharing speeches to name a few. During center time, I circulate throughout the room, guiding students in their learning and progress through activities.

This week’s learning resources presented many instructional strategies that also correlate with the principles of constructionist learning theories. The strategies and new information on learning and constructionist theory made me think about some of the basic technology tools in a new way. My students enjoy creating PowerPoint presentations and documents using Microsoft Word to show their learning, in fact for open-ended assignments such as “choose a way to show your learning”, they usually choose one of these. Although these tools result in informative, creative products, I have not fully appreciated their value until now. These basic tools provide a format for students to integrate text, graphics, and even sound to personalize their learning, make sense of information, and even think at a higher level through synthesis. Although there are other tools that enable students to create products that use technology in a more complex manner such as web pages or podcasts, PowerPoint presentations and products using word processing programs still have relevant applications as constructionist based learning  activities.

Project learning activities seem to encompass the best of all worlds. They encourage critical thinking and collaboration while involving students in real world activities. As students create their projects they are not only increasing their understanding of the topics, they are engaging in and developing important 21^st century skills. Another advantage is the possible extension of collaboration and guidance beyond the classroom. Since students are working on real world activities, they can utilize professionals as resources to guide them in their work, offer feedback and even assessment. Students can continue to revise their projects, adding to their understanding with this guidance.

I had not thought of the importance of providing opportunities for making hypotheses and drawing conclusions beyond science lab activities, however technology tools such as programs for spreadsheets and data collections enable students to spend their time analyzing real information from any content area. Students develop a stronger understanding and make sense out of information through accommodation or assimilation as they develop and explain hypotheses and then analyze the actual data. As students create and provide support for their hypotheses their product is their prediction. When they collect data and draw conclusions (and possibly develop further questions) they are building meaning through their analysis of information.

Although some of the center contract activities my students do incorporate simulations, I have discovered some new ones through this week’s resources like NOVA Building Big which will enhance the Structural Engineering center and Practicing with a Catapult which will bring the study of physics to life. These simulations give students the opportunity to experience these concepts through construction, trial and error and revision. The advantage to simulations is that students have the ability to virtually build or create products they may not be able to due to space or financial restrictions. As students build (and revise) artifacts using technology programs they gain a deeper understanding of the concepts they are studying. I will be actively looking for more of these learning activities to incorporate.

Constructionist theory emphasizes the importance of learners building meaning and understanding through the creation of a product. The activities in this week’s resources provide examples of many possible technology applications supporting this theory that I am excited to implement this next school year.

 

 

 

 

 

 

 

 

 

Cognitivism in Practice

The cognitive learning theory centers around the understanding of concepts through experiences and connections. The more connections made with a concept, the deeper the level of understanding can be. Additionally, the dual coding hypothesis presented by Paivo explains the value of providing visual representations with text for greater understanding (Laureate Education, Inc., 2008).

Pitler, Hubbell, Kuhn, and Malenoski (2007) explain several strategies that incorporate technology and relate to the cognitive learning theory. In “Cues, Questions, and Advance Organizers” the authors suggest strategies for building upon students’ background knowledge to center their learning. Techniques such as cueing and questioning help students begin to make connections about what they already know and the new content (Pitler et al., 2007). Utilizing advance organizers help students organize the new information during the learning process. These can also serve as a visual representation, which combined with the vocabulary of the new concept broadens the learner’s understanding of the information. The more connections learners can make with new information, the deeper and greater the understanding of the concept will be (Laureate Education, Inc., 2008). Cues, questions, and advance organizers take advantage of prior knowledge and provide visual images to help students build connections. These strategies support three of the “components of cognitive learning theories” as described by Dr. Michael Orey; “elaboration, dual coding hypothesis, and network model of memory” (Laureate Education, Inc., 2008).

 

Through “Summarizing and Notetaking” (Pitler et al., 2007) students understand information more deeply and make connections to enhance learning. Students use higher-level critical thinking skills when they summarize information. By using blogs and wikis students collaborate to clarify and evaluate information, deepening their understanding while adding to their experiences with the concepts (Pitler el al., 2007). Dr. Orey explains these multiple connections lead to elaboration and strong networks, which are important facets of cognitive learning theory (Laureate Education, Inc., 2008). Notetaking is particularly beneficial to students when there are opportunities to use different formats. These varying formats provide additional experiences with the information enhancing connections and networks (Laureate Education, Inc., 2008). Notes taken using multimedia such as PowerPoint are especially effective as they take advantage of dual coding when information is combined with meaningful visuals (Laureate Education, Inc., 2008).

 

Beyond strategies such as “Cues, Questions, and Advance Organizers” and “Summarizing and Notetaking” (Pitler et al., 2007) there are numerous tools available that correlate with cognitive learning theories and enhance student learning. Concept mapping is especially effective in illustrating the connections between information in a concept. As students utilize concept mapping tools, they create and identify the very connections that comprise the network model as described by Dr. Orey (Laureate Education, Inc., 2008). Additional advantages of concept mapping tools include organizing the new information and providing a visual to pair with the written information. Paivo’s Dual Coding of Memory hypothesis suggests this combination helps students remember the information better (Laureate Education Inc., 2008). Concept mapping tools enhance students’ recall and understanding of information as they provide opportunities for students to work actively with information as they make connections in a graphical format.

 

Virtual field trips are another tool effective in enhancing student learning by providing experiences or episodes with concepts (Laureate Education Inc., 2008). They provide the opportunity for all students to experience the concept in a visual format. This experience can serve as the basis to understanding a concept (Laureate Education, Inc., 2008). The virtual field trip can be a stepping stone to create understanding of the new information. Additionally, the experience from virtual field trips can be extended to create further connections and deeper understanding of the concepts when used in conjunction with other primary sources (Laureate Education, Inc., 2008). These additional experiences broaden the connections a learner makes with the information, deepening their comprehension. As a culminating activity to the virtual field trip students can synthesize their learning by creating products that demonstrate their knowledge and understanding.

Laureate Education, Inc. (Executive Producer). (2008). Bridging Learning Theory, Instruction, and Technology [Educational video]. Baltimore: Orey, M.

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

 

 

Behaviorism in Practice

Behaviorist learning theory centers on encouraging behaviors that are desired and discouraging unwanted behaviors. Dr. Orey explains, “Reinforcement is more powerful than punishment” (Laureate Education Inc., 2008). The behaviorist philosophy is especially effective in classroom management, however there are numerous academic applications as well.

Technology resources that are based in behaviorist theory enable students to extend their learning by working on activities at a more complex level. Websites such as http://classroom.jc-schools.net/basic/math.html can be used by teachers for differentiation to meet students’ varying readiness levels in math. Students can use websites such as this one at home to review for a test or to study a topic of interest on a concept not yet taught in class. Online tutorials and practice problems can provide additional support in a different format or provide the opportunity for students to study an area of interest. There are extensive topics available, from learning keyboarding skills http://www.davis.k12.ut.us/cjh/appliedtech/Business/Keyboarding/ to physics review http://www.dctech.com/physics/student_help.php. An additional benefit to behaviorism-based technology is that students can work at their own pace. When students participate in an online tutorial or practice concepts on a website they are actively engaged, have opportunities for practice, and receive feedback on their progress and accuracy quickly; several important components of behaviorist theory as described by Hartley (Smith, 1999).

Beyond providing individual support or offering opportunities to study areas of interest independently, the use of technology can be correlated with behaviorist theories in additional ways to support education. Spreadsheets can be utilized to illustrate the effect of effort on academic success. When students document the amount of time spent studying or working on assignments, as well as resulting grades on the assignments, they have data and a visual to show the relationship between effort and grades. This documentation can be used to encourage or reinforce effort, as well as show students how they can control the outcome through hard work, supporting behaviorist theory (Pitler, Hubbell, Kuhn, & Malenowski, 2007). Word processing features that analyze the reading level of writing can be utilized to encourage students to use stronger vocabulary in their work. Additionally, dictionary and thesaurus features can guide students in better understanding vocabulary (Pitler et al., 2007). These features encourage students to increase understanding or work at a more complex level.

Technology resources supported by behaviorist theories have varied classroom applications beyond classroom management.

Laureate Education, Inc. (Executive Producer). (2008). Bridging Learning Theory, Instruction, and Technology [Educational video]. Baltimore: Orey, M.

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

Smith, M. K. (1999). The behaviorist orientation to learning. The encyclopedia of informal education, Retrieved 07 05, 2009, from http://www.infed.org/biblio/learning-behavourist.htm

 

 

Class Reflections

When I began this class eight weeks ago I thought I was effectively using technology with my students because they had opportunities for word processing, presented projects through PowerPoint presentations and used the SmartBoard daily. We were using technology as a tool for efficiency and producing neat, professional looking products. Imagine my surprise when Dr. David Thornberg explained the distinction between “doing things differently and doing different things with technology” in the DVD session “The Emergence of Education Technology.”

I had heard of blogs, wikis, and podcasts and even had several blogs I enjoyed following. I had no idea I could subscribe to them and they would come directly to me. I thought of all of these tools as something I could experience passively, it didn’t occur to me before this class that I could join in and actively participate or even create any of these on my own, much less use them in my classroom. Through the class assignments of reading, posting comments and creating my own blog, creating a wiki collaboratively, and creating a podcast I learned first hand how to use these tools. I now have enough experience and background knowledge to use these learning tools with my students; in fact they are currently creating weather podcasts. Having the opportunity to actually use each of these tools was much more effective than just reading about them. It was quickly evident to me that using these tools would be effective in increasing student engagement and motivating students. More importantly though, was learning about 21st century skills and how these tools could be used to develop critical and creative thinking skills and collaboration.

This class made me aware of the 21st century skills our students will need to develop to be successful in the future and provided tools to help me facilitate the learning of these skills. I realize the importance of providing students opportunities to research information, evaluate its accuracy, and make it their own to share with an audience beyond my classroom walls and their homes. Just as I learned these tools well by actually using them, I need to provide my students opportunities to learn the technical aspects and use them to create new products. I have also begun to evaluate the setting in which my students are working. In the past, I expected most of the work to be completed independently. Now I am more aware of the importance of developing collaborative skills, and look for ways to incorporate that into the activities. Additionally, I am working to foster student centered learning by providing guidance and support while students are actively engaged in learning activities.

I know that integrating technology is a process and will require continual learning of new tools. To stay abreast of new technological developments and classroom applications I plan to continue to read technology education blogs and collaborate with other teachers by sharing the ways I am integrating technology and learning new ideas from my colleagues. I have signed up to participate in a professional learning community in my school on using technology for differentiation. I use what I have learned about 21st century skills as I plan lessons to integrate thinking skills, collaboration and the curriculum.

I have set two long term goals to further transform my classroom environment. The first goal I have set is to utilize technology to identify people who would serve as resources for my students as they work through their independent centers. I think it would be very valuable for my students studying the chemistry center to be able to communicate with chemists or those studying architecture to be able to share their work or ask questions of an architect. The read/write web could provide opportunities for individual students to explore topics in depth with experts in their areas of interest. My second goal is to provide students opportunities to create real products for real audiences. I am beginning with podcasts, but plan to incorporate wikis and blogs in the futures. Although secure settings exist to use these tools in my classroom, I will need to teach my students to use these tools safely and provide explanations to parents so they understand the importance of integrating these tools. Richardson (2009) explains, “We can invite people from around the world to engage in discussions and even content creation with our students, and our teachers must be willing and able to find and use sources effectively” (p. 136). For both of my goals, I will need to become a “connector” as described by Richardson (2009), “not only of content, but of people” (p.136) so my students reap the benefits of people’s knowledge, ideas and experiences from all over the world.

Laureate Education, Inc. (2008) The emergence of educational technology. Laureate Education, Inc.

Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press.

The Results Are In . . . Technology Survey Podcast

This week, I surveyed my students to find out more about the technology available to them in their homes, the ways they use technology, how they like to learn about technology and something new they would like to learn about technology.

I found the activity so valuable, I now plan to begin each year with a technology survey. Not only will it provide a window to me of what technology they have and use, it will help frame my lessons to develop 21st Century Learning Skills through technology experiences.

True to digital native form, I discovered most of my students felt they could teach someone something on the computer and their favorite method of learning something new is to try it out. As one student added, "I never read the directions to video games, I figure it out as I go."

21st Century Skills

The Partnership for 21^st Century Skills has an informative website http://www.21stcenturyskills.org/ detailing the skills our students will need to develop to be successful in the future. Our education system can no longer be based on the agricultural or industrial ages, if we hope to prepare our students to live and work in the 21^st century. I heard of the Partnership for 21^st Century Skills at a meeting, but had not viewed the website until this week. Interestingly for me, the gifted education program I am a part of focuses on the skills described on this website. The semester progress report that we use to evaluate our students correlates closely, as our main areas for evaluation are critical and creative thinking skills, and independent and interactive learning skills.  The students’ progress in these areas are indicated on a rubric and we consider growth over the two year period that our students attend our center.

The information on this website is presented in clear, understandable language and it is easy to navigate. There are numerous links to news stories and articles supporting and discussing the need for the 21^st Century Skills. The link to Route 21 is my most favorite, http://www.21stcenturyskills.org/route21/ as there are links to excellent resources for activities and lessons to develop 21^st century skills. I plan to explore these resources further, but already have identified an activity I plan to use to practice and encourage both collaboration and creative thinking. The lesson, “Solving Problems With Simple Machines” http://www.learnnc.org/lp/pages/2870 will also reinforce science concepts.

The more we, as educators can incorporate multi-disciplinary, hands on problem solving activities into our lessons that encourage collaboration, critical and creative thinking, the better we will prepare our students for the 21^st Century. 

 

Creating a Community of Learners Through Blogging

I teach 4th and 5th grade students identified for gifted services from six different elementary schools. I teach a different group of students each day of the week. During each class session my students work on a center topic they self-select out of over 50 choices. Students work independently on their centers using a contract as a guide. 

I am interested in using blogging for students to have a forum to share their learning and projects from their centers. At any time, it is very possible for all of my students to be working on different centers or activities within a center. Blogging could provide a unifying experience for my students to communicate with each other about their centers. Students attending on different days, but working on the same self selected center could share ideas, interests, and projects with each other. Blogging could remove the barrier of not attending the center the same day. Students who might otherwise never meet, but share similar interests, could further their ideas and learning by collaborating with each other through a blog. Additionally, students could share projects and products from their centers with a larger audience and receive feedback from each other. Ideally, the blogs could spark a student's interest in a new topic by reading about and discussing their classmates' center experiences.

Has anyone had experience using blogging to share independent learning projects? I am also interested in suggestions for organizing the posts

Starting From Scratch

This is my first blog, the inaugural entry. I have enjoyed reading blogs in the past, but this week I'm diving in, responding to blogs for the first time and now writing my own. This has been an eventful technology week for me. I am working to integrate new information and put it into practice on a personal level - like the blogging and subscribing to favorite blogs through an RSS feed, I had no idea I could do this and have been checking several blogs on a regular basis separately. It is amazing to me that now the updated blogs come to me. 

On a professional level, I now have this new knowledge about Wikis, blogs and podcasts and I am in the idea stage of how to integrate these into my classroom. On top of this, I have expanded the blogs I am reading and have these new resources to use with my students. I look forward to sharing ideas with others and making some of the ideas realities in my classroom.