Reflection

Throughout this course my personal learning theory has been reinforced in areas, and adjusted in others. When I started this course I thought students learned primarily through the construction of knowledge with some aspects of behaviorism. After this course I still believe that students construct their knowledge and that some aspects of behaviorism are incorporated in learning. Students learn best when they are creating some product to either work with the concept of demonstrate their knowledge, this product is the connection most students need in order to understand the importance of the content they are learning (Laureate Education Inc., 2011c). The aspect that has changed for my personal learning theory is that I now understand that students are social learners as well. Students will learn differently depending on the environment they are learning in (Laureate Education Inc., 2011b).

Another aspect that has changed about my personal learning theory is the types of technology and the way that I use that technology. This course has introduced me to VoiceThreads, which are video or photo representations of a concept, but what is unique about them is the dialogue that is possible due to the technology (Laureate Education Inc., 2011a). VoiceThreads allow the students and teacher to have a seamless conversation about the topic, but it also allows that conversation to happen even if the participants are not online at the same time. Another aspect of VoiceThreads that is intriguing is that the students can receive comments from non-school personnel, which opens up the conversation a great deal. I intend to start using VoiceThreads in the very near future. Another technology tool that I have been reintroduced to in this course is the virtual field trip. I have utilized virtual field experiences in the form of digital demonstrations, but due to this course I have found some really interesting virtual labs that the students can actually manipulate variables in the experiment just as they would be able to do in a physical lab. I have already used two virtual lab experiences since starting this course and I plan to use many more.

Another aspect of my learning theory that has changed due to this course is the way that I use that technology. I now understand that there is a difference between learning technology and instructional technology and that learning technology is much more effective than instructional technology (Laureate Education Inc., 2011d). The difference is whom the technology is used by, either the teacher or the student (Laureate Education Inc., 2011d).

Since taking this course I have formulated two goals for my technology use. One goal is to have my students use technology at a minimum of once biweekly. We only have a limited amount of computers for student use in my school so just getting the computers is a challenge. Since this course I have realized that the students do not need to always use technology in the classroom to get a quality experience. To accomplish my goal I will ensure that I sign up for the computer carts at least once a month, and also ensure that I have my student’s complete web based experiences outside of the classroom at least once a month. Another goal I am setting for myself is to have my students use technology for major assessments more regularly. Currently, the students complete presentations about once a month. I want to switch the majority of my assessments to project based assessment. This provides my students with the opportunity to have some choice in their assessment as well as have more buy in to the assessment. I will still have some standard exams, but I want most of my assessments to be project based. This course has introduced me to the thought that students learn more when they actually create something, thus the project based assessments. To accomplish this goal I will provide my students the option on almost every assessment of either completing a standard test or a project that demonstrates their knowledge.

This course has been very eye opening as far as the ways I currently use technology in my classroom and how I can change that to be more effective with my technology use. Students will learn more when they are able to manipulate the technology rather than passively watching the technology being used. To assist my students as much as I can I will make the switch from the primary technology user to more of a facilitator to my students.

           

References

Laureate Education, Inc. (Producer). (2011a). Program nine: Spotlight on technology: VoiceThread [Video webcast]. Bridging learning theory, instruction, and technology. Retrieved from http://laureate.ecollege.com/ec/default.learn?courseid=5700267&cpurl=laureate.ecollege.com&survey=1&47=2594577&clientnodeid=984650&coursenau=0&bhcp=1.

Laureate Education, Inc. (Producer). (2011b). Program seven: Social Learning Theories [Video webcast]. Bridging learning theory, instruction, and technology. Retrieved from http://laureate.ecollege.com/ec/default.learn?courseid=5700267&cpurl=laureate.ecollege.com&survey=1&47=2594577&clientnodeid=984650&coursenau=0&bhcp=1.

Laureate Education, Inc. (Producer). (2011c). Program six: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction, and technology. Retrieved from http://laureate.ecollege.com/ec/default.learn?courseid=5700267&cpurl=laureate.ecollege.com&survey=1&47=2594577&clientnodeid=984650&coursenau=0&bhcp=1.

Laureate Education, Inc. (Producer). (2011d). Program twelve: Technology: Instructional tool vs. learning tool [Video webcast]. Bridging learning theory, instruction, and technology. Retrieved from http://laureate.ecollege.com/ec/default.learn?courseid=5700267&cpurl=laureate.ecollege.com&survey=1&47=2594577&clientnodeid=984650&coursenau=0&bhcp=1.

Social Learning

               Cooperative learning is an essential part of today’s classroom. Every student will need the skills to work with other people when they leave school, so it is necessary to teach these skills to students in school. Pitler, Hubbell, Kuhn, and Malenoski (2007) suggest using a variety of grouping strategies for implementing cooperative learning as well as grouping the students both formally and informally. Grouping is a major aspect of social learning, the environment that the students are exposed to will affect how they learn as well as the content that they learn (Orey, 2001).

                Once your students are grouped to maximize their learning experience, it is then important to choose the right strategy to encourage social learning. One of the most interesting strategies Pitler et al (2007) introduced was the idea of having the students create a movie to describe what they learned. In this project the students are physically creating an artifact while each member is responsible for affecting the other students learning in their group, as well as their class through their presentation (Orey, 2001). The creation of a movie requires many different skills such as writing, organizing, understanding the content, filming, and editing. By having a group of students create the movie rather than an individual student, the quality of the work will be much higher. Also, the variety of skills and content that the students are exposed to in the movie creation project is much broader than if they were working on a PowerPoint presentation or some other related application.   

                Another interesting strategy that Pitler et al (2007) introduced was interactive web resources. There are a large variety of web sources the students could use to encourage social learning. One way students could use the web would be to use “ask the expert” sites, where they correspond via a web board or email with an expert in the field (Pitler et al, 2007). Another interesting application is the Kepals, which are electronic pen pals (Pitler et al, 2007). With both of this web based applications students learning experience will vary depending on with whom they are corresponding, and that is in essence what social learning is all about, that the types of interactions students have will affect the type of information as well as the way that they learn (Orey, 2001).

                No matter what a student does for a career they will be required to interact with other people to accomplish their professional goals. By exposing the students to social learning via cooperative strategies, the students will learn the necessary skills to be successful. The more practice students have with working with others the better they will be at it. Also, the more exposure students have to others, the more likely they are to learn a wide variety of information due to the social aspect of learning.

References:

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page.

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

VoiceThread

http://voicethread.com/share/3773864/

Formulating and testing hypotheses

                Constructionism is focused on having students create something during their learning process (Orey, 2001). For the project based learning and problem based learning strategies a major aspect of this is attempting to answer an elaborate question. In order to answer this question students need to determine what they think is the solution and then design some way to prove that, another name for this process is formulating hypotheses and testing them (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Pitler et al (2007) suggested using data collection tools to test hypotheses, as a chemistry teacher I have my students use probes on a regular basis. Data collection tools are excellent for students to test their hypotheses because it allows the student to see the analysis in real time. For instance, during a pH lab the students use a probe to test the pH of household solutions and what happens to the pH when some of those chemicals are mixed. The students can see the pH change as it is happening due to the data collection probe, whereas without the probe they would have to complete the calculations later and see the relationships acids and bases have when combined.  What these tools allow the students to do is to verify their hypotheses in real time so that they can adjust their thoughts immediately rather than having time for the students to learn misconceptions.

                Formulating and testing hypotheses is essential for students to understand how to solve problems. In formulating a hypothesis, the students are demonstrating their critical thinking skills. In problem based learning, the students need to formulate a hypothesis in the beginning so that they have a direction to work in while attempting to solve the problem (Orey, 2001). During the construction of their artifact or their work towards their solution they are testing their hypotheses, this is another crucial aspect of project based and problem based learning. In testing their hypotheses, the students are verifying or rejecting their thought about a problem. Verifying or rejecting thoughts is in essence learning, and that is the whole point behind the educational process. Another tool that Pitler et al (2007) suggested to use for the testing of hypotheses was web resources. By using web resources the students can research the questions they formulated, they can use virtual experiments and experiences to gather information about the questions they have formulated, or they can video conference with professionals to gather information (Pitler et al, 2007).

                No matter the situation, students participating in project based or problem based learning will need to formulate and test hypotheses. Technology can assist the students greatly in this process. If the goal is to have students learn, project based and problem based scenarios are great strategies because they push the students to think deeply about concepts and the concepts are not isolated but intertwined. If the questions are at the level they should be, students will need to connect concepts through multiple subject matters in order to solve the problem and technology should be integrated into this process to assist the students on their intellectual journey.

Here is a wiki page about testing hypotheses and web resources to assist in the endeavor http://technologythatworks.wikispaces.com/Generating+and+Testing+Hypotheses

References

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

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page.

Cognitive practices

              There are many strategies to choose from when creating a lesson; the major piece to keep in mind is what experience students should have while gaining knowledge. Pitler, Hubbell, Kuhn, and Malenoski(2007) describe several ways for students to interact with information to build knowledge, two strategies they describe are questioning and summarizing and note taking. No matter what class the student is taking they will encounter questions and be expected to take some form of notes, what Pitler et al (2007) describes are ways to make the notes and questions align with cognitive practices.

                A key to questioning is to ensure that they are higher order questions so that the students are required to think about their answers and not simply parrot information back at the teacher (Pitler et al, 2007). By asking questions that require thought, the teacher provides avenues for their students to retrieve the information they already have stored and connect the new information with their prior knowledge; this process is cognitive theory in action (Laureate Education, Inc., 2011). By using effective questioning, students can practice with the concepts they are learning to move the information from short term memory to long term memory (Laureate Education, Inc., 2011).

                While questions are very important for fostering thought, students need to organize information initially to be able to understand it, this is where summarizing and note taking comes in. In order to effectively understand a concept, students need to make meaning of the information being presented with what they already know (Novak & Canas, 2008). Summarizing provides the students with an opportunity to manipulate the information being presented in a way that focuses on the main ideas so that the students can encode the information in a way that makes sense with their prior knowledge (Pitler et al, 2007). A great technology tool for summarizing is wikis, they provide the students with the ability to display their information and work collaboratively to determine what information is most pertinent as well as provide the students with a means to a discussion of how the information correlates with their prior knowledge (Pitler et al, 2007). By having meaningful discussions with their peers about the information being summarized the students have the capability to make deeper connections then they could make on their own.

                No matter what course the student is taking they will need to understand the importance of questioning and note taking. When the students are provided with information they will need to make sense of that information and construct knowledge based on their prior experiences. For more information about questioning go to the following site, it has some helpful advice as well as some helpful links http://beyondpenguins.ehe.osu.edu/issue/energy-and-the-polar-environment/questioning-techniques-research-based-strategies-for-teachers .

References

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollge.com/ec/default.learn?coureid=5700267&cpurl=laureate.ecollege.com&survey=1&47=2594577&clientnodeid=984650&coursenau=0&bhcp=1 .

Novak, J.D., & Canas, A.J. (2008). The theory underlying concept maps and ho to construct and use them, Technical Report IHMC CmaptTools 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.

Behaviourism

                Behaviorism is the idea that a student learns a task by repeated exposure to the task and receiving feedback on that task via positive reinforcement, negative reinforcement, or punishment (Orey, 2001). If the desired result is for a student to learn a specific skill, behaviorism is a great philosophy to implement because it exposes the student to repeated practice with the desired skill as well as immediate feedback about the skill.  For the majority of educators, homework is the time that students practice a desired skill, so behavioristic strategies work best during this learning process. Pitler, Hubbell, Kuhn, and Malenoski (2007) introduced the idea that students need repeated practice with a particular skill to gain proficiency with that skill. Pitler and company (2007) also described several technology programs that would assist students with learning a particular skill, such as www.flashcardexchange.com  where students make flashcards to learn a set of terms or steps. Tutorial programs such as the ones described by Pitler and company (2007) are behavioristic in nature because require the students use a systematic process and repetition to learn a skill as well as providing immediate feedback about the competency of that skill (Smith, 1999).

                While homework is an important aspect of acquiring desired skills, students also need to understand the implications of effort to their achievement. Pitler and company (2007) explained that students do not always see a correlation between how well they understand a task with the amount of effort that they put into learning the desired task.  One way that Pitler and company (2007) suggest to explain this correlation is with the use of spreadsheets for the students to track their performance in relation to how much effort they put into the assignment. What this would do is allow the students to see a trend that when they put more effort into a task they are more likely to learn the desired skill. This is also behavioristic in nature because it is a means of showing students that a desired behavior will produce a desired outcome. The students are receiving positive reinforcement for a particular behavior, in this case the desired behavior being effort.

                Students do need to learn that they effort they expend will produce results. Behavioristic theories are some of the most widely used methods to educate students about this correlation. Students also are exposed to behavioristic methods whenever they are required to repeatedly perform a task to learn a skill. Behaviorism should not be used exclusively in a student’s education, but there is still a place for the practices that go with this learning theory.  For more information about behaviorism, or more strategies here is a useful site http://teachinglearningresources.pbworks.com/w/page/19919540/Behaviorism .

References

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

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page.

Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behaviourist.htm .

Reflection

            This course has opened my eyes to some great technologies available and how to implement them into a course by giving hands on experiences with that technology. The main point that kept reoccurring was what Thornburg said about ensuring that when you are utilizing technology to do different things, and not just do the same thing in a different way (Laureate Education, Inc., 2010).  Also Thornburg made an excellent point that just throwing technology into a classroom will not ensure that improvements will occur, the teacher needs to know how to use that technology to its fullest potential (Laureate Education, Inc., 2010).  By having hands on experiences with blogs, wikis, and podcasts I now know some of the pitfalls my students may encounter when I attempt to have them utilize that technology and have an idea of how to avoid those pitfalls. Another thing this course has done for me is to help me understand that students need to be guided more than told what to do. The role of the teacher is no longer one of distributor of knowledge, but more of a facilitator who constructs real world situations for his or her students to learn (Laureate Education, Inc., 2010). While I was taking this course I was already searching for more ways that I can step back and let my students take the reins, and guide their learning experiences rather than just telling them the answers. For example, I now have my students take their notes at home through my website for the class, and then we have class discussions about the information they reviewed at home, rather than me just standing in front of the room and telling them what was important from the notes. One way I intend to ensure that my knowledge base for technology continues to expand, is I plan to learn about all the technology programs and hardware available to me and first learn how to use it on my own and then see where I can fit it into my curriculum.  

            This course has given me many insights into ways that I can incorporate technology into my course and integrate ways to instruct 21^st century skills to my students. One goal I have is to attempt to get a computer cart devoted solely to my classroom so that I always have the opportunity to utilize technology in my course. If each student has a computer available to them daily then I can demonstrate appropriate ways to interact and use technology in a safe and structured environment. One issue I currently have is we only have a limited number of computers for the entire school, so I plan to write a proposal to obtain funding for laptop computers for the chemistry department. I will have to do more research to determine what grants and other sources of funds are available, but I can absolutely see that the effort would be worth it for my students.  Another goal I have is to change the way that I assess my students. Dede pointed out that students will be expected to work collaboratively in the work force, so I want to model that as much as possible for my students (Laureate Education, Inc., 2010). A problem with this is that the majority of standardized tests are still individual, so to prepare students for that type of testing teachers usually give individualized tests. I will attempt to find a way to prepare my students for these standardized tests, while still incorporating collaboration with every major assessment. I believe I can do this if I format the assessment correctly, to still have my students learn the skills to be successful on a standardized test but also teach them how to work as a team to solve problems.

            After reviewing my answers to the self-assessment from week one I do see a change with certain categories of the assessment. I have already created more assignments that require my students to be more self-reflective. Before I only occasionally had assignments where students needed to self-reflect, now students participate in assignments at least weekly where they are self-reflecting. I also have change the amount of choice students have to present information. Before, students rarely had the option to choose the way they would present information or show me what they learned; now students have the opportunity to complete a differentiated assessment that still demonstrates they have gained the required skills but offers them a choice of how they will demonstrate that knowledge. The last major change is with the use of technology itself. The availability of technology in my school is limited, so I was less prone to attempt to use the technology. Now that I see how the technology can enhance my lessons by allowing the students to manipulate the information I am signing up for the laptop carts almost weekly. Students are searching for their own information to understand concepts and I am more of a guide in the process than the one telling them where to look.

            This course has helped me to understand how much more I can help my students by stepping back and allowing them to take control. It has provided me with some excellent experience with using free technologies that can be incorporated into any classroom. Also this course has helped me to understand that the skills my students will need are not the same as they used to be, so we as teachers need to change with the times and keep abreast to the current practices and technologies available so we can give our students the best chance at success.

References:

Laureate Education, Inc. (2010). Understanding the impact of technology on education, work,

and society. Baltimore, MD: Dede.

Laureate Education, Inc. (2010). Understanding the impact of technology on education, work,

and society. Baltimore, MD: Thornburg.