Cafeteria Solution

My Voice Thread deals with improving the atmosphere of our cafeteria.


http://voicethread.com/share/785696/

Connectivism and Social Learning in Practice

"Learning is a social process. It occurs when people are engaged in social activities," (Orey, 2001). These statements sum up the theory behind social constructivism. Students learn when they are actively working with others to solve a problem or create an artifact. There are several approaches to social constructivism. Teachers who employ cooperative learning in their classrooms are demonstrating social constructivism. In cooperative learning groups, students are required to work together to solve a problem or produce an artifact. In Using Technology with Classroom Instruction that Works the authors give several ways to incorporate technology into cooperative learning. These include using multimedia, web resources, and communication software.

"Student-created multimedia is a natural environment for cooperative learning," (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 141). Students must each take on a role in completing the multimedia project all the while working with the others in the group to ensure a successful outcome. Multimedia projects, like cooperative groups, must be well-planned and organized to be successful. It is helpful if the teacher provides the students with a rubric at the beginning so students are knowledgeable about how they will be graded.

Other ways technology can play a role in social constructivism and cooperative learning are through keypals, webquests, web site creation, and collaborative organization tools. Although many students use social networking sites such as Facebook and MySpace outside of school, the school system where I work has those sites blocked on our server. However, being a user of Facebook myself, I personally do not see how it could be used in an educational setting. That being said there are other forms of networking, like blogs, that I believe do have a valid place in education.

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.

Constructivist/Constructionist Learning Theories

This week's resources provided several strategies and suggestions that are complementary to the constructivist/constructionist theories of learning. In constructionism, students are focused on answering a question and producing an artifact to demonstrate their knowledge of the subject. This is supported by the instructional strategy of "Generating and Testing Hypothesis" as described by Pitler, Hubbell, Kuhn, and Malenoski. According to Pitler, Hubbell, Kuhn, and Malenoski, "When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content" (2007, pg. 202). These ideas are ultimately what most teachers want for their students. By having students use technology such as spreadsheets, teachers can have students focus on evaluating their hypotheses rather than worry about making a mistake with tedious calculations.

Other resources that were mentioned this week also help teachers who wish to teach from the constructionist perspective. One handy tool is WebQuests. Through WebQuests students must explore a series of web sites to find information to answer a specific question. There is usually some type of finished product that must be produced to demonstrate knowledge of the information. The beauty of WebQuests is that there are so many out there a teacher only has to have time to search for an appropriate one on the topic of her choice. Another resource I am going to use soon is the Astroventure web site. We are getting ready to study space in science, and this web site poses some interesting questions for the students. I especially like the interactive part where students can design their own planet. I know my students will find this interesting and will continue trying until they can design a planet that will be viable.

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

Cognitive Learning Theories and Technology

According to Dr. Orey, cognitive learning theories are based upon the idea that individuals receive information via their senses, store it in short-term memory, and then, with enough exposure, move it to long-term memory. Dr. Orey also talked about students being able to make connections better when provided with an image and text versus just text. This has several implications for teaching and learning. Pitler, Hubbell, Kuhn, and Malenoski talk about using summarizing and note taking as effective learning strategies. So, when providing students with notes, it is very helpful to also use images that relate to the notes. There are also several technologies that can help students with summarizing and note taking. Teachers can create a note template in Word for students to complete or various types of templates using programs like Inspiration or Kidspiration. This also leads into another strategy discussed by Pitler, Hubbell, Kuhn, and Malenoski, cues, questions, and advance organizers. By using probing questions, teachers can elicit deeper thinking from their students. The authors also make the point that teachers should not use elusive clues when prompting students. Again, teachers can use software to provide students with advance organizers to complete throughout a lesson. Using multimedia clips are an excellent advance organizer for students. This taps into the visual side of the cognitive theory to help students use dual coding to remember information.

The cognitive theory lends itself to using technology. The more students can see information organized and manipulate the information, the greater the chance the knowledge is moved into long-term memory.

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

Behaviorism

When a person practices behaviorism, he/she uses a system of rewards and punishments to achieve a desired behavior. Educators use behaviorist techniques almost daily in the classroom. Most of the time it is through the use of our behavior management plans, but sometimes it is evident in instructional techniques as well. The two strategies we read about this week, "reinforcing effort" and "homework and practice" both rely on a bit of behaviorism to make them work.

The first strategy, "reinforcing effort" talks about using spreadsheets and surveys to help students understand the correlation between the amount of effort put in and the grade received. "The instructional strategy of reinforcing effort enhances students' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 155). Students see that by increasing effort they are rewarded with good grades. On the flip side, if effort is not put forth, the grades suffer. This directly correlates with the behaviorist theory.

The other strategy we read about was "homework and practice." We all know how important it is for students to practice what they are learning. The ideas given for using technology to assist with homework and practice align somewhat with the behaviorist theory. By using web-based tutorials and games, students are receiving positive reinforcement for correct answers and must redo exercises that are not completed successfully. In this lies rewards and punishments. The reward is getting to move on in the game, and the punishment is having to redo a level.

I have gained some valuable suggestions from both these strategies that I would like to try in my own classroom. However, one hurdle to using technology in homework assignments is the lack of Internet access in every child's home. Hopefully this will not be an issue in the next few years as more and more school systems are moving toward computer based textbooks and the goal of providing laptops for all students.

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

Reflections

Throughout this course I was introduced to two new technologies and worked with one I had some previous experience with. Prior to this class I had used WikiSpaces as a facilitator in a workshop. However, I had never blogged or created a podcast. Despite having used a wiki before, I had not brainstormed ways to use this Web 2.0 technology in my fourth grade classroom. I never dreamed I would be thinking of ways to incorporate blogs and podcasts in my lessons. This class has opened my mind to the many exciting ways I can have my students learning about and using these Web 2.0 applications. This class has caused me to think about the amount of memorizing we ask students to do. With the proliferation of technology and on-demand services, memorizing obscure dates and facts seems like a waste of time. Today, we should be teaching students where and how to find the answers instead of memorizing them. I am not advocating students not learning their multiplication tables or other information, I just think we should be teaching students how and where to find answers.

Although it will be hard for me, I understand the need to change my classroom from a teacher-centered environment to a more student-centered environment. I am going to work hard this school year to develop more lessons that require students to seek and find answers instead of me giving them.

I believe all students need to be exposed to as much technology as possible while in school. To make sure I am up-to-date on the latest technologies, I will continue to read and research about integrating technology in the classroom. I will also find better ways to incorporate my ACTIVboard in my lessons. This is a powerful tool that can help my students become more involved in their learning. I also plan on finishing my master's, taking what I learn in these classes and applying the concepts in my classroom.

One goal I have for the next two years is to move away from journal notebooks and have students complete their journaling online. One hurdle is access to computers. Although I have two computers in my classroom, for every student to be able to use the computer every day I need at least three more. Another way this could be accomplished is through the establishment of more computer labs within my school. As of now we have one, but might have another one in November. This would be great because I could schedule more time in the lab. If the second lab does not become a reality, I will try to secure more computers for my classroom through grant writing or donations. My second goal is to make a conscious effort to transform a majority of my lessons to become more student-centered. This includes letting students make discoveries instead of me telling them the how and why. By completing my AMSTI (Alabama Mathematics, Science, Technology Initiative) training next summer I will be well on my way in science and math. I must do some reflecting on my social studies lessons to reconstruct them to be more student-centered.

Overall, this class has been very beneficial to me. I feel I have a better understanding of the types of technologies students need to be successful when they enter the work force. By introducing some of these in elementary school, students will be on the road to being well prepared for the global society.

Adults vs. Children

To complete my podcast assignment I interviewed two adults and one child. I then compared and contrasted their technology usage. You can hear my findings at http://www.podcastmachine.com/podcasts/1480/episodes/6911.