My Walden University course, “Integrating Technology Across the Content Areas,” is drawling to a close, but my G.A.M.E. plan will continue throughout my teaching career. G.A.M.E is an acronym that stands for set goals, take action, monitor progress, and evaluation (Laureate Inc, 2009). Basically a simplified definition to this acronym is the process of a teacher moving forward and teaching the future and not wallowing in the past. When I talk about the past, I am not talking about content necessarily, but the way of teaching content. Books, the lecture method of teaching, paper-pencil tests were the standard teaching methods used in the past and yes they are still effective, but not as effective as when you expand these methods to computers, iPads, social networking, blogging, new interactive programs, and basically anything involving web 2.0. Although my teaching pedagogy involves the process of moving forward with all the NET standards, my specific Game plan focused and is still focusing on NETS-#1 “Facilitate and Inspire Students Learning and Creativity,” and NETS-#5 “Engage in Professional Growth and Leadership.”
Now I am formally reflecting on the effectiveness of my Game plan and how it influenced and changed my ways of teaching throughout this course. In general, the game plan has not completely changed my pedagogy, but definitely improved it by organizing my thoughts. The majority of times, teachers have the best of intentions, but in many instances the follow-through is not adequate. Technology can be overwhelming at times and by following the a game plan and setting goals, taking action, monitor progress, and then evaluating, puts matters into a clearer perspective. One thing that I learned through my experience with technology is that if you look at the little details in a big picture, the results is overwhelming frustrations, but if you visualize a general big picture and start with baby steps, the process becomes quite easy. Most technology programs are designed for self-learning and just by incorporating them into a classroom, the process of learning improves drastically. I bought an iPad for my room to use merely as a lesson plan document reader. However, after using it, I now use it to control all of my music wirelessly in my class, it acts as a wireless remote for my SMARTboard keynotes, I play videos off of it, and it can be used as a drum or xylophone with the right apps.
I picked NETS #1 and #5 as a focus, because instilling creativity into my students is my number one priority and learning and sharing through colleagues is the best way to learn as a teacher. Books and classes are great, but sharing and learning from fellow teachers that are in the same situation as you is extremely helpful.
Overall, I will not incorporate any drastic changes into my Game plan, however, I will continue to move forward. I want to started with the aspects involving social networking and publishing on the web. I like to think of education like money and inflation. If someone has a hundred dollars and saves it, then in the future it will eventually be worth very little due to inflation, however, if the money is invested and the use of the money is put in a positive forward motion, then it will always carry a great value. Even though something works great in education now, a good educator should always be looking forward for the new and improved version and then share it with other colleagues.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate
Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009). Enriching content area learning experiences with technology, part 1 and 2. [Motion Picture] Integrating Technology Across the Content Areas. Baltimore: Author.
National Education Standards for Teachers (NETS-T). (2008) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Wednesday, December 22, 2010
Wednesday, December 15, 2010
NETS-S
In my Game Plan, I chose the following NETS-T.: #1 “Facilitate and Inspire Students Learning and Creativity,” and #5 “Engage in Professional Growth and Leadership.” All of the technology standards are very important and useful, but I felt these two would be the most useful in my music classroom. Through my quest of improving and excelling within these two standards, I must reflect on how they value my students.
The most important NETS-S for students in music is #1- Creativity and Innovation. Music and the Arts is about being creative and innovating. One of my main goals as a music teacher is to teach the students to learn the art of music and then expand it to their own creative likings. In the past, a musician would have to pay a lot of money to get something recorded in a music studio. However, today, with resources like Garage Band and Audacity, young musicians can make their own music, burn it onto a CD album, and even self-publish it on Youtube all by themselves. With the creation and access of these new technologies, comes the responsibility of myself as music teacher, to make sure the students can reach their full potential.
Looking over all of the NETS-S, I find that they are all very important and hopefully I can reach all of them in music. However, the main issue that haunts me is lack of time. I see my students once every six days and can only do a couple projects that incorporates technology. Students should learn how to collaborate, problem-solve, and make decisions involving technology, and I hope to find ways to make this happen within my music class. I am open to any suggestions.
One last comment about the NETS-S is the importance of #5-Digital Citizenship. As part of my last Walden lesson on social networking, I am going to take chance and use Facebook as the core platform in the lesson. This is risky because I have to get it unblocked and convince the parents to let the students use this service. However, I would rather take the chance and use something that the students will become excited about, then to have one more school project that will easily be forgotten. With that being said, it is very important that I teach the children the rules about digital citizenship, so they not only stay safe, but also respect the rights of others.
Charles Lane
The most important NETS-S for students in music is #1- Creativity and Innovation. Music and the Arts is about being creative and innovating. One of my main goals as a music teacher is to teach the students to learn the art of music and then expand it to their own creative likings. In the past, a musician would have to pay a lot of money to get something recorded in a music studio. However, today, with resources like Garage Band and Audacity, young musicians can make their own music, burn it onto a CD album, and even self-publish it on Youtube all by themselves. With the creation and access of these new technologies, comes the responsibility of myself as music teacher, to make sure the students can reach their full potential.
Looking over all of the NETS-S, I find that they are all very important and hopefully I can reach all of them in music. However, the main issue that haunts me is lack of time. I see my students once every six days and can only do a couple projects that incorporates technology. Students should learn how to collaborate, problem-solve, and make decisions involving technology, and I hope to find ways to make this happen within my music class. I am open to any suggestions.
One last comment about the NETS-S is the importance of #5-Digital Citizenship. As part of my last Walden lesson on social networking, I am going to take chance and use Facebook as the core platform in the lesson. This is risky because I have to get it unblocked and convince the parents to let the students use this service. However, I would rather take the chance and use something that the students will become excited about, then to have one more school project that will easily be forgotten. With that being said, it is very important that I teach the children the rules about digital citizenship, so they not only stay safe, but also respect the rights of others.
Charles Lane
Wednesday, December 8, 2010
Social Networking in my GAME Plan
My GAME plan is an ongoing process and it always will be. I can’t see myself ever reaching a point when I reached the creativity cap in my classroom or the point when I find the advice and skills of my colleagues unhelpful. However, small goals can be set within the realm of the entire Game plan.
This week, I learned about social networking within education in my Walden Master’s program course. I learned that a site like Ning can serve as a place where students can collaborate and post or better yet publish their material (Laureate Inc, 2009). Honestly, I have never used Ning before, but it seems like a great resource for a music teacher. I could get the students involved and joining in by posting something like a clip from their concert, or even a short tutorial from me on how to play a cool song on the recorder.
One of my mini goals as part of this GAME plan is to investigate further into the benefits of Ning and try to incorporate it into my class. I sure hope that it isn’t blocked by my district like the sites Facebook and Youtube. I want to mostly use it for my choir students. I could post ideas and let the students build on them, and I could also post updates about upcoming events.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Social networking and online collaboration, part 1 and 2. [Motion Picture] Integrating Technology Across the Content Areas. Baltimore: Author.
Charles
This week, I learned about social networking within education in my Walden Master’s program course. I learned that a site like Ning can serve as a place where students can collaborate and post or better yet publish their material (Laureate Inc, 2009). Honestly, I have never used Ning before, but it seems like a great resource for a music teacher. I could get the students involved and joining in by posting something like a clip from their concert, or even a short tutorial from me on how to play a cool song on the recorder.
One of my mini goals as part of this GAME plan is to investigate further into the benefits of Ning and try to incorporate it into my class. I sure hope that it isn’t blocked by my district like the sites Facebook and Youtube. I want to mostly use it for my choir students. I could post ideas and let the students build on them, and I could also post updates about upcoming events.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Social networking and online collaboration, part 1 and 2. [Motion Picture] Integrating Technology Across the Content Areas. Baltimore: Author.
Charles
Wednesday, December 1, 2010
GAME Plan with Problem Based Learning
Overall my Game Plan is very broad in respects to exactly what I want to achieve. I know that as a professional educator I want to facilitate and inspire students learning and creativity and also engage in professional growth and leadership. However the means in which I reach these goals are a constant ever-changing journey.
This week I was introduced to the concepts of problem-based learning. General problem-based learning is nothing new to me because I use my personal skills of knowledge and creativity to solve problems every day. Last week I needed to hang up Christmas light and I realized that stucco was much different than wood and I could not easily put screws into the wall. I researched the problem and found little plastic clips that worked perfectly. Although the idea of problem based learning is not new, the idea to use it in my classroom was inspirational.
Problem based learning is valuable because it motivates, it teaches content through the process, it promotes higher-level thinking and creativity, and it stretches across different curriculums (Laureate Inc, 2009). Another bonus is that your students might be able to find some answers to unanswered problems.
I need to find a way to incorporate the elements of problem based learning into my elementary general music class. What kind of problem exists that are not easily answered, but are still in the reach of my music students, in the grades levels of kindergarten through fifth grade. This is something that I am going to put a lot of thought into and also reach towards other professional colleagues for ideas. If anyone has any suggestions, please share them with me.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Spotlight on technology: problem-based learning, part 1 and 2. [Motion Picture] Integrating Technology Across the Content Areas. Baltimore: Author.
This week I was introduced to the concepts of problem-based learning. General problem-based learning is nothing new to me because I use my personal skills of knowledge and creativity to solve problems every day. Last week I needed to hang up Christmas light and I realized that stucco was much different than wood and I could not easily put screws into the wall. I researched the problem and found little plastic clips that worked perfectly. Although the idea of problem based learning is not new, the idea to use it in my classroom was inspirational.
Problem based learning is valuable because it motivates, it teaches content through the process, it promotes higher-level thinking and creativity, and it stretches across different curriculums (Laureate Inc, 2009). Another bonus is that your students might be able to find some answers to unanswered problems.
I need to find a way to incorporate the elements of problem based learning into my elementary general music class. What kind of problem exists that are not easily answered, but are still in the reach of my music students, in the grades levels of kindergarten through fifth grade. This is something that I am going to put a lot of thought into and also reach towards other professional colleagues for ideas. If anyone has any suggestions, please share them with me.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Spotlight on technology: problem-based learning, part 1 and 2. [Motion Picture] Integrating Technology Across the Content Areas. Baltimore: Author.
Wednesday, November 24, 2010
Improving My GAME Plan
My GAME plan to improve in the areas of: “Facilitate and Inspire Students Learning and Creativity,” and “Engage in Professional Growth and Leadership,” is not necessary a quest that has a certain ending. This week in the learning resources, I learned more about open-ended questions and how they contribute to higher levels of thinking and creativity (Cennamo, Ross, & Ertmer, 2009). My GAME plan is kind of like an open-ended question, because every time I improve and take one step closer towards my goal, I usually discover more ways that I can improve as a teacher. I am not necessary moving closer towards the ultimate completion of my goals as I am growing as a teacher.
I am finding the resources that I need, however there are always more resources that I want. One thing that I find very useful is that instead of looking forward to stuff I do not have yet, I focus my attention on stuff that I do have and use it. This year I was lucky enough to get an Ipad to use with my class. I started off putting all my lessons plans on it as a document reader. Little by little, I began to realize it’s potential. Currently, I now use the Ipad to wirelessly control all my music in my classroom, I use it to remotely control my Keynotes, I now scan my music on it and use it at the piano, I use it as an xylophone with a xylophone app when we are short on instruments and I could go on for a while with it’s potential.
A few weeks ago, I presented to the music teachers in my district and although my presentation was not on the Ipad directly, I made sure that I shared a little blurb about how I use it and what benefits it has in a music classroom. So with just this one new technology resource, I was able to accommodate both areas in my GAME plan.
My plan is probably never going to be modified; however my course of action and learning will constantly evolve. As new technologies emerge, my techniques will change, but my constant drive to improve will hopefully remain forever.
Resources:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
I am finding the resources that I need, however there are always more resources that I want. One thing that I find very useful is that instead of looking forward to stuff I do not have yet, I focus my attention on stuff that I do have and use it. This year I was lucky enough to get an Ipad to use with my class. I started off putting all my lessons plans on it as a document reader. Little by little, I began to realize it’s potential. Currently, I now use the Ipad to wirelessly control all my music in my classroom, I use it to remotely control my Keynotes, I now scan my music on it and use it at the piano, I use it as an xylophone with a xylophone app when we are short on instruments and I could go on for a while with it’s potential.
A few weeks ago, I presented to the music teachers in my district and although my presentation was not on the Ipad directly, I made sure that I shared a little blurb about how I use it and what benefits it has in a music classroom. So with just this one new technology resource, I was able to accommodate both areas in my GAME plan.
My plan is probably never going to be modified; however my course of action and learning will constantly evolve. As new technologies emerge, my techniques will change, but my constant drive to improve will hopefully remain forever.
Resources:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Wednesday, November 17, 2010
Educationaly Technology GAME Plan Continued
The best thing about my current game plan is that the aspects of it do not involve me to go out of my way to complete. What I mean is that it is not some extra hassle that needs to be added on to my lesson in order to make it complete. Instead, the incorporation of technology to facilitate and inspire my students learning and creativity, and the process of engaging in professional growth and leadership are more like lifestyle in teaching switch. Technology has become an essential addition to the 21st century and naturally it needs to find it’s place in a classroom. I believe that walking into a classroom, we would expect to find a pencil and a paper and eventually finding computers and other forms of technology should be just as common.
I constantly engage in professional growth from a learner’s perspective as much as possible. This may involve a formal class, a professional development seminar, or even something as simple as learning from a youtube video or having lunch with a colleague and discussing classroom related rhetoric. However, anytime I am inspired with something that I created and this usually involves technology, I create a presentation for my colleagues for the next district wide staff music in-service. As Zach Chase describes everything can be archived with technology (Laureate Inc, 2009). This is essential, because everything that I teach is available to review instantly on my computer. Presenting is my way of giving back to the professional community and luckily other music teachers share this same ideology through their presentations.
The resources that I need to carry out my GAME plan involve resources that I currently have like, a class computer, my Ipad, Itunes, the Internet, a projector, etc…, the resources also include resources that I want like to have like a midi studio, more computers, a class set of Ipads, etc… and even includes resources that I’ve never heard about or that might not have even been invented yet. Basically, my main goal is to create a lesson and then ask myself “What technologies would make this lesson easier, more motivating for the students, and more successful in my classroom? “ If I do not currently have access to the technologies that I need, then I ask for them and if my request is denied, I make do with what I currently have. In today’s world, it is not necessarily what you know but whether or not you possess the creativity and knowledge to know how to find and access useful knowledge and resources.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Enriching content area learning experiences with technology, part. 1 [Motion Picture] Integrating Technology Across the Content Areas. Baltimore: Author.
I constantly engage in professional growth from a learner’s perspective as much as possible. This may involve a formal class, a professional development seminar, or even something as simple as learning from a youtube video or having lunch with a colleague and discussing classroom related rhetoric. However, anytime I am inspired with something that I created and this usually involves technology, I create a presentation for my colleagues for the next district wide staff music in-service. As Zach Chase describes everything can be archived with technology (Laureate Inc, 2009). This is essential, because everything that I teach is available to review instantly on my computer. Presenting is my way of giving back to the professional community and luckily other music teachers share this same ideology through their presentations.
The resources that I need to carry out my GAME plan involve resources that I currently have like, a class computer, my Ipad, Itunes, the Internet, a projector, etc…, the resources also include resources that I want like to have like a midi studio, more computers, a class set of Ipads, etc… and even includes resources that I’ve never heard about or that might not have even been invented yet. Basically, my main goal is to create a lesson and then ask myself “What technologies would make this lesson easier, more motivating for the students, and more successful in my classroom? “ If I do not currently have access to the technologies that I need, then I ask for them and if my request is denied, I make do with what I currently have. In today’s world, it is not necessarily what you know but whether or not you possess the creativity and knowledge to know how to find and access useful knowledge and resources.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Enriching content area learning experiences with technology, part. 1 [Motion Picture] Integrating Technology Across the Content Areas. Baltimore: Author.
Wednesday, November 10, 2010
G.A.M.E. Plan for Educational Technology
The web site for the International Society for Technology in Education (ISTE) (2008), lists 5 standards that should be applied in the classroom. The two that I want to focus on are #1 “Facilitate and Inspire Students Learning and Creativity,” and #5 “Engage in Professional Growth and Leadership.”
Dr. Katherine Cennamo describes the acronym G.A.M.E as a productive method for teachers and students to organize their learning and actions (Laureate Inc, 2009). G.A.M.E stands for set goals, take action, monitor progress, and evaluation (Laureate Inc, 2009). National standard 1 and 5 directly compliment each other because if a teacher facilitates and inspires student learning and creativity, then it will be easy to become a leader and share with a professional community about successes, and if a teacher partakes in professional growth and leadership, then they will have more tricks on how to motivate and engage their students.
My first goal is to review each of my lesson plans before I teach them and find a way to incorporate technology into my lesson so that it compliments both the curriculum and learning objectives. Technology, when added to the mix of learning, provides a powerful tool to both engage and motivate the students, as well as provide a plethora of useful information (Cennamo, Ross, Ertmer, 2009). One thing that I stress is that the technology aspect is added after the lesson plan is created. I follow the rule that Biology Teacher Tim Best suggests on how in education we teach a concept and we find technology to help us teach this content. We do not take a form of technology and try to adapt the curriculum to make it fit into the specs of the technology (Laureate, 2009). Other goals will be to model the use of technology with my students, promote growth and creativity using technology within my students, and lastly to present ideas to and learn from my professional colleagues.
The action step is basically to find ways to make my goals become a reality. I am constantly looking for ways to find technology that compliments my subject of music. Students are constantly walking around with Ipods and phones that play music. Also, software like garage band and I-tune are making manipulating and creating music possible for students in the classroom and at home without a professional recording studio. As for the professional growth and development section, I am always one of the teachers that presents to my colleagues at the musical in-services every year. I will continue to provide opportunity to share and learn from my fellow music teachers and also from my colleagues that teach other subjects who use ideas that can transfer into my music classroom.
The Monitor and Evaluation phase of the GAME strategy is the most important of all. Sometimes I think of the most creative ideas for my students and suddenly when they are put into action, they flop. Or sometimes, I think an idea is perfect, but when I try it out, I find that it needs to be adapted to the needs of my class. I teach 4 sections of 5th graders and although I am following the same lesson plan for every section, my teaching method is different for each individual class. This happens because I am constantly monitoring and evaluating the needs of my students.
Charles Lane
Resources:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009). Enriching content area learning experiences with technology, part 1 and 2. [Motion Picture] Integrating Technology Across the Content Areas. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009). Promoting self-directed learning with technology. [Motion Picture] Integrating Technology Across the Content Areas. Baltimore: Author.
National Education Standards for Teachers (NETS-T). (2008) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Dr. Katherine Cennamo describes the acronym G.A.M.E as a productive method for teachers and students to organize their learning and actions (Laureate Inc, 2009). G.A.M.E stands for set goals, take action, monitor progress, and evaluation (Laureate Inc, 2009). National standard 1 and 5 directly compliment each other because if a teacher facilitates and inspires student learning and creativity, then it will be easy to become a leader and share with a professional community about successes, and if a teacher partakes in professional growth and leadership, then they will have more tricks on how to motivate and engage their students.
My first goal is to review each of my lesson plans before I teach them and find a way to incorporate technology into my lesson so that it compliments both the curriculum and learning objectives. Technology, when added to the mix of learning, provides a powerful tool to both engage and motivate the students, as well as provide a plethora of useful information (Cennamo, Ross, Ertmer, 2009). One thing that I stress is that the technology aspect is added after the lesson plan is created. I follow the rule that Biology Teacher Tim Best suggests on how in education we teach a concept and we find technology to help us teach this content. We do not take a form of technology and try to adapt the curriculum to make it fit into the specs of the technology (Laureate, 2009). Other goals will be to model the use of technology with my students, promote growth and creativity using technology within my students, and lastly to present ideas to and learn from my professional colleagues.
The action step is basically to find ways to make my goals become a reality. I am constantly looking for ways to find technology that compliments my subject of music. Students are constantly walking around with Ipods and phones that play music. Also, software like garage band and I-tune are making manipulating and creating music possible for students in the classroom and at home without a professional recording studio. As for the professional growth and development section, I am always one of the teachers that presents to my colleagues at the musical in-services every year. I will continue to provide opportunity to share and learn from my fellow music teachers and also from my colleagues that teach other subjects who use ideas that can transfer into my music classroom.
The Monitor and Evaluation phase of the GAME strategy is the most important of all. Sometimes I think of the most creative ideas for my students and suddenly when they are put into action, they flop. Or sometimes, I think an idea is perfect, but when I try it out, I find that it needs to be adapted to the needs of my class. I teach 4 sections of 5th graders and although I am following the same lesson plan for every section, my teaching method is different for each individual class. This happens because I am constantly monitoring and evaluating the needs of my students.
Charles Lane
Resources:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009). Enriching content area learning experiences with technology, part 1 and 2. [Motion Picture] Integrating Technology Across the Content Areas. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009). Promoting self-directed learning with technology. [Motion Picture] Integrating Technology Across the Content Areas. Baltimore: Author.
National Education Standards for Teachers (NETS-T). (2008) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.
Wednesday, October 27, 2010
Supporting Information Literacy and Online Inquiry in the Classroom Reflection
In this constantly changing and evolving society that we live in, it is very difficult keep up. Some new gadget may be the cutting edge answer to all our problems one day and become obsolete the next. Successful corporations spend millions and even billion of dollars to make sure that they have the newest cutting edge technology that will ensure their survival. Public education institutions do not have this same source of financial influence, so how can we prepare our students for a world that is always one step ahead. As David Warlick says, the answer is that it is not about the technology (Laureate Inc, 2009). This discovery is a striking revelation for me as a teacher. In my classroom, I have an iPad, a Smartboard, I use wireless technology and yes they simplify my teaching, but it is true that it is not about the technology, but it is how we use the tools available to us. The Internet is available to the majority of the students and the secret to teaching this new literacy is finding a way to make connections apply them to the curriculum. For instance a blogging assignment with a writing prompt turns a writing assignment into a communication assignment that connects the students together and may even motivate the students to want to write and learn more (Laureate Inc, 2009).
The knowledge and experience that I gained through this course will help me grow as a teacher. One of the main things that I learned is that a formal assessment is not just a way to find a grade for students, but it should serve as a way to help the students to self-reflect on themselves as a learner (Eagleton & Dobler, 2007). As a music teacher I am constantly assessing the students and trying to find ways to help them be more creative and self-efficient. I view a master teacher as a lifetime student and Eagleton and Dobler support this hypothesis by saying a master teacher is always engaging in an ongoing process of self-reflection and we are constant changing and evolving with the needs of our students (Eagleton & Dobler, 2007).
One of my main professional goals as a music teacher is to find more ways to bring inquiry learning and technology into my class. I could sit around and make excuses about how I do not have access to the computer lab with my students, or that I only see them once every six days for 50 minutes at a time, but the real attitude is that every little step in the right direction makes a difference. I may not be able to work through a complete inquiry, technology based project with my student, but I can use the skills that acquired in this course, apply them, and make a difference in their lives. As for a step-by-step plan to commence this goal, my self-reflections tell me that I need to take baby steps and make the change one small step at time.
References:
Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry (pp 28-49, 73, 74, 76). New York: The Guilford Press.
Laureate Education, Inc. (Executive Producer). (2009). It’s not about the technology [Motion Picture] Supporting Information Literacy and Online Inquiry in the Classroom. Baltimore: Author.
The knowledge and experience that I gained through this course will help me grow as a teacher. One of the main things that I learned is that a formal assessment is not just a way to find a grade for students, but it should serve as a way to help the students to self-reflect on themselves as a learner (Eagleton & Dobler, 2007). As a music teacher I am constantly assessing the students and trying to find ways to help them be more creative and self-efficient. I view a master teacher as a lifetime student and Eagleton and Dobler support this hypothesis by saying a master teacher is always engaging in an ongoing process of self-reflection and we are constant changing and evolving with the needs of our students (Eagleton & Dobler, 2007).
One of my main professional goals as a music teacher is to find more ways to bring inquiry learning and technology into my class. I could sit around and make excuses about how I do not have access to the computer lab with my students, or that I only see them once every six days for 50 minutes at a time, but the real attitude is that every little step in the right direction makes a difference. I may not be able to work through a complete inquiry, technology based project with my student, but I can use the skills that acquired in this course, apply them, and make a difference in their lives. As for a step-by-step plan to commence this goal, my self-reflections tell me that I need to take baby steps and make the change one small step at time.
References:
Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry (pp 28-49, 73, 74, 76). New York: The Guilford Press.
Laureate Education, Inc. (Executive Producer). (2009). It’s not about the technology [Motion Picture] Supporting Information Literacy and Online Inquiry in the Classroom. Baltimore: Author.
Friday, June 25, 2010
Reflection: Technology and my Learning Theory
Eight weeks ago I reflected on my personal theory of learning based on observations of theorist B.F. Skinner, Howard Garner, brain research, and most of all my personal experiences of teaching and learning. Howard Gardner believes that each and every person possesses a total of nine distinct intelligences and depending on the person, some are more dominant than others (Lever-Duffy & McDonald, 2008). B.F. Skinner believes that students will learn to perform tasks correctly when positive reinforcement is used(Lever-Duffy & McDonald, 2008). Dr. Patricia Wolf in regards to brain research says that learning takes place when meaningful connections are formed within the brain (Laureate Inc, 2009). Personally I believe that all of these theories are correct and when placed together spell out the formula on how learning takes place. After eight weeks of my class, “Bridging Learning Theory, Instruction, and Technology,” at Walden University, I realized that I would not make any modifications to my personal learning theory, because this learning theory is based off of the overall process and differences that exist within the learning process. What I did learn throughout this course was how to effectively use technology and other techniques on how to better implement strategies on how to teach toward this personal learning theory of mine.
We live in the age of Technology and I believe technology should be a huge instructional tool within the 21st century classroom. Dr. Orey talks about an instructional tool vs a learning tool (Laureate, 2009). One change that that I would make is to try to find a way to transfer as many of my instructional tools into learning tools. Students learn better when they can physical touch something and interact, rather than just sitting back and listening to a lecture. One piece of technology that I use all the time is my SMARTboard. When I first started using the SMARTboard six years ago, I used it primary as an instructional tool, because I thought it would take to much time out of the class to teach the students how to manipulate it and I did not want it to get broken. Over the years, I realized that the purpose of having technology in the class is so the students can use it and they should be able to interact and experience it. One of my long range goals is to take all of my SMARTboard files and adapt them into student centered learning tools.
Another long term goal that I have in regards to technology in my classroom, is to take more advantage of the resources I have available to me. In my utopian classroom, every child would have a macbook pro equipped with, “Music Maestro,” “finale,” “garage band,” and other various music software. Now I could complain about how I do not have the necessary resources, or I can take advantage of what I do have. I have a SMARTboard, two extra PCs, and I’m getting 2 iPads next year. There are lots that can be accompmlished with this technology. I’ll keep asking my administration for more, but I will work with what I have. The key to implementing this strategy is to take baby steps along the way. A teacher is not only a teacher, but is also a learner, and I believe there is a lot to be learned with and from my students.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Brain research and learning: Bridging learning theory, instruction, and technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009). Technology: Instructional Tool vs. Learning Tool: Bridging learning theory, instruction, and technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009). Understanding the brain: 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.
We live in the age of Technology and I believe technology should be a huge instructional tool within the 21st century classroom. Dr. Orey talks about an instructional tool vs a learning tool (Laureate, 2009). One change that that I would make is to try to find a way to transfer as many of my instructional tools into learning tools. Students learn better when they can physical touch something and interact, rather than just sitting back and listening to a lecture. One piece of technology that I use all the time is my SMARTboard. When I first started using the SMARTboard six years ago, I used it primary as an instructional tool, because I thought it would take to much time out of the class to teach the students how to manipulate it and I did not want it to get broken. Over the years, I realized that the purpose of having technology in the class is so the students can use it and they should be able to interact and experience it. One of my long range goals is to take all of my SMARTboard files and adapt them into student centered learning tools.
Another long term goal that I have in regards to technology in my classroom, is to take more advantage of the resources I have available to me. In my utopian classroom, every child would have a macbook pro equipped with, “Music Maestro,” “finale,” “garage band,” and other various music software. Now I could complain about how I do not have the necessary resources, or I can take advantage of what I do have. I have a SMARTboard, two extra PCs, and I’m getting 2 iPads next year. There are lots that can be accompmlished with this technology. I’ll keep asking my administration for more, but I will work with what I have. The key to implementing this strategy is to take baby steps along the way. A teacher is not only a teacher, but is also a learner, and I believe there is a lot to be learned with and from my students.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Brain research and learning: Bridging learning theory, instruction, and technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009). Technology: Instructional Tool vs. Learning Tool: Bridging learning theory, instruction, and technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2009). Understanding the brain: 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.
Saturday, June 5, 2010
VoiceThread for Music
This a VoiceThread that I created that will help me solve one of the major issues that I deal with when teaching recorders in my music class.
http://voicethread.com/share/1192089/
http://voicethread.com/share/1192089/
Wednesday, June 2, 2010
Technology and Social Learning Theories
Social learning theories deal with how students learn through interaction with each other (Laureate Inc, 2009). There are many benefits to a social learning theory, such as they promote social interaction, they build social networks, students feel safer because they have a group to rely on, grades increase, and working in a group provides instant feedback (Kim, 2001). Personally, the main benefit that I can see is how social learning prepares the children for their future. They need to work on class projects that are similar to the way adults perform tasks in real life.
The book, Using Technology with Classroom Instruction that Works (2007) explores many resources that directly correlates to the learning theories. For instance, the first resource from the chapter, “Cooperative Learning,” is about creating a multimedia video to present to the class. Making a video requires a lot of organization, preparation, and the many components call for a collaborate team to complete. Through this process of collaboration, the students will be engaged, they will work together, they will receive constant feedback from one another, they have a team to rely on, and they will gain a higher depth of knowledge about the actual presented material.
Other resources from the book include interactive games, web quests, website creation, and even something as simple as ichat or Skype. I think that it is amazing that students can essential collaborate face to face via Skype without having to leave their house. When I was in school, the teachers shied away from collaborative projects that were not completed exclusive within the school day because if I needed to meet with a peer after school, my parents had to drive me to his/her house. Now imagine the luxury of just turning on a computer at a given time and collaborating face to face with multiple members of your group. The possibilities are endless.
Resources:
Kim, B. (2001). Social Constructivism.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Laureate Education Inc. (Producer). (2009). Social 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.
The book, Using Technology with Classroom Instruction that Works (2007) explores many resources that directly correlates to the learning theories. For instance, the first resource from the chapter, “Cooperative Learning,” is about creating a multimedia video to present to the class. Making a video requires a lot of organization, preparation, and the many components call for a collaborate team to complete. Through this process of collaboration, the students will be engaged, they will work together, they will receive constant feedback from one another, they have a team to rely on, and they will gain a higher depth of knowledge about the actual presented material.
Other resources from the book include interactive games, web quests, website creation, and even something as simple as ichat or Skype. I think that it is amazing that students can essential collaborate face to face via Skype without having to leave their house. When I was in school, the teachers shied away from collaborative projects that were not completed exclusive within the school day because if I needed to meet with a peer after school, my parents had to drive me to his/her house. Now imagine the luxury of just turning on a computer at a given time and collaborating face to face with multiple members of your group. The possibilities are endless.
Resources:
Kim, B. (2001). Social Constructivism.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Laureate Education Inc. (Producer). (2009). Social 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.
Tuesday, May 25, 2010
Thoughts on Constructivist/Constructionist Learning Theories
People learn in many different ways, but one of the most common factors is a motivation to want to learn something. This motivation can be fueled through curiosity, enjoyment, or even the motivation to get a good grade or to please someone else. This week, in my class, Bridging Learning Theory, Instruction, and Technology, I learned about instructional strategies that employ the use of technology. The book, Using Technology With Classroom Instruction That Works (2007), talks about generating and testing hypothesis, and how this strategy helps students learn and apply content knowledge while enhancing their understand of the content they are testing (Pitler, Hubbell, Kuhn, 2007).
Dr. Orey believes that humans feel comfortable in a state of equilibrium, but when a state of disequilibrium occurs, they must work their way back to a state of equilibrium through either assimilation or accommodation (Laureate Inc, 2009). Creating a hypothesis essential puts a person into a state of disequilibrium, and through the process of experimentation and research, the process of learning takes place. Both Constructivist and Constructionist learning theories play a major role when teaching students how to think and learn for themselves. I believe in the early stages of learning students need to be taught through example and rote, but as more complex learning takes place, constructivism and constructionist theories become quite essential. For instance, I teach elementary music and our curriculum incorporates a lot of Orff instruments including xylophones. If I would apply the constructivist theory and let them construct their own method of playing the xylophones before they have acquired essential musical skills, then I will probably have a low success rate. However, once they learn the basics, I can teach them how to improve and they can construct their own music. Basically, I believe students need a jumps start and then we should let them soar.
I personally learn the best through a constructionist approach, which is essentially a constructivist approach with the additional of building some sort of artifact, which serves as the core vessel for learning (Hans & Bhattacharya, 2001). Dr. Orey talks about how PowerPoint is a great resource that lets students organize and present their thoughts and learn through the use of Constructionism (Laureate Inc, 2009). Building something or at least organizing my thoughts visually is an excellent way to see the whole picture. Graphs, web resource games, simulators etc… are creative and inspiring ways to teach a student how to transfer from being merely a consumer of knowledge, into an innovation of learning. Constructivist and Constructionist learning theories play an essential part in the learning process, especially when teaching the students to move forward.
Resources:
Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 24, 2010 from http://projects.coe.uga.edu/epltt/
Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 24, 2010 from http://projects.coe.uga.edu/epltt/
Laureate Education, Inc. (Executive Producer). (2009). 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.
Dr. Orey believes that humans feel comfortable in a state of equilibrium, but when a state of disequilibrium occurs, they must work their way back to a state of equilibrium through either assimilation or accommodation (Laureate Inc, 2009). Creating a hypothesis essential puts a person into a state of disequilibrium, and through the process of experimentation and research, the process of learning takes place. Both Constructivist and Constructionist learning theories play a major role when teaching students how to think and learn for themselves. I believe in the early stages of learning students need to be taught through example and rote, but as more complex learning takes place, constructivism and constructionist theories become quite essential. For instance, I teach elementary music and our curriculum incorporates a lot of Orff instruments including xylophones. If I would apply the constructivist theory and let them construct their own method of playing the xylophones before they have acquired essential musical skills, then I will probably have a low success rate. However, once they learn the basics, I can teach them how to improve and they can construct their own music. Basically, I believe students need a jumps start and then we should let them soar.
I personally learn the best through a constructionist approach, which is essentially a constructivist approach with the additional of building some sort of artifact, which serves as the core vessel for learning (Hans & Bhattacharya, 2001). Dr. Orey talks about how PowerPoint is a great resource that lets students organize and present their thoughts and learn through the use of Constructionism (Laureate Inc, 2009). Building something or at least organizing my thoughts visually is an excellent way to see the whole picture. Graphs, web resource games, simulators etc… are creative and inspiring ways to teach a student how to transfer from being merely a consumer of knowledge, into an innovation of learning. Constructivist and Constructionist learning theories play an essential part in the learning process, especially when teaching the students to move forward.
Resources:
Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 24, 2010 from http://projects.coe.uga.edu/epltt/
Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 24, 2010 from http://projects.coe.uga.edu/epltt/
Laureate Education, Inc. (Executive Producer). (2009). 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.
Wednesday, May 19, 2010
Cognitive Learning Theory Meets Technology
The cognitive learning theory consists of 3 stages; sensory input, short term memory, and finally through relevance and rehearsal, long-term memory (Laureate Inc, 2009). Paivio’s duel coding hypothesis says that information is duel coded simultaneously as an image and text and to expand even more, information is also simultaneously stored through our other senses as well (Laureate Inc, 2009). Basically, remember information is a result of learning something new and making as many validate connections as possible, thus helping the information become long-term memory.
When designing or implementing instructional strategies, it is essential to keep the cognitive learning theory in focus. As a music teacher, if I explain to my students how a recorder is built, a few of my students may find this very fascinating and transfer this information to their long-term memory. However, if I take the students to a factory and they watch a person build and explain the processes of a recorder, then MOST, if not all of my students will commit this information into their long-term memory. Episodic memory, formulated through experience makes strong connections in the brain, causing people to remember (Laureate Inc, 2009). Many times field trips and hands on experiences are not physically possible, but through the use of technology, students can experience something very similar by taking a virtual field trip. A virtual field trip creates a rich experience by taking students to places they cannot physical go (Laureate Inc, 2009). This would be extremely useful for a science teacher because a science teacher could explore organisms in an underwater cave or travel to space without ever leaving the classroom. The Magic School Bus Video series for young kids takes cartoon virtual field trips through ear canals, the organs of the body, through tiny ant hills etc…, and it is amazing how much the students retain. Every year, I watch a Magic School Bus video on vibrations and sounds with my kindergarten music classes and it is amazing how much they remember and understand about the correlation between vibrations and pitch.
The book, Using Technology with Classroom Instruction that Works(2007) gives examples of many other technological instructional strategies like PowerPoint presentations, Inspirational Concept Maps, and even Word Document note-taking techniques that all coincide with the principals of the Cognitive Learning Theory. Powerpoints and Concept maps let students visual see and organize information, thus creating more and stronger connections within the brain. The Microsoft Word note-taking techniques also mentioned in this book help students learn how to take notes by visual showing them how to track the changes in an original document and turn it into a study sheet (Pitler, Hubbel, Kuhn, & Malenoski, 2007).
The Cognitive Learning Theory explains how students learn and technology serves as the gateway to exploiting this theory to it’s fullest extent.
Resources:
Laureate Education, Inc. (Executive Producer). (2008). Cognitive Learning Theories [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2008). Spotlight on Technology: Virtual Field Trips [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.
When designing or implementing instructional strategies, it is essential to keep the cognitive learning theory in focus. As a music teacher, if I explain to my students how a recorder is built, a few of my students may find this very fascinating and transfer this information to their long-term memory. However, if I take the students to a factory and they watch a person build and explain the processes of a recorder, then MOST, if not all of my students will commit this information into their long-term memory. Episodic memory, formulated through experience makes strong connections in the brain, causing people to remember (Laureate Inc, 2009). Many times field trips and hands on experiences are not physically possible, but through the use of technology, students can experience something very similar by taking a virtual field trip. A virtual field trip creates a rich experience by taking students to places they cannot physical go (Laureate Inc, 2009). This would be extremely useful for a science teacher because a science teacher could explore organisms in an underwater cave or travel to space without ever leaving the classroom. The Magic School Bus Video series for young kids takes cartoon virtual field trips through ear canals, the organs of the body, through tiny ant hills etc…, and it is amazing how much the students retain. Every year, I watch a Magic School Bus video on vibrations and sounds with my kindergarten music classes and it is amazing how much they remember and understand about the correlation between vibrations and pitch.
The book, Using Technology with Classroom Instruction that Works(2007) gives examples of many other technological instructional strategies like PowerPoint presentations, Inspirational Concept Maps, and even Word Document note-taking techniques that all coincide with the principals of the Cognitive Learning Theory. Powerpoints and Concept maps let students visual see and organize information, thus creating more and stronger connections within the brain. The Microsoft Word note-taking techniques also mentioned in this book help students learn how to take notes by visual showing them how to track the changes in an original document and turn it into a study sheet (Pitler, Hubbel, Kuhn, & Malenoski, 2007).
The Cognitive Learning Theory explains how students learn and technology serves as the gateway to exploiting this theory to it’s fullest extent.
Resources:
Laureate Education, Inc. (Executive Producer). (2008). Cognitive Learning Theories [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2008). Spotlight on Technology: Virtual Field Trips [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.
Wednesday, May 12, 2010
A Behavioristic Approach
Instructional strategies of “Reinforcing Effort” and “Homework and Practice,” as described in the book Using Technology with Classroom Instruction that Works (2007), both directly correlate to the instructional strategies of behaviorism. B.F. Skinner, who is the forefather of behaviorism, did research on operant conditioning and programmed instruction (Lever-Duffy, McDonald, 2008). In the chapter “Reinforcing Effort,” authors Pitler, Hubbell, Kuhn, and Makenoski (2007), discuss the fact that effort is the most important factor in achievement and that most students do not form the connection that effort has such an impact on their accomplishments. By reinforcing effort through charts, graphs, and immediate feedback, students can clearly see that effort plays a major role in their accomplishments. This concept of the students performing a task, immediately seeing the feedback, and having their effort rewarded through the self realization of their success is an excellent example of operant conditioning.
Homework and practice when executed with effective behaviorist strategies of information, then immediate feedback, and some sort of positive reinforcement is a valuable asset in the learning process. The old-fashion paper way of a teacher checking the homework or monitoring the students’ practicing process can sometimes be more difficult to enforce a behavioristic approach, especially when the class consists of a high number of students. However, when online tools and learning games are added into the mix, this behavioristic approach becomes very practical and effective. Behaviorist B.F. Skinner’s research and Teaching Machine is a prototype of present day online tutorials (Orey, 2001), and most online educational games correlate with the principles of the behaviorist learning theory. In the Laureate video, Behaviorist Learning Theory, Dr. Michael Orey (2009), discusses how modern tutorials consisting of only small amounts of information, followed by guiding comprehension questions, and then by immediate feedback is a perfect example of Skinners programmed instruction. Web resources and learning games allow students to be able to learn and practice academic content, in a fun and enticing way from practically anywhere that has internet and a computer (Pitler, Hubbell, Kuhn, & Malenoski, 2007). One resource that displays this valuable concept is the website: http://classroom.jc-schools.net/basic/math.html, which consists of fun academic Internet games and activities. This website consists of games and drills that reward positive answers by giving the player a chance to excel to the next level or punishing the player by having him/her lose the game. Overall, the principals of behaviorist learning theories are present in all aspects of teaching and learning, because it is a human’s natural instinct to do things in order to receive a desirable outcome. The learning resources dealing with technology are just a present day way of using past principals in a new and efficient way and serves as excellent resources when teaching today’s youth.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Behaviorist learning theory: Bridging learning theory, instruction, and technology. Baltimore: Author.
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.
Homework and practice when executed with effective behaviorist strategies of information, then immediate feedback, and some sort of positive reinforcement is a valuable asset in the learning process. The old-fashion paper way of a teacher checking the homework or monitoring the students’ practicing process can sometimes be more difficult to enforce a behavioristic approach, especially when the class consists of a high number of students. However, when online tools and learning games are added into the mix, this behavioristic approach becomes very practical and effective. Behaviorist B.F. Skinner’s research and Teaching Machine is a prototype of present day online tutorials (Orey, 2001), and most online educational games correlate with the principles of the behaviorist learning theory. In the Laureate video, Behaviorist Learning Theory, Dr. Michael Orey (2009), discusses how modern tutorials consisting of only small amounts of information, followed by guiding comprehension questions, and then by immediate feedback is a perfect example of Skinners programmed instruction. Web resources and learning games allow students to be able to learn and practice academic content, in a fun and enticing way from practically anywhere that has internet and a computer (Pitler, Hubbell, Kuhn, & Malenoski, 2007). One resource that displays this valuable concept is the website: http://classroom.jc-schools.net/basic/math.html, which consists of fun academic Internet games and activities. This website consists of games and drills that reward positive answers by giving the player a chance to excel to the next level or punishing the player by having him/her lose the game. Overall, the principals of behaviorist learning theories are present in all aspects of teaching and learning, because it is a human’s natural instinct to do things in order to receive a desirable outcome. The learning resources dealing with technology are just a present day way of using past principals in a new and efficient way and serves as excellent resources when teaching today’s youth.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Behaviorist learning theory: Bridging learning theory, instruction, and technology. Baltimore: Author.
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.
Sunday, February 28, 2010
Reflection on Technology Use in Education
Technology is constantly changing, and as an educator, I have the responsibility to prepare my students for a technology-enriched society. There is no way to predict the capabilities that technology will provide in the future, but I plan on staying up to date with technology in my classroom, within the boundaries of the districts budget. Sometimes budgetary issues dealing with technology are beyond the control of a teacher, but I plan on expanding my awareness of technology by taking full advantages of the resources that are already available, and by expanding my personal knowledge whenever possible. Currently I am working on a Masters degree through Walden University that deals with the integration of technology in the classroom. The course that I am currently taking, “Understanding the Impact of Technology on Education, Work, and Society,” has opened me up to the possibilities available through the use of Web 2.0. Prior to this course, I focused much of my attention on using technology to do old tasks in new ways, thus making them more efficient. However, Dr. Thornburg believes that teachers must not just do things differently, like replacing a blackboard with an Interactive white board, or using PowerPoint instead of using hand written content, but they must do thing differently (Laureate Inc, 2008). Through learning about blogs, podcasts, and wikis, I now realize that there is a myriad of possibilities at my disposal.
In the Laureate Educational DVD “Bringing the Fun into Teaching,” Dr. David Thornburg, and Hall Davidson, talk about how much fun and enthusiasm technology brings into the classroom (Laureate Inc, 2008). They talk about teachers getting a new surge of energy because of the “fun” that technology brings into the teaching experience. I feel this amount of energy from my personal use of technology and the same reaction is displayed even at a greater scale from my students when they get to use many technologies. Sometimes technology even results in more work, but through the fun, teachers and students alike see it as less, yet more productive learning.
I have two long-range goals that I created in order to transform my classroom environment into a place where technology is integrated seamlessly to meet instructional goals and increase student awareness. My first goal is that I plan to continue to integrate technology as much as possible within the spectrum of my room through the use of the SMARTboard, document camera, computers, and other technology resources. It is hard finding time to make elaborate SMARTboard files and activities for a lesson, but my goal is to use old creative technology files on a regular basis and to add at least one new lesson every few weeks. By creating one new lesson every few weeks, within a two year time period, I should have completely transformed my teaching approach. My second long-range goal is to integrate technology resources for out of the class learning, in order to help increase productivity within my class. I will meet this goal by setting up a blog or website that provides useful links and other essential materials that students can access from home. Even though many technology resources are not currently available in my classroom, I can still tap into this wealth of knowledge by creating opportunities that students can use from home. Overall, I am very excited about this new technological path in education.
Resources:
Laureate Education, Inc. (Producer). (2008). Bringing the fun into teaching. [Motion picture]. Understanding the impact of technology on education, work, and society. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008). Transforming the classroom with technology. Part 1 [Motion picture]. Understanding the impact of technology on education, work, and society. Baltimore: Author.
In the Laureate Educational DVD “Bringing the Fun into Teaching,” Dr. David Thornburg, and Hall Davidson, talk about how much fun and enthusiasm technology brings into the classroom (Laureate Inc, 2008). They talk about teachers getting a new surge of energy because of the “fun” that technology brings into the teaching experience. I feel this amount of energy from my personal use of technology and the same reaction is displayed even at a greater scale from my students when they get to use many technologies. Sometimes technology even results in more work, but through the fun, teachers and students alike see it as less, yet more productive learning.
I have two long-range goals that I created in order to transform my classroom environment into a place where technology is integrated seamlessly to meet instructional goals and increase student awareness. My first goal is that I plan to continue to integrate technology as much as possible within the spectrum of my room through the use of the SMARTboard, document camera, computers, and other technology resources. It is hard finding time to make elaborate SMARTboard files and activities for a lesson, but my goal is to use old creative technology files on a regular basis and to add at least one new lesson every few weeks. By creating one new lesson every few weeks, within a two year time period, I should have completely transformed my teaching approach. My second long-range goal is to integrate technology resources for out of the class learning, in order to help increase productivity within my class. I will meet this goal by setting up a blog or website that provides useful links and other essential materials that students can access from home. Even though many technology resources are not currently available in my classroom, I can still tap into this wealth of knowledge by creating opportunities that students can use from home. Overall, I am very excited about this new technological path in education.
Resources:
Laureate Education, Inc. (Producer). (2008). Bringing the fun into teaching. [Motion picture]. Understanding the impact of technology on education, work, and society. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008). Transforming the classroom with technology. Part 1 [Motion picture]. Understanding the impact of technology on education, work, and society. Baltimore: Author.
Sunday, February 21, 2010
Wednesday, January 27, 2010
21st Century Skills Needed
The student’s in today’s economy are now competing in a global economy. Many US school are still teaching with the same old methods and the gap between knowledge and skills learned in schools and knowledge and skills needed to survive in a global economy are increasing. The Partnership for 21st Century Skills is making a stand and trying to close this formidable gap by creating a partnership between education, business, community, and government leaders. This website offers links to articles on current events in educations and resources and tools to assist educators from all over in incorporating the 21st century skills into the classroom.
One tool that I really liked from this website was a compilation of videos of 21st century skills at work in a real-live classroom. The resource can be found on the Partnership for 21st Century Skills website or directly at the following link: https://thepartnershipfor21stcenturyskills238.eduvision.tv/default.aspx. Personal, I read about so many different ideas about how to improve my teaching, and many times I do not get the full comprehension from these ideas until I see them in action. I was surprised with how many classrooms on this web resource only had one computer within the room. My personal classroom has a SMARTboard and basically one computer for the class use, and I am doing a lot of the same things that teachers within the videos are doing.
Overall, I am glad that someone is standing up and addressing the need for a transfer in pedagogical methodology towards the 21st century skill-set. In an article by Zach Miners and Angela Pascopella titled, The New Literacies, they mention that textbooks have been used as a primary resource for the last 500 years and now all of a sudden everything is shifting towards technology (p. 28). I feel that the most valuable element from the Partnerships for 21st Century Skills is the idea of making the need for these skills public, and for creating a meeting ground where leaders can communicate and hopeful solve this epidemic in education. Personally, I feel that I am a contemporary educator and I am excited about the changes that hopefully lie within the future of education.
Resources.
Miners, Z., & Pascopella, A. (2007). The new literacies. District Administration, 43(10), 26–34.
Partnership for 21st Century Skills. http://www.21stcenturyskills.org/
One tool that I really liked from this website was a compilation of videos of 21st century skills at work in a real-live classroom. The resource can be found on the Partnership for 21st Century Skills website or directly at the following link: https://thepartnershipfor21stcenturyskills238.eduvision.tv/default.aspx. Personal, I read about so many different ideas about how to improve my teaching, and many times I do not get the full comprehension from these ideas until I see them in action. I was surprised with how many classrooms on this web resource only had one computer within the room. My personal classroom has a SMARTboard and basically one computer for the class use, and I am doing a lot of the same things that teachers within the videos are doing.
Overall, I am glad that someone is standing up and addressing the need for a transfer in pedagogical methodology towards the 21st century skill-set. In an article by Zach Miners and Angela Pascopella titled, The New Literacies, they mention that textbooks have been used as a primary resource for the last 500 years and now all of a sudden everything is shifting towards technology (p. 28). I feel that the most valuable element from the Partnerships for 21st Century Skills is the idea of making the need for these skills public, and for creating a meeting ground where leaders can communicate and hopeful solve this epidemic in education. Personally, I feel that I am a contemporary educator and I am excited about the changes that hopefully lie within the future of education.
Resources.
Miners, Z., & Pascopella, A. (2007). The new literacies. District Administration, 43(10), 26–34.
Partnership for 21st Century Skills. http://www.21stcenturyskills.org/
Wednesday, January 13, 2010
Blogging In a Music Classroom
As an elementary (K-5) music teacher, I think it would be a good idea to use my blog as a place to showcase my student’s work. I could use garage band on my macbook and create different podcasts that consist of the students performing. I would ideally like to be able to share video selections from the winter and spring concert, but unfortunately the copyright and child protection issues are too overwhelming.
I can clearly visualize the positive purpose that blogs can serve in a classroom where students have access to computers, but in my situation, my school has 650 students and one computer lab with only 25 working computers. Unfortunately, there are not any time slots available for the specialists in the computer lab. I could however, use my blog as a learning homework tool, where students can comment on class performances from their home computers. The blog would also be an effective way to convey links to educational websites dealing with music. I am open to any other suggestions on how to incorporate a blog into my classroom, given my limited computer access situation.
I can clearly visualize the positive purpose that blogs can serve in a classroom where students have access to computers, but in my situation, my school has 650 students and one computer lab with only 25 working computers. Unfortunately, there are not any time slots available for the specialists in the computer lab. I could however, use my blog as a learning homework tool, where students can comment on class performances from their home computers. The blog would also be an effective way to convey links to educational websites dealing with music. I am open to any other suggestions on how to incorporate a blog into my classroom, given my limited computer access situation.
Friday, January 8, 2010
My First Blog (Music & Technology)
My name is Charles Lane and I am an elementary music teacher. I am currently pursuing a M.S. in Education Degree from Walden University. My Graduate program focuses on the integration of technology into an educational classroom. Technology is changing the world at a rapid pace, and this is drastically effecting the field of education. At one point in time, computers where considered on option, but now they are an integral part in every classroom. In my music classroom, I try to incorporate many technologies into my everyday teaching. One of my goals is to use this blog to network with other educational professionals on topics dealing with music and technology. My favorite part about technology is that within the technology field, because of the rapid speeds in which it evolves, everyone is truly a lifelong learning. Every day, it seems that I am learning something new and this excites me.
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