tag:blogger.com,1999:blog-48718739191274674302024-03-13T09:20:00.316-06:00Trevor's Adventures with Technology!A well intentioned blog dedicated to the gathering of thoughts and feelings regarding technology, integration, and highly effective education!Trevorhttp://www.blogger.com/profile/13718618959099428573noreply@blogger.comBlogger18125tag:blogger.com,1999:blog-4871873919127467430.post-84769518237403670762012-10-18T23:38:00.000-06:002012-10-19T00:29:56.561-06:00Instruction, Assessment, and Technology Across Content Areas: A Reflective Look Back<div class="MsoNormal" style="line-height: 150%; margin: 0cm 0cm 10pt; text-indent: 1cm;">
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">In his writings on instructional strategies and resources Abrahms (n.d.) cites Sean Stewart in highlighting how “there are so many different ways lives work out, so many stories and every one of them is precious: full of joy and heartbreak”. <span style="mso-spacerun: yes;"> </span>With these words in mind as a teacher it is often times having and refining the ability to address and adapt to these varied <i>stories</i> that can positively or negatively influence our instructional effectiveness, and ultimately the learning of our students.<span style="mso-spacerun: yes;"> </span>In taking the time to reflect upon my personal learning and development throughout my latest stage of learning, it is having the innate ability to <i>adapt</i> and demonstrate instructional <i>flexibility</i> that seemed to be reinforced most strongly and rang the loudest personally in terms of further influencing my professional practice in the future.<span style="mso-spacerun: yes;"> </span>Be it altering the instructional strategies used; effectively differentiating to meet the challenges of student diversity; utilizing a variety of assessment styles; or efficiently integrating appropriate learning technologies, possessing instructional flexibility and being able to adapt and change methodologies is crucial to presenting relevant and effective classroom instruction that engages students.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">From the onset of my latest course we </span><span lang="EN-US" style="border-bottom: windowtext 1pt; border-left: windowtext 1pt; border-right: windowtext 1pt; border-top: windowtext 1pt; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-US; mso-border-alt: none windowtext 0cm; mso-fareast-language: EN-CA; padding-bottom: 0cm; padding-left: 0cm; padding-right: 0cm; padding-top: 0cm;">focused on the need for purposeful action by teachers, which as Prensky (2008) observed, involved <i>turning on the lights</i> of our students through the use of</span><span lang="EN-US" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"> </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">instructional strategies and innovative technologies which would allow our students to “use, build on, and strengthen [their] reservoirs of knowledge” (p.42)</span><span style="border-bottom: windowtext 1pt; border-left: windowtext 1pt; border-right: windowtext 1pt; border-top: windowtext 1pt; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-border-alt: none windowtext 0cm; mso-fareast-language: EN-CA; padding-bottom: 0cm; padding-left: 0cm; padding-right: 0cm; padding-top: 0cm;">.<span style="mso-spacerun: yes;"> </span>As a means of taking action in this regard, my classmates and I </span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">established clear professional development plans and identified realistic and achievable goals; goals that would allow us to focus our attentions and direct our actions towards those instructional practices which would maximise the benefits for our students.<span style="mso-spacerun: yes;"> </span>As I set out and worked to identify and establish a personal GAME plan for achieving my goals I soon realized that I would undoubtedly need to <i>adapt</i> elements of my instruction and be <i>flexible</i> when working through the initial growing pains associated with stepping outside of one’s comfort zone.<span style="mso-spacerun: yes;"> </span>Now in taking the <i>step outside</i> it was not an overly large step, but it still required me to critically apply my new learning and think about what I was doing thereby causing me to re-evaluate the manner in which I planned activities; assess the type of resources I utilized; and review the instructional strategies I put into practice with my students. <span style="mso-spacerun: yes;"> </span>It was during this time that course learning on instructional variety and differentiated planning and assessment provided valuable information which both validated my current practice as well as reinforced the need to stay cognizant of my development goals in the future so as to stay effective and ultimately achieve personal success in relation to my targeted goals.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;"><span style="color: black; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-ansi-language: EN-CA; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><span style="color: #cfe2f3;">Fortunately I have been able to examine and benefit from reflection on each of my established goals and their component elements at some point throughout my course studies.<span style="mso-spacerun: yes;"> </span>Now as the course draws to a close I look to my goals and evaluate whether there is a need to revise my plan based on my progress. <span style="mso-spacerun: yes;"> </span>Undoubtedly my course learning has enhanced my ability to instruct with confidence due to the acquisition of even greater quantities of effective technology-based resources aimed at increasing student engagement and increasing learning effectiveness.<span style="mso-spacerun: yes;"> </span>So is there a need to revise?<span style="mso-spacerun: yes;"> </span>At this time no, the goals I have set for myself are continuing in nature and ones which I will continue to monitor and evaluate throughout the entire school year.<span style="mso-spacerun: yes;"> </span>Personally developing a technology-based classroom is a goal which I look forward to achieving and one which I am not entirely sure can ever truly be achieved given the rapid rate of technological innovation – but that fact in and of itself makes for a great challenge and one which will serve my students well.<span style="mso-spacerun: yes;"> </span>In the future I will continue using problem and performance based instruction, and work to incorporate even greater and more creative opportunities for social interaction amongst my students in the interest of generating even stronger connections with introduced concepts.<span style="mso-spacerun: yes;"> </span>Additionally establishing a learning GAME plan proved to be a worthwhile activity for myself and is something which I will undoubtedly be addressing with my students as we work to establish learning targets and develop eLearning portfolios.</span> </span><span style="mso-spacerun: yes;"> </span>Be it online collaboration, digital storytelling, or the further use of social networking, my accumulating knowledge in regards to effective technology integration is allowing me to connect more readily with my students and have a greater impact in relation to the actions of my colleagues and their use of technology – which fortunately is another of my established goals.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">In closing this course and the materials and topics addressed have afforded me the opportunity to reflect on my instructional effectiveness and the manner in which I instruct, assess, and integrate technology with my students.<span style="mso-spacerun: yes;"> </span>In having established professional development goals during the course that will effectively drive me to <i>adapt</i> and demonstrate <i>flexibility </i>in how I teach I have been provided with the luxury of adapting my instructional thinking on-the-fly. <span style="mso-spacerun: yes;"> </span>By continuing to monitor my progress and drawing on the expertise and experiences of the people around me - be it my colleagues, my students, or my classmates - my meaningful actions will remain targeted towards providing the best possible and most relevant classroom instruction.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Trevor<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">References<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Abrams, A. (n.d.). Digital Storytelling Goes Social: Creating and sharing stories using Web 2.0 tools. <i>Southern Oregon University</i>. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1374112_1%26url%3D<i><o:p></o:p></i></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%;">Prensky, M. (2008, March). Turning On the Lights. Educational Leadership. 65(6), p40-45. Retrieved from Academic Search Complete database. ISSN: 00131784.<o:p></o:p></span></div>
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Trevorhttp://www.blogger.com/profile/13718618959099428573noreply@blogger.com0tag:blogger.com,1999:blog-4871873919127467430.post-17328330708448681792012-09-26T09:30:00.000-06:002012-09-26T19:55:31.338-06:00Monitoring the GAME Plan<div class="MsoNormal" style="line-height: 150%; margin: 0cm 0cm 10pt; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; mso-outline-level: 2;">
<b><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;"> </span></b><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">With each passing week I continue to make strides towards achieving personal goals by strengthening my confidence and proficiency in relation to the seamless integration of technology into my instruction. <span style="mso-spacerun: yes;"> </span>In working through the personal goal setting process it is important to continually monitor myprogress towards established goals and make needed adjustments if required.<span style="mso-spacerun: yes;"> </span>Failing to do so could result in problems arising or goals being missed because the needed actions were not taken, or were misaligned with my intended <i>finish line</i>. <span style="mso-spacerun: yes;"> </span>In considering the actions I have taken thus far towards achieving my established professional development goals it important to reflect on whether I am finding the information and resources I need to reach my goals; whether I need to modify my planned action strategies to ensure success, and then identifying what have I learned thus far and whether any new questions have arisen.<o:p></o:p></span></div>
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<span style="color: #0b5394;">Information and Resources<o:p></o:p></span></h3>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">In examining my use of information and resources in relation to my personal goals I continue to build on the initiatives of my school and the strength of my colleagues in gaining insight into new resources that will benefit my integration of technology into my instruction.<span style="mso-spacerun: yes;"> </span>This year my grade four colleagues and I are endeavouring to integrate the use of digital portfolios into our instruction, as such the element of teamwork and active collaboration is undoubtedly crucial to ensuring the resource’s success.<span style="mso-spacerun: yes;"> </span>Additionally our school has begun to utilize the <i>Accelerated Reader </i>program which works to incorporate a high degree of technology in terms of active assessment in identifying students’ zones of proximal development.<span style="mso-spacerun: yes;"> </span>In utilizing the resource the technological aspects of the program allow for well aligned assessment and the effective communication of learning goals to both students and their parents.<o:p></o:p></span></div>
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<span style="color: #0b5394;">Needing Modification?<o:p></o:p></span></h3>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">In examining my targeted NETS-T goals and the actions and progress I have made thus far I feel there is no reason to modify my current GAME plan.<span style="mso-spacerun: yes;"> </span>I have been able to make measurable progress in relation to both goals and thus far I continue to experience success in relation to finding resources, information, and the incorporating of leadership opportunities into my daily practice.<o:p></o:p></span></div>
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<span style="color: #0b5394;">Learning thus Far…any Questions?<o:p></o:p></span></h3>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">In reflecting on my learning and influenced actions since developing and implementing my technology GAME plan, I believe the biggest thing I have learned thus far is the need to be purposefully selective.<span style="mso-spacerun: yes;"> </span>There is what seems to be an infinite amount of resources available to teachers; by working to be selective I can ensure that the resources and information I am integrating into my program are well aligned with the instructional strategies and assessment resources I am currently employing.<span style="mso-spacerun: yes;"> </span>In targeting my goals I do not want to completely reinvent the wheel but rather fine tune it to better reflect today’s technology-infused learning environment, thus far my actions have supported this plan of action and I have been able to find information and instructional resources that have worked facilitated technology integration and influenced effectiveness in all core subjects. <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 150%; mso-fareast-font-family: 'Times New Roman'; mso-fareast-language: EN-CA;">In terms of questions arising in relation to the GAME process and the support of colleagues, I do wonder about the goal monitoring process.<span style="mso-spacerun: yes;"> </span>I have strategies in place but wonder about the frequency with which I reflect upon my progress.<span style="mso-spacerun: yes;"> </span>Undoubtedly there will be weeks when I may not experience the same level of progress as it can take time to assess the effectiveness of newly implemented strategies and resources.<span style="mso-spacerun: yes;"> </span>Given this fact what are other people’s thoughts in relation to the monitoring process?<span style="mso-spacerun: yes;"> </span>How much is too much and how much is too little?<o:p></o:p></span></div>
Trevorhttp://www.blogger.com/profile/13718618959099428573noreply@blogger.com6tag:blogger.com,1999:blog-4871873919127467430.post-48606525623968513082012-09-19T09:30:00.000-06:002012-09-19T19:43:00.126-06:001-2-3 Action!<div class="MsoNormal" style="margin: 0cm 0cm 0pt 2.05pt; mso-margin-top-alt: auto; text-indent: 1cm;">
<span lang="EN-US" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">With each passing week I gain further confidence in my ability to effectively incorporate instructional technology in meaningful ways.<span style="mso-spacerun: yes;"> </span>As I continue to explore instructional </span><span lang="EN-US" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-fareast-font-family: 'Times New Roman';">strategies for seamlessly integrating technology into my content instruction I have taken the first steps towards developing an action GAME plan that will assist me in synthesizing my learning into my classroom practice.<span style="mso-spacerun: yes;"> </span>In reviewing the components of my GAME plan, as per Cennamo, Ross, and Ertmer’s (2009) criteria, I have establish learning goals which will further develop my confidence and proficiency in relation to two indicators in the <i style="mso-bidi-font-style: normal;">National Educational Technology Standards for Teachers</i> (NETS-T).<span style="mso-spacerun: yes;"> </span>I have identified purposeful actions that will aid me in achieving my goals, and additionally determined strategies for the monitoring of my progress.<span style="mso-spacerun: yes;"> </span>Lastly I have highlighted the manner in which I will evaluate my learning.<span style="mso-spacerun: yes;"> </span>In moving forward with the action and implementation process it is necessary to identify what resources will be needed to carry out the plan successfully, whether any additional information is needed, and if I have taken any steps towards completion.</span><span lang="EN-US" style="font-family: 'Times New Roman','serif'; font-size: 5.5pt; line-height: 115%; mso-fareast-font-family: 'Times New Roman';"> <o:p></o:p></span></div>
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<em><span lang="EN-US" style="color: #00b0f0; font-family: 'Times New Roman','serif';">Resources</span><span lang="EN-US" style="color: #00b0f0; font-family: 'Times New Roman','serif'; font-size: 5.5pt; line-height: 115%; mso-fareast-font-family: 'Times New Roman';"><o:p></o:p></span></em></div>
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<span lang="EN-US" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The International Society for Technology in Education (ISTE, 2008) notes how effective teachers need to be able to “design, implement, and assess learning experiences…[which] engage students and improve learning; enrich professional practice; and provide positive models for students, colleagues, and the community”.<span style="mso-spacerun: yes;"> </span>In targeting NETS-T standard two and the </span><span lang="EN-US" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 14.0pt;">design and development of technology-based learning experiences and assessments,</span><span lang="EN-US" style="font-family: 'Times New Roman','serif'; font-size: 14pt; line-height: 115%;"> </span><span lang="EN-US" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">the successful realization of my professional development goal necessitates utilizing learning experiences which can effectively incorporate digital technologies and resources which promote</span><span lang="EN-US" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> self-directed learning and enhanced opportunities for student creativity.<o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">In pursuing my goal of developing a technology-enriched learning environment the effective selection and use of appropriate technology resources will be paramount to me and my students achieving success.<span style="mso-spacerun: yes;"> </span>With the integrated use of selected technologies and the principles of universal design for learning my technology-infused instruction will provide my students with multiple means of engaging with materials as a result of heightened access to innovative technology.<span style="mso-spacerun: yes;"> </span>The instructional integration of multi-media resources including the integration of Voice Threads and podcasting; interactive technologies such as Smartboards and document cameras; video conferencing equipment and online collaboration forums; and bookmarked online resources for all subjects, will assist in identifying and targeting areas of student weakness, strength, and personal interest.<span style="mso-spacerun: yes;"> </span>Clearly the effective integration of technology will provide assistance in facilitating straightforward differentiation in terms of my students’ diverse learning styles, instructional needs, and ability levels.<span style="mso-spacerun: yes;"> </span>This purposeful differentiation and customized instruction will enable my students to, as noted in the ISTE (2008) NETS-T, “pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress”.<span style="mso-spacerun: yes;"> Additionally personal learning and close collaboration with fellow teachers and administrators both in and outside our school will also provide a source of effective resource information as well as invaluable instructional experience that can aid in matching learning activities to students and their abilities.</span></span></div>
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<span lang="EN-US" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">In relation to my other identified goal relating to NETS-T standard five and the commitment to continuously improve my “professional practice, model lifelong learning, and exhibit leadership in [my] school and professional community by promoting and demonstrating the effective use of digital tools and resources” (ISTE, 2008) I have taken some initial steps to lay a framework for the achieving of my goal.<span style="mso-spacerun: yes;"> </span>I have assumed the technology lead role amongst my staff and work to assist teachers with technology integration, learning resources, and technology support.<span style="mso-spacerun: yes;"> </span>In being able to assist our teachers directly I am able to effectively model technology hands-on and demonstrate its effectiveness with students in the classroom.<span style="mso-spacerun: yes;"> </span>For some of our teachers technology use is still an area of development, consequently being able to offer guided assistance goes a long way in reducing anxiety levels and encouraging integration.<span style="mso-spacerun: yes;"> </span>Additionally I am a member of a couple professional learning communities which offer me a medium to gather technology resources and leadership information which can aid me in providing meaningful leadership to those around me during staff meetings and upcoming professional development sessions. <o:p></o:p></span></div>
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<span lang="EN-US" style="color: #00b0f0;"><em><span style="font-family: Cambria;">Additional Information<o:p></o:p></span></em></span></div>
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<span lang="EN-US" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">In working to ensure the efficiency of my actions and guarantee that my instruction is working to effectively maximize instructional time some additional information needs to be garnered.<span style="mso-spacerun: yes;"> </span>In looking to address individual learning needs and customize instruction to the strengths and weaknesses of students, information can be gathered from a variety of different sources: <o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span dir="ltr"></span><span lang="EN-US" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">CUM files, Individual Program Plans (IPPs), and special education folders can assist teachers in offering a formal school-based snapshot of previous achievement as well as records of formal learning intervention and any diagnostic learning results. This testing information can assist teachers in readily identifying potential candidates for more active levels of curricular differentiation. <o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span dir="ltr"></span><span lang="EN-US" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Conversations with previous year’s teachers can elicit professional observations and anecdotal comments about former students’ perceived areas of strength and weakness, and perhaps previously utilized instructional strategies which generated success with individual students when encountering possible learning barriers.<span style="mso-spacerun: yes;"> </span>This information can assist in lesson planning and differentiation of instruction as teachers will be able to target those instructional strategies which provided the highest levels of student success.<o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span dir="ltr"></span><span lang="EN-US" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">An additional source of valuable information is students’ parents.<span style="mso-spacerun: yes;"> </span>Through the use of “getting to know your child” surveys I have this year been able to <i>talk</i> to parents about their individual children and get a better understanding of how they tick, and what makes them unique from their parents’ perspective.<span style="mso-spacerun: yes;"> </span>In reading the surveys parents’ responses have been able to highlight areas of personal interest and strength amongst students, as well as identifying areas which they feel there is room for improvement or areas where they’d like to see enrichment provided.<o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: Symbol; font-size: 12pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7pt 'Times New Roman';"> </span></span></span><span dir="ltr"></span><span lang="EN-US" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Lastly surveying the students themselves will give you possibly the best source of instructional information.<span style="mso-spacerun: yes;"> </span>Through the use of student surveys students can work to identify subject areas which they personally perceive as being strong or weak; they can highlight instructional strategies which they find effective (and more importantly also those that fail to engage them); they can make note of their technological proficiency levels and resources they are familiar with (great means of staying abreast of the latest technologies and web resources); and they can single out areas of personal interest outside school which can be integrated into instruction as <i>hooks</i> upon which to heighten personal engagement.<o:p></o:p></span></div>
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<span lang="EN-US" style="color: #00b0f0;"><em><span style="font-family: Cambria;">Actions thus far…<o:p></o:p></span></em></span></div>
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<span lang="EN-US" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">September is always a busy month for teachers with planning and organizing student instruction being at the top of the instructional to-do-list.<span style="mso-spacerun: yes;"> </span>In terms of personal professional development and my identified goals I have taken some noted steps towards achieving my goals. I have actively worked to incorporate elements of technology-based instruction into all subject areas and will continue to increase these levels as students gain proficiency.<span style="mso-spacerun: yes;"> </span>I have also completed both student and parent surveys in the interest of identifying student learning preferences and areas of learning strength and/or weakness.<span style="mso-spacerun: yes;"> </span>Additionally I have assumed a leadership position as technology lead within my school and actively work to facilitate technology integration amongst fellow colleagues.<span style="mso-spacerun: yes;"> </span>I also continue to pursue my Masters degree in technology integration and consistently work to incorporate new information and resources into my practice in an effort to provide the best possible instruction.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">References<o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Cennamo, K., Ross, J. & Ertmer, P. (2009). <i>Technology integration for meaningful classroom use: A standards-based approach</i>. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.<o:p></o:p></span></div>
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<span class="st1"><span lang="EN-US" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">International Society for Technology Education. (2008) National Education Technology Standards for Teachers (NETS-T). Retrieved from </span></span><span lang="EN-US"><a href="http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx" target="_blank" title="http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"><span style="color: blue;">http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx</span></span></a></span><span lang="EN-US" style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"><o:p></o:p></span></div>
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Trevorhttp://www.blogger.com/profile/13718618959099428573noreply@blogger.com1tag:blogger.com,1999:blog-4871873919127467430.post-54594340714780852072012-09-12T13:27:00.000-06:002012-09-13T09:25:25.976-06:00A Technological GAME Plan for Success<div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 10pt; text-indent: 1cm;">
<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">In reflecting upon the topic of teaching and technology there can be little doubt that technological innovation has worked to revolutionize the world of teaching and the manner in which curricular content is introduced, instructed, and assessed.<span style="mso-spacerun: yes;"> </span>From the introduction of the World Wide Web and computers through to interactive technologies and mobile devices technology integration has allowed for greater levels of creativity and flexibility in gaining understanding; which has consequentially raised the proverbial bar in relation to learner expectations.<span style="mso-spacerun: yes;"> </span>Our world has evolved into a technology-driven society and placed greater demands upon teachers to instill in their students the skills and attributes to be self-directed, critical thinkers, capable of creatively solving problems, and efficiently adapting to challenges.<span style="mso-spacerun: yes;"> </span>Now in looking at the acquisition of these skills in reference to these changing expectations the overall goal of instruction has remained the same.<span style="mso-spacerun: yes;"> </span>Be it viewed as traditional and old school or cutting edge and tech savvy, the outcome of instruction has always been ensuring that students know and understand the content they are being taught. <span style="mso-spacerun: yes;"> </span>Thus it is that in reflecting on the development and integration of authentic technology-based learning experiences, and the promoting of self-directed learning and creative thinking that it is also incumbent to reflect upon teachers’ skills and comfort levels in relation to technology integration as this will undoubtedly influence instructional effectiveness and levels of achieved student success.<span style="mso-spacerun: yes;"> </span>A useful resource to aid in evaluating teachers’ technology skills and comfort levels is the <span class="st1">National Education Technology Standards for Teachers or <i>NETS-T</i>.<o:p></o:p></span></span></div>
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<span class="st1"><u><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">The National Education Technology Standards for Teachers<o:p></o:p></span></u></span></div>
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<span class="st1"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Within the <i>International Society for Technology Education’s</i> (ISTE, 2008) National Education Technology Standards for teachers five performance indicators are identified.<span style="mso-spacerun: yes;"> </span>Each of these indicators relates to a different component of effective technology integration and instruction, and contains overall performance goals and evaluative criteria to measure proficiency and understanding.<span style="mso-spacerun: yes;"> </span>These NET standards (ISTE, 2008) feature performance indicator categories relating to teachers’ abilities to: <o:p></o:p></span></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';"><span style="mso-list: Ignore;">1.<span style="font: 7pt 'Times New Roman';"> </span></span></span><span dir="ltr"></span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Facilitate and Inspire Student Learning and Creativity<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';"><span style="mso-list: Ignore;">2.<span style="font: 7pt 'Times New Roman';"> </span></span></span><span dir="ltr"></span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Design and Develop Digital Age Learning Experiences and Assessments<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';"><span style="mso-list: Ignore;">3.<span style="font: 7pt 'Times New Roman';"> </span></span></span><span dir="ltr"></span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Model Digital Age Work and Learning<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';"><span style="mso-list: Ignore;">4.<span style="font: 7pt 'Times New Roman';"> </span></span></span><span dir="ltr"></span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Promote and Model Digital Citizenship and Responsibility<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; mso-fareast-font-family: 'Times New Roman';"><span style="mso-list: Ignore;">5.<span style="font: 7pt 'Times New Roman';"> </span></span></span><span dir="ltr"></span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Engage in Professional Growth and Leadership<o:p></o:p></span></div>
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<span class="st1"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Through comparison and recognition of the NET standards teachers are better able to identify the qualities of effective instruction and then self-assess their own instructional proficiency and performance in the interest of identifying areas of personal strength and potential improvement. In reflecting on the NET standards in reference to my own teaching practice and the identifying of potential professional development goals, my energies this year will include purposeful action in relation to: <i>Standard two, the design and development of digital learning experiences and assessments</i>; and <i>Standard five, engaging in professional growth and leadership.<o:p></o:p></i></span></span></div>
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<span class="st1"><u><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Standard 2: </span></u></span><u><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Design and Develop Digital Age Learning Experiences and Assessments<o:p></o:p></span></u></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"><span style="color: #cfe2f3;">Standard two is focused on teachers’ abilities to “design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes” (ISTE, 2008).<span style="mso-spacerun: yes;"> </span>In working to develop a self-directed GAME plan in relation to addressing this learning standard, Cennamo (Laureate Education, Inc., 2012c) observes how it is necessary to establish a learning goal; institute purposeful action to achieve this goal; monitor the progress and success of our actions; and finally evaluate our efforts and determine if we were successfully in achieving our targeted outcome.<span style="mso-spacerun: yes;"> </span>In following through this process I can ensure my efforts are effectively directed and consequently increase my chances of success.<span style="mso-spacerun: yes;"> </span>In looking at the NETS criteria for effective instruction within standard two the listed criteria contains many of the goals I have already targeted for myself within my personal professional growth plan in reference to instruction development.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span style="color: #cfe2f3; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">In following Cennamo’s (Laureate Education, Inc., 2012b) GAME plan in establishing the personal goal of further developing and refining a technology-enriched environment, wherein there is consistent integration of digital resources into instruction, I have established a goal which will benefit my instruction and work to engage my students by providing opportunities for increased access and use of technology within lessons.<span style="mso-spacerun: yes;"> </span>In relation to direct actions in support of this goal I will continue to integrate new and innovative technologies into lessons; I will draw on the experience and expertise of colleagues and professional learning community members in the interest of gaining further insight into technological best practices; I will engage in professional activities and professional development sessions within and outside my division in addition to information gathered through online tutorials and courses (i.e. Masters program); lastly I will draw on the experience and knowledge of my students to direct my instructional energies towards newly emerging technologies and those which work to the strengths of my students.<span style="mso-spacerun: yes;"> </span>In terms of monitoring the success of my actions in relation to the establishing of a technology-enriched learning environment, the periodic review of planning; the collection of anecdotal observation of classroom activities, utilized assessments, and instructional settings; and the focused feedback of students and/or colleagues and parents will all provide information and aid in guiding the self-assessment and monitoring process.<span style="mso-spacerun: yes;"> </span>In terms of evaluation my students’ achievement in class will provide the evaluative evidence of whether or not I was successful in making, as Prensky (2008) notes,</span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"><span style="color: #cfe2f3;"> “education relevant to [my] students' lives and truly prepar[ing them]for the future” (p.45).<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Ultimately if,</span> as Prensky (2008) further observes, my students are able to effectively demonstrate increased “computer and technology skills, critical thinking and problem solving, teamwork and collaboration, ethics and responsibility, and a sense of global awareness” (p.45) I will view my efforts in relation to NET standard two as having been successful.<o:p></o:p></span></div>
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<u><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Standard Five: Engage in Professional Growth and Leadership<o:p></o:p></span></u></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">In working to establish goals, initiate action, monitor learning, and then evaluate overall progress, Cennamo, Ross and Ertmer (2009) note how this self-directed learning process allows a person to “take control of [their]own learning” (p.7).<span style="mso-spacerun: yes;"> </span>Thus it is that my next professional learning goal will again follow this process, and is in relation to NET standard five and one’s ability to engage in professional growth and leadership.<span style="mso-spacerun: yes;"> </span>Standard five relates directly to a teacher’s commitment to continuously “improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources” (ISTE, 2008).<span style="mso-spacerun: yes;"> </span>I have long been a proponent of technology in the classroom and as such have worked to support colleagues’ integration efforts, technology initiatives, and the development of classroom learning resources.<span style="mso-spacerun: yes;"> </span>In establishing the goal of exhibiting greater technological leadership I will draw on my experiences, knowledge, and personal resources to “contribute to the effectiveness, vitality, and self renewal of the teaching profession and… [my] school and community” (ISTE, 2008).<span style="mso-spacerun: yes;"> </span>In terms of directed actions as a member of our school’s technology committee I will be in a position where I will be able to utilize my beliefs and confidence with technology to assist in generating what Ertmer (Laureate Education, Inc., 2012a) calls a <i>supportive technology environment</i> by working to develop in-school technology initiatives; promoting technology learning amongst staff through monthly technology sessions during staff meetings; and participation in division<span style="color: #5a5a5a;"> </span>technology programs and resource development. <span style="mso-spacerun: yes;"> </span>In terms of monitoring this goal, the use of a professional journal would be most effective in terms of recording anecdotal information.<span style="mso-spacerun: yes;"> </span>By setting a weekly time period in which to reflect upon my recent activities I can assess the effectiveness of my actions and make adjustments if required.<span style="mso-spacerun: yes;"> </span>In addressing an overall evaluation of this goal a close comparison between my journal entries and the NET standards at the conclusion of the school year will highlight how closely (or not closely) my actions mirrored the expectations contained within the standard in effectively promoting the application of technology.<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">In conclusion the combined use of Net standards and GAME planning enables teachers, such as me, to reflect on their performance in relation to established standards and take meaningful action which allows teachers to, as Cennamo et al. (2009) highlights, “respond to…rapid and continuous technological changes…keep [their] skills up-to-date, and better meet the needs of [their]students today and in the future” (p.7).<span style="color: #5a5a5a;"><o:p></o:p></span></span></div>
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<span class="st1"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">References<o:p></o:p></span></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Cennamo, K., Ross, J. & Ertmer, P. (2009). <i>Technology integration for meaningful classroom use: A standards-based approach</i>. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.<o:p></o:p></span></div>
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<span class="st1"><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">International Society for Technology Education. (2008) National Education Technology Standards for Teachers (NETS-T). Retrieved from </span></span><span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;"><a href="http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx" target="_blank" title="http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx"><span style="color: #cfe2f3; text-decoration: none; text-underline: none;">http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx</span></a><o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Laureate Education, Inc. (Producer). (2012a). Enriching Content Area Learning Experiences with Technology, Part 1 [Video webcast]. <span class="listitem"><i>Integrating Technology Across Content Areas.</i> </span>Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1374112_1%26url%3D<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Laureate Education, Inc. (Producer). (2012b). Promoting Creative Thinking with Technology[Video webcast]. <span class="listitem"><i>Integrating Technology Across Content Areas.</i> </span>Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1374112_1%26url%3D<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Laureate Education, Inc. (Producer). (2012c). Promoting Self-Directed Learning with Technology[Video webcast]. <span class="listitem"><i>Integrating Technology Across Content Areas.</i> </span>Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1374112_1%26url%3D<o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Prensky, M. (2008, March). Turning On the Lights. Educational Leadership.65(6), p40-45. Retrieved September 10, 2012 from Academic Search Complete database. ISSN: 00131784.<o:p></o:p></span></div>
Trevorhttp://www.blogger.com/profile/13718618959099428573noreply@blogger.com2Edmonton, AB, Canada53.5333333 -113.553.2313448 -114.131714 53.8353218 -112.868286tag:blogger.com,1999:blog-4871873919127467430.post-43605396431092114072012-02-18T23:04:00.003-07:002012-02-18T23:06:55.115-07:00Technology Ahead: A Reflective Look Back<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;"></span><br />
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<span style="color: #f3f3f3;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">So yet another</span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;"> 7 week block has seemingly zoomed by and I now find myself another course farther down the learning trail that is my graduate studies.<span style="mso-spacerun: yes;"> </span>Over the course of the last several weeks I have read, reviewed, studied, and ‘crammed’ as much knowledge as time allowed on the topics of learning theories and instructional strategies, and ultimately how the linking of both in combination with meaningful technology integration works to form effective classroom instruction. <span style="mso-spacerun: yes;"> </span></span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">In reflecting upon how my new learning</span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;"> has altered my perspective on classroom instruction and goals for the future </span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-fareast-language: EN-CA;">it is safe to say that<span style="color: black;"> <span style="color: #f3f3f3;">my view on technology integration has indeed been further reinforced</span> </span></span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">and my own planning skills as a professional teacher further developed.<span style="mso-spacerun: yes;"> </span>If these last few weeks have done nothing else they have highlighted the effectiveness of multi-faceted instruction and how meaningfully integrated technology adds to enhance virtually every aspect of classroom instruction.</span><span style="color: black; font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-fareast-language: EN-CA;"></span></span></div>
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<span style="color: black; font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-fareast-language: EN-CA;"><span style="color: #f3f3f3;">Now society is changing, and with it its views on education and student learning.<span style="mso-spacerun: yes;"> </span>Societal expectations are that students develop 21<sup>st</sup> century skills and dispositions whilst sitting in today’s classrooms; consequently teachers need to be able to deliver instruction that addresses these expectations and develops not only technological proficiency but also students’ abilities to locate, evaluate, and communicate information.<span style="mso-spacerun: yes;"> </span>In re-examining my own views on learning, expressed way back in week one of my studies, I always considered my instruction to be largely <i style="mso-bidi-font-style: normal;">constructivist</i> in nature. <span style="mso-spacerun: yes;"> </span>In the past I consistently worked to embrace technological innovation and provide instruction which employed learning scenarios filled with opportunities for my students to effectively and actively create their own personal understanding of classroom concepts. <span style="mso-spacerun: yes;"> </span>In now having worked through Orey’s numerous presentations on learning theories I would like to think my personal theory on learning has further evolved and been effectively fine-tuned, so to speak (Laureate Education, Inc., 2011d). <span style="mso-spacerun: yes;"> </span>Clearly today’s teachers need to be able to simultaneously deliver instruction using a variety of research-based strategies and innovative technologies in order to effectively address the diverse learning needs of today’s students.<span style="mso-spacerun: yes;"> </span>Classroom generated learning scenarios must offer students greater opportunities for effective learning and the recall of information through meaningful collaboration, technology use, and the communicating of information.<span style="mso-spacerun: yes;"> </span>In now looking at my <i style="mso-bidi-font-style: normal;">new</i> theory of learning I can see that it efficiently works to incorporate a variety of learning theories in order to more accurately reflect relevant instruction and create an effective instructional environment. <span style="mso-spacerun: yes;"> </span>In having learned more about how the brain processes information, and now fully identifying the specifics of different learning theories in generating learning connections, my new theory on learning could best be described as <i style="mso-bidi-font-style: normal;">unclassified</i> because I now recognize the value in fully stocking one’s instructional toolkit with as many “tools” as possible so as to increase the likelihood of student success in my classroom.<span style="mso-spacerun: yes;"> </span>By effectively incorporating multiple learning theories my revised classroom instruction will continue to tap into students’ strengths more consistently by offering multiple instructional angles. </span></span></div>
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<span style="color: #f3f3f3;"><span style="color: black; font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-fareast-language: EN-CA;"><span style="color: #f3f3f3;">In actively working to generate these multiple instructional angles the importance of effectively integrating innovative technology into instruction cannot be reinforced enough.</span> <span style="mso-spacerun: yes;"> </span></span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">As the staff of web-based resource Edutopia (2008) observe, <span style="mso-spacerun: yes;"> </span>“</span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-fareast-language: EN-CA;">[t]echnology is ubiquitous, touching almost every part of our lives, our communities, our homes… [and when] properly used, technology will help students acquire the skills they need to survive in a complex, highly technological knowledge-based economy”.<span style="mso-spacerun: yes;"> </span><span style="color: black;"><span style="color: #f3f3f3;">From mind maps and virtual fieldtrips, to spreadsheets and web-based resources the effective integration of technology as both an instructional and learning tool is paramount to ensuring student success both now and in the future.<span style="mso-spacerun: yes;"> </span>In reflecting upon my current views on educational technologies and integration everything which I believed before beginning the course was reaffirmed - and then sub-sequentially expanded upon as I progressed through my studies!<span style="mso-spacerun: yes;"> </span>In long recognizing technology’s inherent ability to ratchet up instructional effectiveness and “hook” students by facilitating effective learning connections through active interaction with information, the new materials and resources presented throughout the course further expanded my (and my colleagues’) repertoire of instructional options and allowed for the creation of new technological pathways upon which to generate unique and meaningful learning experiences. <span style="mso-spacerun: yes;"> </span>Two of these new technology resources which I feel will add excitement and allow for the creative displaying of student understanding are the use of <i style="mso-bidi-font-style: normal;">Voice Threads</i> and <i style="mso-bidi-font-style: normal;">Xtranormal</i> movies.<span style="mso-spacerun: yes;"> </span></span></span></span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3xcVVX714vP29UOiHqx4rO-XdM5iVmUoLbrJ1uEkjhUaXsSpc_REs6WKl93Rgjwv4Y4ahlFanM-AbfoZ9TODhquR4SyXyaB8LgmUmHoB_rdcchFDXeM9-Bm_7tTIxO43kS2FvygVHF_Y/s1600/voicethread.png" imageanchor="1" style="clear: right; cssfloat: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="color: #f3f3f3;"><img border="0" height="194" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3xcVVX714vP29UOiHqx4rO-XdM5iVmUoLbrJ1uEkjhUaXsSpc_REs6WKl93Rgjwv4Y4ahlFanM-AbfoZ9TODhquR4SyXyaB8LgmUmHoB_rdcchFDXeM9-Bm_7tTIxO43kS2FvygVHF_Y/s320/voicethread.png" width="320" yda="true" /></span></a><span style="color: black; font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-fareast-language: EN-CA;"></span></div>
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<span style="color: #f3f3f3;"><span style="color: black; font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-fareast-language: EN-CA;"><span style="color: #f3f3f3;">In examining the use of <i style="mso-bidi-font-style: normal;">Voice Threads</i> and <i style="mso-bidi-font-style: normal;">Xtranormal</i> movies both resources offer teachers instructional flexibility; build on the inherent interest of today’s digital learners; and work to generate unique expressions of learning.<span style="mso-spacerun: yes;"> </span></span></span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">In utilizing these technologies students are encouraged to focus on higher order thinking skills, develop communication and collaboration abilities, and increase their depth of knowledge within authentic cooperative learning tasks capable of providing first-hand interaction with peers, information, and technology. </span><span style="color: black; font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-fareast-language: EN-CA;"><span style="color: #f3f3f3;"><span style="mso-spacerun: yes;"> </span>Both resources efficiently tie in elements of cooperative instruction; provide opportunities for student feedback and collaboration; and both afford students opportunities to interact with information and then effectively use it create a learning artefact which creatively displays their acquired learning/understanding.</span><span style="mso-spacerun: yes;"> </span></span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">In noting these points Orey confirms how active participation in cooperative activities involving technology works to reinforce students’ efforts through the provision of immediate feedback and the development of a learning artefact (Laureate Education, Inc., 2011a).<span style="mso-spacerun: yes;"> </span>With these types of technologies students are able to personally adapt information, scaffold their learning upon pre-existing knowledge and the knowledge of others (i.e. the computer or peers), and then, as Siemens notes, consciously work towards attaining higher levels of understanding by establishing effective learning connections (Laureate Education, Inc, 2011b).<span style="mso-spacerun: yes;"> </span>My first run through with the Voice Thread technology with students was a huge success, now I cannot wait to begin getting students experimenting with the Xtranormal movie making software next!</span></span></div>
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<span style="color: #f3f3f3;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">So now where do all these new technologies and skills leave me in reference to future long-term goals? Well in coming at the topic of long-term goals from a school leadership perspective obviously I want to actively share my skills and expertise with my staff and fellow colleagues so as to help further raise the effectiveness of the classroom instruction occurring within the school.<span style="mso-spacerun: yes;"> </span>In actively working to establish a professional learning community amongst all staff members, both English speaking and Arab, a collaborative environment can be further reinforced through the meaningful sharing of instructional strategies, information, and resources. Obviously the set up of a professional learning community can take time as staff members get accustom to the idea and work through any challenges in reference to technology use.<span style="mso-spacerun: yes;"> </span>Initially this community will be established through weekly e-mail updates and traded messages but over time it will evolve into a shared school wiki where staff collaboration can be fostered; instructional resources and strategies shared; current trends in education discussed; and ultimately best practice instruction formed. <span style="mso-spacerun: yes;"> </span>In looking at a second goal our school’s on-site professional development program will be getting a 21<sup>st</sup>-century “make-over” whereby the instructional strategies and resources utilized to deliver professional development will be changed to incorporate more interactive media, effectively dual-coded instruction, and higher rates of social interaction to allow for more effective and efficient learning amongst staff members.<span style="mso-spacerun: yes;"> </span>Technology and its motivational elements will play a larger role in the delivery and attainment of information and understanding – no more lecturing and reading of power point presentations</span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;"> instead professional development will actively work to alter the instructional mindsets of teachers towards the effective delivery of 21<sup>st</sup> century instruction</span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">! <span style="mso-spacerun: yes;"> </span>Graphic organizers, interactive media, video and images, virtual fieldtrips and web-based resources are what are in store for the future with the end aim being for professional development to become as Orey notes, an <i style="mso-bidi-font-style: normal;">immersive experience</i> in which teachers leave feeling motivated, reaffirmed, and wanting to try some of the new things out with their students </span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">beyond the confines of their comfort zones (Laureate Education, Inc. 2011c)! <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span></span></span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;"><span style="color: #f3f3f3;">The last seven weeks have been challenging, but well worth the time and effort.<span style="mso-spacerun: yes;"> </span>With each successive week in my graduate studies I am feeling more and more “masterful” in terms of the manner in which I approach my career as a professional teacher and how I view technology’s role within it.<span style="mso-spacerun: yes;"> </span>Through my active participation in my latest course my repertoire of techniques and strategies continues to expand and now my toolbox of resources is growing alongside as well. <span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">Undoubtedly the long-term goals which I have set for myself and the instructional shift needed will take time but by effectively communicating knowledge regarding emerging trends and innovative technologies my actions can as Prensky (2005) highlights, get teachers to “rais[ing] their heads from the grindstone and observ[ing] the new landscape that is emerging” (p.9) around them. Through my actions and the information I now possess teachers will <em>hopefully</em> recognize the necessity for instructional change to assist them in the development of student-centered instruction which builds upon student interests and facilitates new age skills. </span>I have always enjoyed using technology with students. <span style="mso-spacerun: yes;"> </span>In now having worked my way through this course I am able to apply technology more creatively…and ultimately more effectively!</span></span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><span style="color: #cccccc;">References</span></span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-fareast-language: EN-CA; mso-font-kerning: 18.0pt;"><span style="color: #cccccc;">Edutopia Staff. (2008, March).<span style="mso-spacerun: yes;"> </span>Why Integrate Technology into the Curriculum?: The Reasons Are Many - There's a place for tech in every classroom. <i style="mso-bidi-font-style: normal;">What Works in Education.</i> The George Lucas Educational Foundation. Retrieved from</span> </span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;"><a href="http://www.edutopia.org/technology-integration-introduction"><span style="mso-fareast-language: EN-CA; mso-font-kerning: 18.0pt;">http://www.edutopia.org/technology-integration-introduction</span></a></span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-fareast-language: EN-CA; mso-font-kerning: 18.0pt;">.</span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;"><span style="color: #cccccc;">Laureate Education, Inc. (Producer). (2011a). Program eight: Social learning theories [Video webcast]. <i style="mso-bidi-font-style: normal;">Bridging learning theory, instruction and technology.</i> Retrieved from </span><a href="http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1">http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1</a></span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 150%;"><span style="color: #cccccc;">Laureate Education, Inc. (Producer). (2011b). Program nine: Connectivism as a learning theory [Video webcast]. <i style="mso-bidi-font-style: normal;">Bridging learning theory, instruction and technology.</i> Retrieved from </span></span><a href="http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 150%;">http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1</span></a></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><span style="color: #cccccc;">Laureate Education, Inc. (Producer). (2011c). Program six: Spotlight on technology: Virtual field trips [Video webcast]. <i style="mso-bidi-font-style: normal;">Bridging learning theory, instruction and technology.</i> Retrieved from </span><a href="http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1">http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1</a></span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;"><span style="color: #cccccc;">Laureate Education, Inc. (Producer). (2011d). Program three: Instructional theory vs. learning theory [Video webcast]. <i style="mso-bidi-font-style: normal;">Bridging learning theory, instruction and technology.</i></span><span style="color: #cccccc;"> <span style="color: black;"><span style="color: #cccccc;">Retrieved from</span> </span></span><a href="http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1">http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1</a></span></div>
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<span style="color: #cccccc;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">Prensky, M. (2005, December). Listen to the Natives. <i style="mso-bidi-font-style: normal;">Educational Leadership. 63</i>(4). p.8-13. </span><em><span style="color: black; font-size: 12pt; line-height: 115%;"><span style="color: #cccccc; font-family: Calibri;">Alexandria, VA:</span></span></em><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;"> Association for Supervision and Curriculum Development. Retrieved from: Academic Search Complete database. ISSN: 00131784.</span></span></div>
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<br /></div>Trevorhttp://www.blogger.com/profile/13718618959099428573noreply@blogger.com0tag:blogger.com,1999:blog-4871873919127467430.post-13347666468913912192012-02-02T02:21:00.000-07:002012-02-03T04:10:58.912-07:00Social Theory and Cooperative Learning<div class="separator" style="clear: both; text-align: center;">
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<span style="color: #eeeeee;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 150%; mso-bidi-font-size: 11.0pt;">A </span><span lang="EN-US" style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-US; mso-bidi-font-size: 11.0pt;">key attribute of effective classroom instruction is that students work within what Vygotsky termed the <i style="mso-bidi-font-style: normal;">zone of proximal development</i>. Through the purposefully design and targeting of instruction to operate within this developmental range learners are given activities which are challenging but easily completed with the use of knowledgeable assistance</span><span lang="EN-US" style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 150%; mso-ansi-language: EN-US;">. <span style="mso-spacerun: yes;"> </span>It is in discussing this element of assistance and guidance from more knowledgeable individuals, or as Orey describes them more knowledgeable others, on topics, or within tasks or activities, that we can examine the role of social learning theory within cooperative learning based classrooms (Laureate Education, Inc., 2011a).</span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 150%; mso-bidi-font-size: 11.0pt;"> Social learning theory focuses on the learning that occurs within a <span style="mso-bidi-font-weight: bold;">social context, and relates to</span> peoples’ ability to learn </span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 150%;">through observing others’ behaviors, attitudes, and ultimately the outcomes of those behaviours.<span style="mso-spacerun: yes;"> </span>In examining social learning theory and instructional strategies such as cooperative learning I believe there is indeed a strong correlation as the effective use of social learning theories supports the implementation of instructional strategies which facilitate student communication, collaboration, and meaningful cooperation with others.</span></span></div>
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<span style="color: #eeeeee;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 150%;">Through teachers’ meaningful actions effective learning atmospheres within classrooms which utilize social learning strategies such as cooperative learning work to, as </span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">Johnson, Johnson, and Smith (1991) note, </span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 150%;">generate the associated student benefits of </span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">“positive interdependence, individual [and group] accountability, face-to-face interaction, appropriate use of collaborative skills, and group processing” (as cited by Tsay and Brady, 2010, p.79). <span style="mso-spacerun: yes;"> </span>In using</span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 150%;"> social learning activities which promote active engagement with information and other persons such as jigsaws, think-pair-share, round-table discussions, three step interviews, or pairs checking </span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 150%;"><span style="mso-spacerun: yes;"> </span>greater retention of subject matter, improved attitudes towards learning, and enhanced relationships amongst group members are encouraged.<span style="mso-spacerun: yes;"> </span>These types of cooperative activities can be further enhanced through the effective integration of social networking media such as Skype, Facebook, Twitter, Second Life, or multimedia web-based learning tools like Xtranormal, Glogster, blogging Webquests, or Voice Threads.<span style="mso-spacerun: yes;"> </span>Through the use of innovative technology students are given further means to efficiently gather, evaluate, create, and most importantly display and share their acquired learning.<span style="mso-spacerun: yes;"> </span>In having had the opportunity to personally work with Voice Thread technology my mind was immediately swamped with ideas on how this type of software could influence instruction - and more importantly benefit student learning.<span style="mso-spacerun: yes;"> </span>Through my own <i style="mso-bidi-font-style: normal;">playing around</i> (see appendix 1 below) I was amazed at how easily one could visually and orally display information.<span style="mso-spacerun: yes;"> </span>Through the software I was able to organize and manipulate materials and then give detailed information specific to individual components within my project.<span style="mso-spacerun: yes;"> </span>This visually interactive nature and the ability to express thoughts is something which O”Bannon, Puckett, and Rakes (2006) cite as being essential to students being able to “discover, create, and communicate understanding in a format that is…[personally] logical” (p.129).<span style="mso-spacerun: yes;"> </span>In having this ability to creatively design and present, students are able to effectively communicate their learning to others even if not face-to-face consequentially expanding the range of learning possibilities beyond the walls of the classroom and aiding in greater opportunities for collaborative learning and the sharing of information between classmates.<span style="mso-spacerun: yes;"> </span>With the aid of technology shy or reluctant students would be given a medium or ‘voice’ through which to present their learning in a nonthreatening, user friendly environment; high achieving students would have their learning further opened to a world of possibilities through which to creatively express themselves; cooperative learners would be able to effectively collaborate and share; and most importantly teachers would be given a tool through which to gain a truer picture of their students’ levels of understanding through students’ physical creation and application of learned concepts.<span style="mso-spacerun: yes;"> </span>In being able to produce movies, generate multimedia slideshows, collaborate in virtual worlds, and communicate digitally classroom learning becomes relevant to students’ lives and in the end is more reflective of today’s society.</span></span><br />
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<span style="color: #eeeeee; font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 150%;">In offering their perspective on cooperative learning Wong & Wong (1998) note how “cooperative learning is not so much learning how to cooperate as it is cooperating to learn” (as cited by Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.143). Through the exchanging of information and material, the challenging of each other's reasoning, and the provision of feedback and encouragement, the use of cooperative learning works to aid students in assisting each other in overcoming challenges and completing whatever task has been assigned.<span style="mso-spacerun: yes;"> </span>Social learning theory and the learning that occurs though the peer-to-peer exchanging of ideas within cooperative instruction are indeed correlated. Through its effective integration social media can be an accelerant for this type of cooperative social learning by working to increase the effectiveness and efficiency of learning interactions both within and outside of school by, as Siemens notes, allowing for increased visualization opportunities and the generating of learning connections (Laureate Education, Inc., 2011b). In the end learning is complex and being afforded and having fluency with multiple teaching strategies such as those associated with social learning remains the key to effectively reaching students and promoting learner success within today’s classrooms.</span><br />
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<span style="color: #eeeeee; font-family: Georgia, "Times New Roman", serif; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><strong>Appendix 1</strong></span></div>
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<span style="color: #eeeeee; font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">My Voice Thread URL: </span><a href="http://voicethread.com/share/2680654/"><span style="color: #eeeeee; font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">http://voicethread.com/share/2680654/</span></a><br />
<span style="color: #eeeeee;"><br /></span><strong><span style="color: #eeeeee; font-family: Georgia, "Times New Roman", serif;">References</span></strong></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 150%;"><span style="color: #eeeeee;">Laureate Education, Inc. (Producer). (2011a). Program eight: Social learning theories [Video webcast]. <i style="mso-bidi-font-style: normal;">Bridging learning theory, instruction and technology.</i> Retrieved from </span><a href="http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1"><span style="color: #eeeeee;">http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1</span></a></span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 150%;"><span style="color: #eeeeee;">Laureate Education, Inc. (Producer). (2011b). Program nine: Connectivism as a learning theory [Video webcast]. <i style="mso-bidi-font-style: normal;">Bridging learning theory, instruction and technology.</i> Retrieved from </span><a href="http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1"><span style="color: #eeeeee;">http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1</span></a></span></div>
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<span style="color: #eeeeee; font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 150%;">O’Bannon, B., Puckett, K., Rakes, G. (2006). Using Technology to Support Visual Learning Strategies. <i>Type II Uses of Technology in Education: Projects, Case Studies, and Software Applications.23</i><span style="mso-bidi-font-style: italic;">(1/2).p.125-137.<i> </i></span>The Haworth Press, Inc. Retrieved from ERIC database. DOI: 10.1300/J025v23n01_11.</span></div>
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<span style="color: #eeeeee; font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 150%;">Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). <i style="mso-bidi-font-style: normal;">Using Technology with Classroom Instruction that Works</i>. Alexandria, VI, Association for Supervision and Curriculum Development.</span></div>
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<span style="color: #eeeeee; font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 150%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">Tsay, M. and Brady, M. (2010, June). A Case Study on Cooperative Learning and Communication Pedagogy: Does Working in Teams Make a Difference? <i style="mso-bidi-font-style: normal;">Journal of the Scholarship of Teaching and Learning, 10</i>(2), 78-89. Retrieved from ERIC database.</span></div>Trevorhttp://www.blogger.com/profile/13718618959099428573noreply@blogger.com2tag:blogger.com,1999:blog-4871873919127467430.post-3267776441434963842012-01-24T11:20:00.000-07:002012-01-24T11:20:25.877-07:00Project-based Learning and Hypotheses: An Effective Thinking Adventure!<br />
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<span style="color: white;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">As society’s
ever-expanding love affair with technology continues to blossom the growing
influence of technological innovation and its role within student instruction
in today’s classrooms continues to be a hot topic of discussion. Clearly the
changing nature of business necessitates the purposeful use of technology-based
activities in the classroom consequently teachers need to adjust the manner in
which they approach the effective development and delivery of classroom
instruction.<span style="mso-spacerun: yes;"> </span>Through their actions to
actively recognize </span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">the full instructional potential of
educational technology </span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">teachers are now
</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">making
the pedagogical shift necessary to positively affect student achievement.<span style="mso-spacerun: yes;"> </span>Now in making these instructional changes
teachers must remain cognizant of the need to use of a variety of instructional
strategies with students up to and including constructionist theory based
strategies involving project-based, problem-based, or inquiry-based approaches.
In examining the features of classroom instruction involving project-based learning
it is important to note that the foundation of this instructional strategy is,
as Han & Bhattacharya (2001) note, built on Jean Piaget’s theory of <i style="mso-bidi-font-style: normal;">constructivist learning </i>which asserts
that “knowledge is not simply transmitted from teacher to student, but actively
constructed in the mind of the learner” within a meaningful context.<span style="mso-spacerun: yes;"> </span>In working to link this theoretical definition
with the effective creation of learning tasks involving the g</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">enerating
and testing of hypotheses</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> opportunities do undoubtedly exist for
teachers to actively engage students in prediction or ‘what if’ type tasks
entailing the construction of personal knowledge.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></div>
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<span style="color: white;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">In examining the attributes of effective
constructionist instruction some teachers may lack experience with
project-based learning and are consequently left wondering why they should
adopt this method of teaching.<span style="mso-spacerun: yes;"> </span>The
simple answer, according to online project-based website Edutopia (2011) is
that “p</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">roject-<span style="color: white;">based
learning is a dynamic approach to teaching in which students explore real-world
problems and challenges. With this type of active and engaged learning,
students are inspired to obtain a deeper knowledge of the subjects they're
studying</span></span></span><span style="color: white;"><b style="mso-bidi-font-weight: normal;"><span style="font-size: 12pt; line-height: 115%;"><span style="font-family: Calibri;">”</span></span></b><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">. <span style="mso-spacerun: yes;"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">In
building upon this description the use of project-based learning experiences encourages
students and affords them the opportunity to be effectively guided through the investigation
and learning process.<span style="mso-spacerun: yes;"> </span>Within
project-based instruction students are encouraged to ask high-quality
questions, generate hypotheses and predictions, observe and evaluate
information, and finally, as Orey notes, generate some form of external
artefact which demonstrates understanding and is able to be effectively shared
with others as a means of demonstrating growth in learning (Laureate Education,
Inc., 2011).<span style="mso-spacerun: yes;"> </span>Now given the ever
increasing focus on effective technology integration and the use of </span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">real-world
learning experiences, </span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">upon reviewing a selection of online
project-based learning websites including </span></span><a href="http://www.edutopia.org/project-based-learning" target="_blank"><span style="color: white; font-family: Calibri;">Edutopia:
Project Learning</span></a><span style="color: white; font-family: Calibri;">, </span><a href="http://pbl-online.org/" target="_blank"><span style="color: white; font-family: Calibri;">Project-Based
Learning: The Online Resource for PBL</span></a><span style="color: white; font-family: Calibri;">, and </span><a href="http://space.jpl.nasa.gov/" target="_blank"><span style="color: white; font-family: Calibri;">NASA Solar System Simulator</span></a><span style="color: white;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;"> it is
apparent that technology can assist teachers in </span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">linking
instruction with students’ innate curiosity about their surroundings and how
things operate.<span style="mso-spacerun: yes;"> </span></span></span></div>
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<span style="color: white;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span style="color: white;"><span style="mso-spacerun: yes;">Obviously the use of technology such as these web-based resources further enhances the refinement of 21st century skills and</span> works to encourage students to learn <i style="mso-bidi-font-style: normal;">with </i>technology as opposed to <i style="mso-bidi-font-style: normal;">from
</i>technology. Now this desired learning shift, as Pitler, Hubbell,
Kuhn, and Malenoski (2007) note, facilitates students incorporating personal knowledge
into the technology-based decision-making process whereby they are able to see the possible outcomes
of their personal hypotheses within virtual situations capable of providing “incredibly
engaging learning environments, resulting in increased [student] motivation and
retention in learning” (p.212).<span style="mso-spacerun: yes;"> </span>Glazer
(2001) echoes this research when noting how project-based resources offer
students opportunities to purposefully generate and test hypotheses by allowing
them to “examine evidence about a particular topic and then respond to an issue
or make a decision from a particular point of view”.<span style="mso-spacerun: yes;"> </span>Now generally when people hear the word
hypothesis their minds may or may not automatically zoom off to the realm of
scientific discovery, however Pitler et al. (2007) notes that this is not
necessarily the case and that in fact the strategic development of hypotheses
“is applicable to all content areas” (p.202).<span style="mso-spacerun: yes;">
</span>In using hypotheses as an instructional</span> </span><span lang="EN-US" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-US;">strategy the generating process builds upon the
foundation of constructionism within project-based learning by effectively
enhancing students’ interactions with information and promoting, as Orey
observes, the first-hand application of knowledge in the creation of learning
artifacts (Laureate Education,, Inc., 2011).<span style="mso-spacerun: yes;">
</span>In developing project-based scenarios involving hypotheses students are
actively engaged in higher order thinking requiring them to make predictions,
explain their learning, and then draw and express conclusions based upon their
findings.<span style="mso-spacerun: yes;"> </span>This meaningful interaction with
information throughout the completion of the task assists students in linking
pre-existing and newly introduced information.<o:p></o:p></span></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><span style="color: white;">Clearly when
implemented efficiently project-based learning involving hypothesizing draws on
the inherent motivation of student curiosity, offers an element of challenge,
and provides the higher level ‘thinking’ experiences needed to empower students
to become active consumers of information capable of tackling real-world
problems through critical problem-solving and group collaboration.<span style="mso-spacerun: yes;"> </span>In getting students actively thinking about
the information they are examining, whether with or without the use of
technology, teachers are able to encourage the development of meaningful
learning connections and the proficient recall of information by their students.<span style="mso-spacerun: yes;"> </span>In closing the use of hypotheses in
conjunction with constructivist instruction challenges students with meaningful
activities designed to, as Glazer (2001) concludes, “address broader learning
goals that focus on preparing students for active and responsible citizenship”
- which is ultimately what effective teaching, is all about.<o:p></o:p></span></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><span style="font-family: Times, "Times New Roman", serif;"><span style="color: white;">References<o:p></o:p></span></span></span></div>
<span style="color: white; font-family: Times, "Times New Roman", serif;">
</span><br />
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%; mso-bidi-font-size: 11.0pt;"><span style="color: white; font-family: Times, "Times New Roman", serif;">Edutopia. (2012). What Works in Education.<span style="mso-spacerun: yes;"> </span>The George Lucas Educational Foundation.
Retrieved from </span></span><a href="http://www.edutopia.org/project-based-learning"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%; mso-bidi-font-size: 11.0pt;"><span style="color: white; font-family: Times, "Times New Roman", serif;">http://www.edutopia.org/project-based-learning</span></span></a><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%; mso-bidi-font-size: 11.0pt;"><span style="font-family: Times, "Times New Roman", serif;"><span style="color: white;">.<o:p></o:p></span></span></span></div>
<span style="color: white; font-family: Times, "Times New Roman", serif;">
</span><br />
<div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 0pt 1cm; text-indent: -1cm;">
<span style="font-family: Times, "Times New Roman", serif;"><span style="color: white;">G<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%; mso-bidi-font-size: 11.0pt;">lazer, E. (2001). Problem Based Instruction. In M.
Orey (Ed.), Emerging perspectives on learning, teaching, and technology.
Retrieved from </span></span></span><a href="http://projects.coe.uga.edu/epltt/"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%; mso-bidi-font-size: 11.0pt;"><span style="color: white; font-family: Times, "Times New Roman", serif;">http://projects.coe.uga.edu/epltt/</span></span></a><span style="font-family: Times, "Times New Roman", serif;"><span style="color: white;">.<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></span></span></div>
<span style="color: white; font-family: Times, "Times New Roman", serif;">
</span><br />
<div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 0pt 1cm; text-indent: -1cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;"><span style="color: white; font-family: Times, "Times New Roman", serif;">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 from </span></span><a href="http://projects.coe.uga.edu/epltt/"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;"><span style="color: white; font-family: Times, "Times New Roman", serif;">http://projects.coe.uga.edu/epltt/</span></span></a><span style="font-family: Times, "Times New Roman", serif;"><span style="color: white;">.<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;"><o:p></o:p></span></span></span></div>
<span style="color: white; font-family: Times, "Times New Roman", serif;">
</span><br />
<div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 10pt 22.5pt; text-indent: -22.5pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%; mso-bidi-font-size: 11.0pt;"><span style="color: white; font-family: Times, "Times New Roman", serif;">Laureate Education, Inc. (Producer).
(2011). Program seven: Constructionist and constructivist learning theories
[Video webcast]. <i style="mso-bidi-font-style: normal;">Bridging learning theory,
instruction and technology.</i> Retrieved from </span></span><a href="http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%; mso-bidi-font-size: 11.0pt;"><span style="color: white; font-family: Times, "Times New Roman", serif;">http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1</span></span></a><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%; mso-bidi-font-size: 11.0pt;"><span style="font-family: Times, "Times New Roman", serif;"><span style="color: white;">.<o:p></o:p></span></span></span></div>
<span style="color: white; font-family: Times, "Times New Roman", serif;">
</span><br />
<div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 10pt 1cm; text-indent: -1cm;">
<span style="font-family: Times, "Times New Roman", serif;"><span style="color: white;"><span style="font-size: 12pt; line-height: 200%; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">Pitler, H.,
Hubbell, E., Kuhn, M., & Malenoski, K. (2007). <i>Using technology with
classroom instruction that works.</i> Alexandria, VA: ASCD.</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;"><o:p></o:p></span></span></span></div>Trevorhttp://www.blogger.com/profile/13718618959099428573noreply@blogger.com4tag:blogger.com,1999:blog-4871873919127467430.post-55725543145181567612012-01-18T15:37:00.000-07:002012-01-19T07:35:48.738-07:00Cues, and Questions, and Advance Organizers...Oh my!<br />
<div class="MsoNormal" style="margin: 0cm 0cm 10pt; text-indent: 1cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span style="color: white;">In taking a cue from
the <i style="mso-bidi-font-style: normal;">Wizard of Oz</i> the use of instructional
strategies such as cues, questions, and advance organizers (as opposed to
lions, and tigers, and bears) as well as effective summarizing and note taking helps
students more clearly recognize information connections and works to assist
students in becoming information ‘wizards’. <span style="mso-spacerun: yes;"> </span>In looking closely at the essential purpose of
these instructional strategies in relation to classroom usage they are to provide
mechanisms which assist students in organizing and storing information in
long-term memory so that it can be accessed later to effectively solve problems.
<span style="mso-spacerun: yes;"> </span>As Pitler, Hubbell, Kuhn & Malenoski
(2007) highlight in their research on strategies which help students acquire
and integrate learning, instruction which “focuses on enhancing students’ abilities
to synthesize information” (p.119) allows students to analyse and organize
information in a manner that is personally meaningful.<span style="mso-spacerun: yes;"> </span>Now in identifying a correlation between
these identified instructional strategies and cognitive learning theory this
element of meaningfulness is important because it speaks to a critical factor
in promoting long-term memory and the retrieval of information. <span style="mso-spacerun: yes;"> </span>Cognitive learning theory centers on the premise
that meaningful information is stored in a structured fashion within short-term
and long-term memory, and that information is accessible through the
development of learning connections established through active interaction.<span style="mso-spacerun: yes;"> </span>Meaning, in simplified terms, the more
connections that are developed the more likely it is that the information will
be stored and then retrieved when needed.<span style="mso-spacerun: yes;">
</span>It is in identifying this need for purposeful interaction with
information and the development of learning connections that the incorporated use
of effectual instructional strategies, such as cues, questions, and advance
organizers as well as efficient summarizing and note taking, correlates directly
with the tenets of cognitive learning theory.<o:p></o:p></span></span></div>
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<span style="color: white;">
</span><br />
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span style="color: white;">Now simply possessing subject
knowledge will not help students learn and retain new information unless they are
able to connect to this information and effectively apply it when needed.<span style="mso-spacerun: yes;"> </span>By using instructional strategies such as
those noted teachers can effectively activate background knowledge and help their
students focus on what they will be learning, and in doing so influence what
students will learn by assisting them in generating connections between the information
they already know and the information they will need to know. <span style="mso-spacerun: yes;"> </span>An example of this is in the use of advance
organizers which makes learning more meaningful to students by effectively helping
them learn new material by relating it to personal experiences and prior content
knowledge in a visual format.<span style="mso-spacerun: yes;"> </span>This
visual format appeals to students in that they are able to get creative and
express their thoughts in a manner which makes sense to them.<span style="mso-spacerun: yes;"> </span>In terms of effectiveness the use of advance
organizers within instruction efficiently addresses multiple learning
modalities which as Orey highlights allows information to be internalized
within multiple learning networks thereby increasing the probability of long
term memory and the likelihood of information being recalled when needed
(Laureate Education, Inc., 2010).<span style="mso-spacerun: yes;"> </span>Through
their actions students are able to pinpoint their efforts and develop further
information links which may assist them in remembering information. In using
advance organizers such as concept mapping programs like <i style="mso-bidi-font-style: normal;">Kidspiration</i> students are motivated and given an enjoyable method
to collaboratively brainstorm and recognize new ideas whilst developing their
maps. Concept mapping affords students the opportunity to evaluate information
and communicate their thoughts more efficiently thereby allowing them to enhance
their knowledge of the initial topic. <span style="mso-spacerun: yes;"> </span>Likewise
having the ability to take meaningful notes and summarize information in an effective
manner allows students to structure and understand content information easier, this
again speaks to the need for purposeful interaction.<span style="mso-spacerun: yes;"> </span>As Pitler et al. (2007) observe, an effective
method for note taking is one which incorporates “outlining, webbing, and pictographs
in addition to words” (p.124). <span style="mso-spacerun: yes;"> </span>In
generating these useful notes students are able to take information and
synthesize it into a form that is easier to process using their own words. <span style="mso-spacerun: yes;"> </span>Being able to effectively synthesize and
elaborate on information helps students build those much sought after cognitive
learning connections and allows them to integrate new knowledge that much
easier.<o:p></o:p></span></span></div>
<span style="color: white;">
</span><br />
<div class="MsoNormal" style="margin: 0cm 0cm 10pt; text-indent: 1cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span style="color: white;"><span style="color: white;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-CA; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">In identifying the benefits associated with using cognitive
instructional strategies to enhance student learning they are countless.
Through their effectual use student creativity is encouraged, comprehension is
increased, and most importantly the degree of engagement is raised as learning
becomes more meaningful to students. </span>In utilizing instructional
strategies such as cues, questions, and advance organizers as well as efficient
summarizing and note</span> taking teachers are able to assist learners who may have a
wealth of information related to a topic but may need help in recognizing how
everything is connected.<span style="mso-spacerun: yes;"> </span>In actively
working to draw on background knowledge and allowing students to personally represent
information in a manner that is meaningful students are able to evaluate and
organize information in the interest of reaffirming learning connections.<span style="mso-spacerun: yes;"> </span>Clearly these strategies encourage students
to be active in the learning process and build upon the cognitive goal of providing
meaningful opportunities to interact with information so as to encourage
retention, i.e. learning. <o:p></o:p></span></span></div>
<span style="color: white;">
</span><br />
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><span style="color: white;">References<o:p></o:p></span></span></div>
<span style="color: white;">
</span><br />
<div class="MsoNoSpacing" style="margin: 0cm 0cm 0pt 1cm; text-indent: -1cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"><span style="color: white;">Laureate Education,
Inc. (Producer). (2010). Program five: Cognitive learning theories. [Video
webcast]. Retrieved from </span></span><a href="http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6289937&Survey=1&47=8834938&ClientNodeID=984650&coursenav=1&bhcp=1" target="_new"><span style="font-family: "Times New Roman","serif"; font-size: 12pt;"><span style="color: white;">http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6289937&Survey=1&47=8834938&ClientNodeID=984650&coursenav=1&bhcp=1.</span></span></a></div>
<span style="color: white;">
</span><br />
<span style="color: white;">
</span><br />
<div class="MsoNormal" style="line-height: normal; margin: 0cm 0cm 10pt 1cm; text-indent: -1cm;">
<span style="font-family: Times, "Times New Roman", serif;"><span style="color: white;"><span style="font-size: 12pt; mso-bidi-font-family: "Times New Roman"; mso-bidi-font-size: 11.0pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">Pitler, H., Hubbell, E., Kuhn,
M., & Malenoski, K. (2007). <i>Using technology with classroom instruction
that works.</i>Alexandria, VA: ASCD.</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;"><o:p></o:p></span></span></span></div>Trevorhttp://www.blogger.com/profile/13718618959099428573noreply@blogger.com4tag:blogger.com,1999:blog-4871873919127467430.post-32887202145682930152012-01-09T14:33:00.003-07:002012-01-13T02:32:57.109-07:00Behaviourism, Technology, and Classroom Instruction<br />
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">As the continued rate of societal change and
technological innovation works to place a greater emphasis on the development
of 21<sup>st</sup> century skills involving critical thinking, expert
communication, and students’ abilities to effectively collaborate and utilize
technology, today’s classrooms teachers are actively rethinking the manner in
which they interact and instruct their students.</span><span style="mso-spacerun: yes;"><span style="font-family: Calibri;"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">In looking at 21<sup>st</sup> century
skill development The Partnership for 21<sup>st</sup> Century Skills (2011)
cites the <i style="mso-bidi-font-style: normal;">Programme for International
Student Assessment</i> in defining ICT literacy as “the interest, attitude, and
ability of individuals to appropriately use digital technology, and
communication tools to access, manage, integrate and evaluate information,
construct new knowledge, and communicate with others in order to participate
effectively in society” (p. 4).<span style="mso-spacerun: yes;"> </span>In citing
this information and recognizing the very apparent need for instructional
change teachers are left to question whether learning theories utilized successfully
with past generations, such as behaviourism, are as relevant and applicable to
current instructional practices.<span style="mso-spacerun: yes;"> </span>In
light of society’s changing views on learning one is left to question whether there
is a place for behaviourism within current education given the increased push
for the successful integration of educational technology?<span style="mso-spacerun: yes;"> In answering this question </span>I believe so, and in carefully reviewing
various technological resources and looking at the educational strategies of <i style="mso-bidi-font-style: normal;">reinforcing effort</i> and <i style="mso-bidi-font-style: normal;">homework and practice</i>, an instructional
connection between these strategies, B.F. Skinner's concept of behaviourism, and the utilization of technology
resources indeed supports </span><span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN;">student achievement and promotion of learner success</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">.<o:p></o:p></span></div>
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<br />
<h4 style="margin: 10pt 0cm 0pt;">
<em><span style="background-color: white; color: cyan; font-family: Georgia, "Times New Roman", serif;">Reinforcing Effort</span></em></h4>
<br />
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">Reflecting on my time
in the classroom I, as a teacher, have always been a strong proponent of
positive reinforcement and believe an encouraging word can do wonders in the
classroom!<span style="mso-spacerun: yes;"> </span>As a means of motivating
students to achieve their best the use of positive reinforcement works to build
on the self-esteem of students and allows them to see the value inherent to
their actions.<span style="mso-spacerun: yes;"> </span>In looking at the methodology
of behaviourism its beginnings can be attributed to behavioural psychologist
B.F. Skinner whose theory of <i style="mso-bidi-font-style: normal;">operant
conditioning</i>, as discussed by Orey (Laureate Education, 2011) centers around
the theory that learning only occurs as a result of a stimulus response, be it
positive or negative.<span style="mso-spacerun: yes;"> </span>Building on this
concept Pitler, Hubbell, Kuhn, & Malenoski’s (2007) research on effective
instruction and technology use supports this behavioural theory and recognizes that
the positive reinforcing of student effort is an important factor in
achievement, and can work to “enhance students’ understanding of the
relationship between effort and achievement by addressing [students’] attitudes
and beliefs about learning” (p.155). <span style="mso-spacerun: yes;"> </span>In
taking the reinforcement of effort and adding in the element of technology, the
use of digital resources can, as Pitler et al. (2007) note, allow students and
teachers to more easily identify the connecting link between class effort and
achievement levels due to the provision of immediate feedback and the tracking
of the effects of effort.<span style="mso-spacerun: yes;"> </span>In utilizing
technology such as data spreadsheets as a <i style="mso-bidi-font-style: normal;">visual</i>
tool within the reinforcement process, students are given the opportunity to track
and see first-hand the correlation between their grades and the level of effort
they put forth.<span style="mso-spacerun: yes;"> </span>Again Pitler et al. (2007)
note, “a powerful way to convince students that effort is truly tied to
achievement is to show them data – not just data on themselves but also
combined data on the groups they associate with” (p.161).<span style="mso-spacerun: yes;"> </span>From a behavioural standpoint </span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">t</span><span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN;">his sharing of data with students works to influence
behavioral change by </span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">providing
students with visual information and a source of stimulus needed to maintain
learner performance, or if required garner the sought after learner changes,
i.e. the student sees their low performance rating, becomes motivated to
change, and subsequently learns they need to apply themselves more efficiently if
they want a better grade.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></div>
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<br /></div>
<h4 style="margin: 10pt 0cm 0pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><em><span style="color: cyan;"><span style="background-color: white;"><span style="font-family: Georgia, "Times New Roman", serif;">Homework and Practice<o:p></o:p></span></span></span></em></span></h4>
<br />
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">Thinking back to my
days in grade school homework was a given and generally involved reams and
reams of photocopied worksheets and a multitude of textbook pages.<span style="mso-spacerun: yes;"> </span>Back then I just thought my teacher was mean;
it is only now that I am on the other side of the desk that I can see that the
perceived benefit of her actions was not the crushing of my social life.<span style="mso-spacerun: yes;"> </span>The intended purpose of homework and the
repeated practice of classroom concepts is that students gain proficiency by
being given frequent opportunities to review materials and apply what they have
learned in the interest of gaining a better level of understanding.<span style="mso-spacerun: yes;"> </span>In relating the use of homework to Skinner’s
(as cited by Laureate Education, Inc., 2011) operant theory the stimulus for learning, and
improving, is garnered through students observing their level of proficiency increasing
on continued assignments. <span style="mso-spacerun: yes;"> </span>With repeated
practice the hope is that students begin to observe that the speed or ease with
which they complete questions or tasks has improved; and that they appreciate and
are motivated by the fact that learning has taken place. <span style="mso-spacerun: yes;"> </span>In looking at the changing nature of homework
within current classrooms with the advent of instructional technologies, Pitler
et al. (2007) observe how “technology facilitates homework and practice by
providing a wealth of resources for learning outside the classroom, making it
easy for students to work on collaborative homework assignments and providing
‘drill and practice’ resources that help students refine their skills” (p.189).<span style="mso-spacerun: yes;"> </span>Through the use of a variety of instructional
tasks teachers are able to assign homework which utilizes a range of learning
technology and software.<span style="mso-spacerun: yes;"> </span>Be it word
processing assignments, spreadsheet development, communication software, or the
creation of multimedia projects, homework has been taken to a new level of
student interaction - a level which allows teachers to target learning
objectives, increase student engagement, and scaffold their instruction to
accommodate multiple learning preferences and student diversity, be it
cultural, linguistic, or academic.<span style="mso-spacerun: yes;"> </span>In
reviewing a variety of </span><span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">electronic resources, such as webMATH and online keyboarding, many are constructed
on a behavioral foundation in that students are challenged to correctly work
through various tasks and if they fail to perform correctly they receive some
form of feedback and are given the opportunity to attempt the task again. Technological
resources vary in terms of complexity but the constant in design is that students
are afforded the opportunity to review and practice skills, and then apply their
learning in an interactive fashion.<span style="mso-spacerun: yes;"> </span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">As Pitler et al. (2007) highlight, the integration of technology,
specifically web resources into instruction “allows students to practice
concepts and skills repeatedly from their homes, during a study period, or even
as an anchor activity within a differentiated classroom” (p.195).<span style="mso-spacerun: yes;"> </span>Teachers are quick to recognize that technology
has an immediate appeal to today’s digital minded students generally as a
result of its ability to engage and provide immediate feedback with relation to
the garnering of mastery level understanding, i.e. students enjoy the task, learn the needed skills,
and ultimately work to master the online resource.<span style="mso-spacerun: yes;"> </span>Clearly the integration of technology as a
homework <i style="mso-bidi-font-style: normal;">tool</i> affords teachers the
opportunity to utilize resources that reaffirms learners’ actions, allows for
differentiation, and builds learning exponentially whereby students can progress
along a learning continuum of novice to expert activities and tasks whilst
receiving immediate constructive feedback throughout the learning process. In offering possible resources that facilitate the greater integration of technology into instruction, the Black Gold Regional Schools "Engaging Students" home page (<a href="http://engagingstudents.blackgold.ca/">http://engagingstudents.blackgold.ca/</a>) offers a wealth of online resources for students in k-12, special education, and home-based learning. In helping with the development of the resource I can speak first-hand when I say it is a great resource and there is virtually something about most concept strands including webquests, online tools, and Smart Board resources.</span></div>
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<span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">There is no denying that the learning needs and expectations of today’s students have shifted. Current
instruction must now be capable of addressing 21<sup>st</sup> century skills if
it is to meet society’s changing requirements of learning.<span style="mso-spacerun: yes;"> </span>In recognition of this fact </span><span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN;">classroom instruction and resources involving aspects of behaviorism, though a dated theory of learning,
will continue to assist teachers in</span><span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;"> the promotion of learning behaviors, and allow students
opportunities to further develop and reinforce their understanding of instructed
concepts, including the sought after 21<sup>st</sup> century skills.<span style="mso-spacerun: yes;"> Ultimately i</span></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">n analysing current
instructional strategies and the increasingly prevalent use of technology
resources with students, </span><span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;">the meaningful inclusion of behaviorist teaching techniques and resources
as a means of promoting desired learning behaviors will, despite societal
change, continue to be a part of the learning process by contributing to the
delivery of effective classroom instruction and assisting students with concept retention through repeated practice.<span style="mso-spacerun: yes;">
</span></span><span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN;"><span style="mso-spacerun: yes;"> </span></span><span lang="EN" style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN; mso-bidi-font-size: 11.0pt;"><o:p></o:p></span></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;"><strong>References</strong></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 10pt 22.5pt; text-indent: -22.5pt;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">Laureate Education, Inc. (Producer). (2011). Program
four: Behaviorist learning theory [Video webcast]. <i style="mso-bidi-font-style: normal;">Bridging learning theory, instruction and technology.</i> Retrieved
from <a href="http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1"><span style="color: blue;">http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1</span></a></span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 10pt 1cm; text-indent: -1cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">Partnership for 21<sup>st</sup> Century Skills.
(n.d.). A Report and Mile Guide for 21<sup>st</sup> Century Skills. Washington,
DC: Author. Retrieved from <a href="http://www.p21.org/images/stories/otherdocs/p21up_Report.pdf"><span style="color: blue;">http://www.p21.org/images/stories/otherdocs/p21up_Report.pdf</span></a>.</span></div>
<div class="MsoNormal" style="margin: 0cm 0cm 10pt 1cm; text-indent: -1cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">Pitler, H., Hubbell, E., Kuhn, M., & Malenoski,
K. (2007). <em>Using technology with classroom instruction that works.</em>
Alexandria, VA: ASCD.<o:p></o:p></span></div>Trevorhttp://www.blogger.com/profile/13718618959099428573noreply@blogger.com3tag:blogger.com,1999:blog-4871873919127467430.post-73862780438657726822011-12-18T10:02:00.003-07:002011-12-18T10:02:43.293-07:00A Reflective Look Back...<br />
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;"><strong><span style="font-size: large;"><span style="color: cyan;">A
Reflective Look Back…<o:p></o:p></span></span></strong></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYMlu_g2WP_NYIVmqkqcuanZ8ArnKVB3y61-8ppalwJq50XOkCJpRlCtjjAqn906uclEvhFzg3P75ZzpX5uMF1R1a_7sSIY-jOAWqVz-OUZEN0M-8quEFNsgKP39MsLI9D-VXdif8wTko/s1600/ABC.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="230" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYMlu_g2WP_NYIVmqkqcuanZ8ArnKVB3y61-8ppalwJq50XOkCJpRlCtjjAqn906uclEvhFzg3P75ZzpX5uMF1R1a_7sSIY-jOAWqVz-OUZEN0M-8quEFNsgKP39MsLI9D-VXdif8wTko/s320/ABC.png" width="320" /></a></div>
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<span style="color: white;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">In
reflecting</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;"> on my learning these past 7 weeks through my graduate studies,
specifically in relation to technological abilities, and knowledge of effective
technology integration, t</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">he assigned readings, colleague
discussions, and course work have most certainly allowed me the opportunity </span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">to become
a teacher leader in the area of technology integration.</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span style="mso-spacerun: yes;"> </span>In looking at how this course</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;"> has
helped to develop my own technology skills as a professional teacher</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">
</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-fareast-language: EN-CA;">it is safe to say that<span style="color: black;"> <span style="color: white;">my
own personal beliefs, attitudes, assumptions, and ultimately my level of
understanding have all changed.<span style="mso-spacerun: yes;">
</span>Throughout my career I have always worked to embrace technological innovation
and strived to provide instruction which is current and relevant to my students.<span style="mso-spacerun: yes;"> </span>In looking at my learning over these last few
weeks the importance of effectively responding to the changing learning needs
of today’s digital students has really been reinforced.<span style="mso-spacerun: yes;"> </span>Clearly societal expectations are that
students develop 21<sup>st</sup> century skills and dispositions whilst sitting
in today’s classrooms, consequently teachers need to be able to deliver instruction
that addresses these expectations and develops not only technological proficiency
but also students’ abilities to locate, evaluate, and communicate
information.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span></span></span></span></div>
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</span><br />
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<span style="color: white;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Over
the last few weeks I </span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">continued to expand my knowledge of learning, and
leading with technology.<span style="mso-spacerun: yes;"> </span>With the aim of
increasing student achievement</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"> I have been able to </span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">deepen my
knowledge of the teaching and learning process, and even further recognize how
the effective integration of technology is essential to ensuring student
success in today’s information-based society. <span style="mso-spacerun: yes;"> </span>Prensky (2008) notes how “the world is no
longer a dark, unknown place for today’s school kids…[as they now]arrive at
school full of knowledge, thoughts, ideas, and opinions about their world and
their universe” (p.42) as a result of their individual use of technology.<span style="mso-spacerun: yes;"> </span>Consequently teachers need to develop
instruction which takes this fact into account and allows for student-centered
exploration and the connecting of personal knowledge with curriculum.<span style="mso-spacerun: yes;"> </span>By collaboratively creating opportunities for
these connections, teachers are able to further engage students and incorporate
constructivist teaching into their pedagogy.<span style="mso-spacerun: yes;">
</span>The teaching profession has evolved, in that teachers are no longer the
primary source of information for students. As Thornburg (Laureate Education,
2010) notes, today’s students are <i style="mso-bidi-font-style: normal;">critical
consumers of knowledge</i>, consequently teachers must now act as facilitators
wherein the onus for learning is shifted to the students.<span style="mso-spacerun: yes;"> </span>Within today’s classrooms l</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">earning
and the inherent level of success experienced by students is now measured in
relation to 1) students’ abilities to evaluate, synthesize, and effectively
model today’s new age skills; and 2) the interconnected ability of the teacher
to generate open-ended instruction which integrates technology in a meaningful
manner and promotes student engagement.<o:p></o:p></span></span></div>
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</span><br />
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<span style="color: white;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">In
looking at ways in which teachers can continue to expand their own knowledge of
learning, teaching, and leading with technology, clearly the necessity of lifelong
learning is paramount to the pursuit of continual increases in student
achievement.<span style="mso-spacerun: yes;"> </span>Societal change will not
stop and the rate of technological innovation will continue to influence the
manner in which classroom instruction is delivered. </span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Today’s
teachers need to be individuals capable of engaging and motivating students
with relevant and individualized instruction which efficiently promotes
increased opportunities for students to use technology to, as Singh and Means
(1997) note, “address realistic situations [and] …enhance individual
responsibility” (as cited by Keengwe et. al, 2008, p.82) through the
collaborative integration of knowledge.<span style="mso-spacerun: yes;"> </span>In
being lifelong learners effective educators will make the effort to acquire the
requisite technology skills and dispositions which will aid them in the
efficient embracing of technological integration, and revision of their
instruction to incorporate it effectively.<span style="mso-spacerun: yes;">
</span>In addition to better preparing teachers for in the classroom, the
continued pursuit of learning will also better equip them with the specific
knowledge needed to, as Thornburg (Laureate Education, 2010) notes, be
effective <i style="mso-bidi-font-style: normal;">voices of change.<o:p></o:p></i></span></span></div>
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</span><br />
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<span style="color: white;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">In
looking to the future</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;"> in terms of goals for transforming classroom
environments in relation to the integration of technology, obviously having my
staff efficiently implementing a variety of instructional technologies and
generating high levels of student performance is at the top of my list,
followed closely by the establishing of a professional development program in
which teachers would collaboratively work to generate a system of learning
which would allow them to stay abreast of the latest technological innovations
and their impact on student learning.<span style="mso-spacerun: yes;"> </span>Both
are lofty goals but ones which I feel are realistic and achievable as both are centered
on the meeting of student needs, something which all teachers, regardless of
skill level, are committed to. <span style="mso-spacerun: yes;"> </span>In terms
of potential obstacles obviously the acquisition of additional resource funding
for increased/current technologies will be the most pressing and will
undoubtedly require the support of parents’ council and the local community.<span style="mso-spacerun: yes;"> </span>In lobbying to meet the technological needs
of our students the concerted effort of all staff members will be needed, and
having them educated as to the advantages of effective technology integration,
as a result of my second goal, will go a long way towards to promoting our educational
cause.<o:p></o:p></span></span></div>
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</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhG2sTl36XEeudIBpbIp29ABiEDp9UndfT7BcdIe5BcfrxZ_zcHOF3zu18DxVpDv2vgqHJPCmxubg5ZasH209aD-ZEF49-Q-DbXBOWU2LjIJK4HH7cHJGc4IXM3PX58tg7JfKCogekGgE4/s1600/techa.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="color: white;"><img border="0" height="213" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhG2sTl36XEeudIBpbIp29ABiEDp9UndfT7BcdIe5BcfrxZ_zcHOF3zu18DxVpDv2vgqHJPCmxubg5ZasH209aD-ZEF49-Q-DbXBOWU2LjIJK4HH7cHJGc4IXM3PX58tg7JfKCogekGgE4/s320/techa.jpg" width="320" /></span></a></div>
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;"><span style="color: white;">Now in
establishing an effective professional development program for teachers the
largest hurdles to overcome will, as Valdez et al. (2000) note, relate more
upon “human and contextual factors than on hardware and software” (as cited by
Keengwe et al., 2008, p.80).<span style="mso-spacerun: yes;"> </span>Teachers
over time have a tendency to become creatures of habit, and when they find an
instructional strategy which they deem to be effective it soon becomes a source
of instructional comfort.<span style="mso-spacerun: yes;"> </span>In working to
push teachers beyond the confines of their comfort zones and alter the
instructional mindsets of teachers towards the effective delivery of 21<sup>st</sup>
century instruction, the key will be, as Prensky (2005) highlights, getting
teachers to “raise their heads from the grindstone and observe the new
landscape that is emerging” (p.9) around them.<span style="mso-spacerun: yes;">
</span>Through the effective communication of knowledge regarding emerging
trends in student learning and the necessity for instructional change, teachers
will recognize technology’s inherent ability to assist in the development of student-centered
instruction which builds upon student interests and facilitates new age skills.
Undoubtedly this instructional shift will take time but by clearly voicing the
need for this shift through the creation of a meaningful professional
development program, teachers can proactively become lifelong learners and purposefully
take collaborative action towards the development of personal skills and
dispositions that will aid them in their teaching and ultimately benefit their now
digital students.<o:p></o:p></span></span></div>
<span style="color: white;">
</span><br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt; text-indent: 1cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;"><span style="color: white;"><span style="mso-spacerun: yes;"> </span>Finally in closing these last few weeks have
served to not only highlight the need for relevant instruction and shone a
light on the ever-growing influence of technology within the field of education,
but has also given me the opportunity to step beyond my own comfort zone and
explore elements of educational technology with I had had limited exposure –
and for this I am grateful as it has added further tools to my instructional ‘toolkit’;
and as Thornburg (Laureate Education, 2010) notes, opened up a world of
learning possibilities capable of <i style="mso-bidi-font-style: normal;">sparking
the flame of learning in all learners - </i>both student and teacher!<o:p></o:p></span></span></div>
<span style="color: white;">
</span><br />
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</span><br />
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<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;"><span style="color: white;"><strong>References<o:p></o:p></strong></span></span></div>
<span style="color: white;">
</span><br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt 1cm; text-indent: -1cm;">
<span style="color: white;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">Keengwe,
J., Onchwari, G. and Wachira, P. (2008, January). The Use of Computer Tools to
Support Meaningful Learning. <i style="mso-bidi-font-style: normal;">AACE
Journal. 16</i>(1). p.77-92. </span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;">Chesapeake, VA</span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">:
Association for the Advancement of Computing in Education. Retrieved December
13, 2011 from: Education Research Complete database. ISSN: 15513696.<o:p></o:p></span></span></div>
<span style="color: white;">
</span><br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt 1cm; mso-layout-grid-align: none; text-indent: -1cm;">
<span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span style="color: white;">Laureate Education, Inc. (Executive
Producer). (2010). The Changing Role of the Teacher: Part 1 [Webcast]. <i style="mso-bidi-font-style: normal;">Understanding the Impact of Technology on
Education, Work, and Society<span style="mso-bidi-font-weight: bold;">.</span> </i>Baltimore,
MD: Author. Retrieved December 12, 2011 from: </span></span><a href="http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6072032&Survey=1&47=8988338&ClientNodeID=984650&coursenav=1&bhcp=1"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span style="color: white;">http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6072032&Survey=1&47=8988338&ClientNodeID=984650&coursenav=1&bhcp=1</span></span></a><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%;"><span style="color: white;">.
<o:p></o:p></span></span></div>
<span style="color: white;">
</span><br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt 1cm; text-indent: -1cm;">
<span style="color: white;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">Prensky,
M. (2005, December). Listen to the Natives. <i style="mso-bidi-font-style: normal;">Educational
Leadership. 63</i>(4). p.8-13. </span><em><span style="color: black; font-size: 12pt; line-height: 115%;"><span style="font-family: Calibri;">Alexandria, VA:</span></span></em><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">
Association for Supervision and Curriculum Development. Retrieved December 13,
2011 from: Academic Search Complete database. ISSN: 00131784.<o:p></o:p></span></span></div>
<span style="color: white;">
</span><br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt 1cm; text-indent: -1cm;">
<span style="color: white;"><span style="color: white;"><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">Prensky, M.
(2008, March). Turning On the Lights. <i style="mso-bidi-font-style: normal;">Educational
Leadership. 65</i>(6). p.40-45.</span><em><span style="color: black; font-size: 12pt; line-height: 115%;"><span style="font-family: Calibri;"> Alexandria, VA:</span></span></em></span><span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;"><span style="color: white;">
Association</span> for Supervision and Curriculum Development. Retrieved December 13,
2011 from: Academic Search Complete database. ISSN: 00131784. <o:p></o:p></span></span></div>Trevorhttp://www.blogger.com/profile/13718618959099428573noreply@blogger.com1tag:blogger.com,1999:blog-4871873919127467430.post-22867345463627479982011-12-04T06:52:00.001-07:002011-12-04T07:02:53.017-07:00The Digital Student...<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">In looking at the i</span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">mpact of technology on education specifically in relation to the technological proficiency of today’s students, there is little doubt that the students of today's classrooms are much more tech saavy than than the students of earlier generations. <span style="mso-spacerun: yes;"> This week I continued my exploration of technology and set about creating a podcast detailing an overview of the technological proficiency of a few students attending my school in the UAE. Based upon collected student interview information generalizations can be made regarding trends in the skills and technical dispositions of our students.</span></span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">In giving a little background information on the origins of my podcast, currently I am the Head of faculty for a k-5 boy’s school within the United Arab Emirates, and work with a diverse student population of roughly 550 boys from The UAE, Saudi Arabia, Yemen, Oman, and Sudan.<span style="mso-spacerun: yes;"> </span>Our school is located in a small rural town, and the population is largely a mix of middle class nationals and expatriates.<span style="mso-spacerun: yes;"> </span>The students at our school are 100% English as a second language.<span style="mso-spacerun: yes;"> </span>As part of newly introduced education reforms they are now currently receiving dual language instruction in both Arabic and English in mathematics, science, and English language Arts.<span style="mso-spacerun: yes;"> </span>Our students do have access to a computer lab and are scheduled in for weekly lessons, our classrooms have internet access as well as computers and digital projectors.</span></div>
<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-CA; mso-bidi-language: AR-SA; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">In attempting to provide an overview as to the technological proficiency and dispositions of our students I went about interviewing a selection of students from grade 5.<span style="mso-spacerun: yes;"> </span>These student interviews will of course in no way be a full representation of the actual tech levels of our entire school and its students but will give us a sample indication as to the ‘mindsets’ and abilities present and the degree to which our students are representative of Marc Prensky’s <em>digital native</em> definition.<span style="mso-spacerun: yes;"> </span>In discussing the topic of digital natives and digital immigrants, Prensky </span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-CA; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;">described today’s generation of learners as being <i style="mso-bidi-font-style: normal;">digital natives</i> in that they have spent their entire lives surrounded by and using computers, videogames, digital music players, video cameras, mobile phones, and various other toys and technological gadgetry inherent to this digital age.<span style="mso-spacerun: yes;"> </span>In working through my interviews with my students and questioning them about their interactions with technology, that would indeed appear to be an accurate reflection of their lives.<span style="mso-spacerun: yes;"> </span></span><br />
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-ansi-language: EN-CA; mso-bidi-language: AR-SA; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin;"><span style="mso-spacerun: yes;">To listen to the full podcast and student interviews check out the listed link. </span></span><br />
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<a href="http://podcastmachine.com/podcasts/12149/episodes/59684/media_files/139922/download/3/file_128kb.mp3" target="_blank">APP5 Podcast</a>Trevorhttp://www.blogger.com/profile/13718618959099428573noreply@blogger.com0tag:blogger.com,1999:blog-4871873919127467430.post-53352325788457805062011-11-23T11:27:00.001-07:002011-11-23T11:39:51.106-07:00Champion of 21st Century Technology or Marketing Tool?<div class="MsoNormal" style="line-height: 16.8pt; margin: 0cm 0cm 0pt;">
<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;">The<span style="background-color: #134f5c;"> <em><strong><span style="color: orange;">Partnership for 21<sup>st</sup> Century Learning</span></strong></em> </span>cites itself as being <em>the leading advocacy organization focused on infusing 21st-century skills into education </em><em><span style="font-style: normal; mso-bidi-font-style: italic;">which may very well be the case, but at first glance I could not help but think it was a very well disguised marketing tool for some of the biggest names in the technology industry.<span style="mso-spacerun: yes;"> </span>The founding partners of the Partnership reads like a veritable who’s who list of technology giants: Microsoft, Dell Computer Corporation, Apple Computer Inc. , AOL Time Warner, Cisco Systems, Inc., and SAP.<span style="mso-spacerun: yes;"> </span>Given this fact one just cannot help but wonder if there is some element of a bottom line influence tucked away somewhere in the goals of the </span><b style="mso-bidi-font-weight: normal;">Partnership</b></em></span><em><span style="font-style: normal; mso-bidi-font-style: italic;"><span style="font-size: large;">.</span><span style="mso-spacerun: yes;"> </span></span></em></span></div>
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<span class="Heading2Char"><span style="font-size: 12pt; font-weight: normal; mso-bidi-font-weight: bold; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin;"><span style="font-family: Arial, Helvetica, sans-serif;">Now placing my conspiracy theory to the side the website does offer a wealth of information related to the development of effective 21<sup>st</sup> century instruction, and it more than eloquently highlights the need for all elements of education, government and society in general to pull their heads out of the sand and take a more active stance in the promotion of relevant student learning.<span style="mso-spacerun: yes;"> </span>Despite the fact some of the information contained in the article bares resemblance to the words of other researchers’ articles, the information it does present should most definitely serves as a warning bell for education systems everywhere simply because if they do not heed many of the points addressed they do very well stand the chance of becoming, like they note, irrelevant to students’ lives and how they learn.</span><span style="mso-spacerun: yes;"> </span></span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiO0DLa7vSTdL5jjjPnXZfOMrSX-oFsEeNLKfD2tAFAuoGf5DO9BXfXHue-ezuFRed5GcNCZxSzgZp5pthnS_GmjczOJNljaZsTlL5IB4s32ZZNOjrW4O8XN_ZJTlPNDZ8ht1z58R1szOg/s1600/Microsoft-logo.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" hda="true" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiO0DLa7vSTdL5jjjPnXZfOMrSX-oFsEeNLKfD2tAFAuoGf5DO9BXfXHue-ezuFRed5GcNCZxSzgZp5pthnS_GmjczOJNljaZsTlL5IB4s32ZZNOjrW4O8XN_ZJTlPNDZ8ht1z58R1szOg/s400/Microsoft-logo.jpg" width="400" /></a></div>
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<span style="font-size: large;"><span style="color: white;"><span style="font-family: Arial, Helvetica, sans-serif;"><span class="Heading2Char"><span style="font-weight: normal; mso-ansi-font-size: 12.0pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin;">Now i</span></span><span class="Heading2Char"><span style="font-weight: normal; mso-ansi-font-size: 12.0pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">n terms of content and information value </span></span><span class="Heading2Char"><span style="font-weight: normal; mso-ansi-font-size: 12.0pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin;">the Partnership’s P21 website, <a href="http://www.p21.org/index.php"><span style="mso-bidi-font-weight: normal;">http://www.p21.org/index.php</span></a>, does an excellent job in providing a relatively straight forward plan for what it believes to be a fully functioning framework</span></span> for socially relevant 21<sup>st</sup> century instruction, whereby 21st century teaching and student learning combine to achieve 21st century student learning outcomes through the development of specifically needed skill sets and newly emerging literacies.<span style="mso-spacerun: yes;"> </span>Additionally there is <span class="Heading2Char"><span style="font-weight: normal; mso-ansi-font-size: 12.0pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">a well developed plan for the inclusive planning </span></span><span class="Heading2Char"><span style="font-weight: normal; mso-ansi-font-size: 12.0pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin;">of relevant instruction </span></span><span class="Heading2Char"><span style="font-weight: normal; mso-ansi-font-size: 12.0pt; mso-bidi-font-size: 12.0pt; mso-bidi-font-weight: bold;">using what they term “21<sup>st</sup> Century Standards”, that being instruction which: </span></span></span><span style="font-family: Arial, Helvetica, sans-serif;">focuses on 21st century skills, content knowledge and expertise; builds understanding across and among core subjects as well as 21st century interdisciplinary themes; emphasizes deep understanding rather than shallow knowledge; engages students with the real world data, tools, and experts they will encounter in college, on the job, and in life--students learn best when actively engaged in solving meaningful problems; and allows for multiple measures of mastery. (as cited from Partnership for 21<sup>st</sup> Century Learning, 2011, <i style="mso-bidi-font-style: normal;">21<sup>st</sup> Century Standards</i>). </span><span style="mso-spacerun: yes;"> </span></span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif;"><span style="font-size: large;"><span style="color: white;">In conclusion the<i style="mso-bidi-font-style: normal;"> Partnership</i> organization does indeed do a good job in bringing together the key players in education development, and is, I believe, successful in promoting a<em> </em><em><span style="font-style: normal; mso-bidi-font-style: italic;">powerful vision of 21st-century education and ultimately highlighting the need for every child to experience success as citizens and future workers in the 21st century.<span style="mso-spacerun: yes;"> </span>Now in terms of the </span>Partnership’s</em><em><span style="font-style: normal; mso-bidi-font-style: italic;"> influence on my teaching and the educational outlook for the future, in a small way I would like to believe they are a slightly larger voice than mine and may be more apt to ‘grease the wheels of change’ thus leading to the subsequent loosen of educational purse strings through their advocacy – <em>insert singing choir here</em> – but in all honesty it will likely take more than a well crafted website to engineer dramatic and meaningful change in an education system in definite need of repair!</span></em></span></span></span></div>
<strong></strong>Trevorhttp://www.blogger.com/profile/13718618959099428573noreply@blogger.com3tag:blogger.com,1999:blog-4871873919127467430.post-64981426128379241872011-11-16T03:22:00.001-07:002011-11-16T03:59:38.553-07:00Oh so Wonderful Wikis!<span style="font-family: Georgia, "Times New Roman", serif;">Don't you just love those days when everything just seems to fall into place, and the world has become your proverbial oyster? Well that's the kind of day I experiencing right now, and I am going to love every second of it because who knows when it may happen again. </span><br />
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<span style="font-family: Georgia, "Times New Roman", serif;">I have always believed that experience is the best teacher if you're willing to take a risk and try something different, last week it was blogging and in this case that something different was a little wonder called a wiki. Over the last few days I have been studying the topic of wikis, and how they can be used to increase productivity and/or creativity amongst colleagues in a work setting. In reading about wikis what intrigued most about these tools was there inherent ability to really ramp up the degree of collaboration amongst wiki members. Up until last week I had had limited experience with wikis and had only once been a 'member' of one other wiki ever - and in hind sight knowing what I know now it really wasn't that great a wiki and could have been so much more. In my desire to figure this whole wiki thing out I set about establishing a wiki for use with a masters course I am enrolled in. Low and behold it was a fantastic experience and one which definitely worked to spark my interest in seeing how 'big' the impact of wikis could be. The idea of people being able to share resources and thoughts collaboratively and then effectively edit them until they may resemble something completely different is a very cool concept and one that definitely suits the comfortable confines of the education profession. Being able to collaborate with co-workers or associates beyond your school in the development and revision of teaching resources represents a giant step in how materials could be developed for use with students...but I digress.</span><br />
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<span style="font-family: Georgia, "Times New Roman", serif;">Looking back at the motivation for this post, the pearl of the day was not a result of this wiki </span><span style="font-family: Georgia, "Times New Roman", serif;">epiphany but rather the fact I was able to apply my new wiki knowledge almost immediately into a real world application. Recently the professional development program contracted through a third-party company for all Emirate schools was terminated and all associated PD resources were to be effectively 'scraped'. One of these resources scheduled to be scraped was an internet forum which numerous colleagues had worked tirelessly on uploading a multitude of resources designed to aid with the professional development and training of teachers and school reforms. The forum had for the most part become a source of support for its users and once gone everyone would be left with no means of communicating or sharing information. Signal the trumpet call...this is where I, and my newly acquired knowledge, saw an opportunity to take us all in a different direction and utilize what I believed to be a better tool. Spending the better part of a day I designed a wikispace for use with my colleagues, all 190 of them - and from all indications the wiki is a rave hit and people are wondering why we didn't make the jump sooner. Obviously there are some users who are new to world of wikis but they are being taken care of as a result of a tutorial section I included in the home page. </span><br />
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<span style="font-family: Georgia, "Times New Roman", serif;">In conclusion I absolutely love it when you learn something that turns out to be a useful skill...</span></div>Trevorhttp://www.blogger.com/profile/13718618959099428573noreply@blogger.com1tag:blogger.com,1999:blog-4871873919127467430.post-63468847204594480382011-11-15T12:38:00.001-07:002011-11-15T14:28:28.839-07:0021st Century Thinking, Technology, and Perpetual Change…oh my!<div class="MsoNormal" style="line-height: 200%; margin: 0cm 0cm 10pt; text-indent: 1cm;">
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEids8JWtIpArNMY-K5DS4Fif88Iz-lPeKtMKwGkXIVz7WeW3kthWFsdy7zarn_vObchooiiEwknidmV7b4lriKfhXfhIeosdlWM-yMnlrHXaW8nmKE4Q_AhTE9gyOh5_G5Qks4bby6as3s/s1600/21st_century_student.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" nda="true" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEids8JWtIpArNMY-K5DS4Fif88Iz-lPeKtMKwGkXIVz7WeW3kthWFsdy7zarn_vObchooiiEwknidmV7b4lriKfhXfhIeosdlWM-yMnlrHXaW8nmKE4Q_AhTE9gyOh5_G5Qks4bby6as3s/s400/21st_century_student.jpg" width="290" /></a></div>
<a href="http://www.youtube.com/watch?v=2JQ7s8zTWKM" target="_blank">Approach to Teaching 21st Century Students</a> (click the link)</div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 200%;">In watching this video it really got me thinking about the disconnect between what's happening in classrooms in terms of student instruction and preparation, and what the true reality of society is and what it demands of its future citizens/employees in terms of knowledge, skills, and dispositions. </span><br />
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 200%;">There exists an old adage stating that the only things in life that are certain are death and taxes.<span style="mso-spacerun: yes;"> </span>In examining technology’s influence on society, specifically on business and the manner in which it has altered the work environment, I would beg to differ; I would assert that what is fast becoming perpetual technological change can also be viewed as much a certainty as either death or taxes. <span style="mso-spacerun: yes;"> </span>Given the increasing degree and certainty of technological change within society and business it is very clear that the employees of tomorrow are going to be utilizing skills vastly different than those of their parents, or even older siblings! <span style="mso-spacerun: yes;"> </span>As Hof (2007) notes technological change <span style="color: #333333;">goes “beyond simply making us more efficient at what we already do…[it will] change where we work, how we work, and even the nature of work itself” (n.p.).</span> In recognizing the impact of technology and change in essential life skills it is clearly incumbent on those in education to work to effectively adapt and correct what is quickly becoming an ever widening disconnect between education and business.</span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 200%;">In looking at technology’s dramatic influence on the world of business, Thornburg (Laureate Education, 2010a) notes how today’s employees require a different type of education, one that matches or even supersedes the technological expectations of their employer.<span style="mso-spacerun: yes;"> </span>Gone is the era of the typical 9-5 work day, in its place a business world built on the central ideal of collaboration and 24/7 access to information.<span style="mso-spacerun: yes;"> </span>Success in today’s business markets is very much dependant on a company’s willingness, and its employees’ ability, to embrace technological change and utilize the latest communication gadgetry to facilitate the creation of a global presence.<span style="mso-spacerun: yes;"> </span>So what does this mean for teachers and the current education system?<span style="mso-spacerun: yes;"> </span>It means it is time for a revolution.<span style="mso-spacerun: yes;"> </span>Changes need to be made in the way in which students are instructed, the instructional strategies being utilized, and the very curriculum being delivered.<span style="mso-spacerun: yes;"> </span>Dede (Laureate Education, 2010b) talks of 3 major trends in employment in his discussion on the role of technology in changing work environments.<span style="mso-spacerun: yes;"> </span>In his research he asserts that the definition of information technology is changing and influencing peoples’ experiences and manner in which they express themselves, thereby dramatically changing the very nature of work and how people think.<span style="mso-spacerun: yes;"> </span>Dede (Laureate Education, 2010b) notes how peoples’ thinking has become <i style="mso-bidi-font-style: normal;">distributed</i> allowing to people think and work in intellectual partnerships.<span style="mso-spacerun: yes;"> </span>Collaboration amongst people has expanded and is now considered a necessity in what Thornburg (Laureate Education, 2010a) calls the <i style="mso-bidi-font-style: normal;">anywhere, anytime work environment. </i></span></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 200%;"><span style="mso-spacerun: yes;"> </span></span></i><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 200%;">So yet again what does all this mean to today’s classroom teacher?<span style="mso-spacerun: yes;"> </span>It means that they, the classroom teachers, need to loosen the reins and encourage collaboration amongst their students – anytime and all the time.<span style="mso-spacerun: yes;"> </span>Teachers need to teach students the skills needed to communicate, deliberate, evaluate, hypothesize, and negotiate; the essential skills needed to be functioning, and effective, citizens in what Dede (Laureate Education, 2010b) calls the <i style="mso-bidi-font-style: normal;">knowledge economy</i>.<span style="mso-spacerun: yes;"> </span>Classroom instruction and the strategies utilized needs to shift from teacher centered to student centered, students need to be able to openly explore and discover meaning and knowledge on their own terms.<span style="mso-spacerun: yes;"> </span>Teachers need to facilitate and guide, rather than lecture and show.<span style="mso-spacerun: yes;"> </span>Students need to be active participants in their own learning and held accountable for their progress.<span style="mso-spacerun: yes;"> </span>In tomorrow’s economy today’s students are going to need to be flexible and possess critical thinking skills needed to move beyond standard thinking to discover new solutions to new problems.<span style="mso-spacerun: yes;"> </span>Lastly teachers need to actively integrate interactive technology into their instruction be it through the use of blogs, wikis, or the internet, as students need to be given the opportunity to utilize educational technology daily.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>In having teachers take these steps to facilitate necessary change, it will eventually be the students’ ability to utilize the latest technological innovations to communicate and find answers that will facilitate the development of 21<sup>st</sup> century thinking – and ultimately shape the needed skills and dispositions determining their success in tomorrow’s global work force.<span style="mso-spacerun: yes;"> </span></span></div>Trevorhttp://www.blogger.com/profile/13718618959099428573noreply@blogger.com0tag:blogger.com,1999:blog-4871873919127467430.post-81249702751372004622011-11-09T01:55:00.000-07:002011-11-09T02:02:50.324-07:00The Application of Blogging…Simple Tool, Big Rewards<div class="MsoNormal" style="margin: 0cm 0cm 0pt; mso-layout-grid-align: none;">
<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">Thornburg (Laureate Education, 2010), in his research on technology and society, notes that with the ever increasing demand for technology integration in today’s classrooms teachers need to openly embrace technological innovations and utilize them to raise the effectiveness of their instruction and expand the learning potential of their students.<span style="mso-spacerun: yes;"> </span>Teachers must actively endeavour to move beyond simply<em> doing things differently</em> and instead be innovative in the manner in which they engage their students and work to <em>do different things</em>. In this regard the application of student blogging is a great means of targeting numerous learning outcomes using interactive technology.<span style="mso-spacerun: yes;"> </span>As November (2008) notes, </span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">“blogging represents one of many tools pioneering teachers are using to empower students to take greater responsibility of managing their own learning and adding value to the world” (p.81).<span style="mso-spacerun: yes;"> </span>In working collaboratively with students in the development of blogging activities, class blogs can serve to fulfil a number of different roles and be utilized across the curriculum.<span style="mso-spacerun: yes;"> </span>Personally I have used classroom blogging successfully to guide student learning in a few ways.<span style="mso-spacerun: yes;"> </span></span><br />
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Within my grade 3 class I have used blogging as an interactive means of assisting students in the development of writing skills in language arts class. Through the provision of comments/feedback students are better able to identify areas of potential growth and work to correct any identified shortcomings.<span style="mso-spacerun: yes;"> </span>Additionally my students have blogged to create digital portfolios of completed project assignments in science.<span style="mso-spacerun: yes;"> </span>Being able to link images, photos, videos and text allows for a detailed <em>running history</em> of their learning journey, and one which can<span style="mso-spacerun: yes;"> </span>viewed and critiqued by persons beyond the students’ inner circle of close friends and teacher throughout the entire learning activity.<span style="mso-spacerun: yes;"> </span>Lastly within the content area of social studies student blogs can be utilized to facilitate class discussion and the sharing of opinions for class debate.<span style="mso-spacerun: yes;"> </span>This is an activity which I really enjoy utilizing with my students as it offers them the opportunity to engage higher order thinking skills and utilize the full collaborative nature of the application.<span style="mso-spacerun: yes;"> </span>Using a central blogging theme as a prompt my students have been able to share their thoughts on specified topics through blogging discussion forums with the intended learning goal being the realization that everyone is entitled to their own point of view – whilst also learning that occasionally you may have to defend what you believe in.<span style="mso-spacerun: yes;"> </span>The use of blogs in facilitating this ‘discussion forum’ has allowed students to make learning connections and, as noted by the National Council of Teachers of English, “build relationships with others to pose and solve problems collaboratively and cross-culturally” (as cited by Richardson, 2010, p. 32).<span style="mso-spacerun: yes;"> </span>Blogging activities have allowed my students the opportunity to develop ideas, gather and share feedback, reflect on material, synthesize information, and ultimately present new ideas to an audience beyond the simple confines of the classroom.</span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;"></span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 200%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">References</span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">Laureate Education, Inc. (Executive Producer). (2010). </span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">Technology and Society </span><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">[Webcast]. <i style="mso-bidi-font-style: normal;">Understanding the Impact of Technology on Education, Work, and Society<span style="mso-bidi-font-weight: bold;">.</span> </i>Baltimore, MD: Author. Retrieved November 6, 2011 from: </span><a href="http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6072032&Survey=1&47=8988338&ClientNodeID=984650&coursenav=1&bhcp=1"><span style="color: windowtext; font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%;">http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6072032&Survey=1&47=8988338&ClientNodeID=984650&coursenav=1&bhcp=1</span></a>. </div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">November, A. (2008). Expanding the Boundaries: Blogs, RSS, Podcasts, and Wikis. <i><u>Web Literacy for Educators</u></i>. p. 79-92. Thousand Oaks, CA: Corwin. Retrieved October 30, 2011 from: </span><a href="http://sylvan.live.ecollege.com/ec/courses/74759/CRS-CW-6072032/Artifacts/November_Ch6.pdf"><span style="color: black; font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">http://sylvan.live.ecollege.com/ec/courses/74759/CRS-CW-6072032/Artifacts/November_Ch6.pdf</span></a><span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;"><span style="color: black;">.</span> </span></div>
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<span style="font-family: "Times New Roman", "serif"; font-size: 12pt; line-height: 115%; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: EN-CA;">Richardson, W. (2010). <i style="mso-bidi-font-style: normal;">Blogs, Wikis, Podcasts, and other Powerful Web Tools for Classrooms</i> (3<sup>rd</sup> ed.). Thousand Oaks, CA: Corwin.</span></div>Trevorhttp://www.blogger.com/profile/13718618959099428573noreply@blogger.com6tag:blogger.com,1999:blog-4871873919127467430.post-87363299154917809092011-11-08T23:46:00.000-07:002011-11-09T01:26:45.498-07:00The Changing Face of Education<div class="separator" style="clear: both; text-align: center;">
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There is little doubt that the increased prevalence and use of technology by today's students has worked to influence the manner in which teachers develop and deliver their instruction. Gone are the traditional paper textbooks and work sheets of former years, instead replaced with the latest in interactive technology and manipulative software...all designed to engage learners and build upon not only their personal interests but also changing societal demands. Take a spin through YouTube and you can immediately see the impact technology has had on the way in which people communicate, evaluate, and share information. Jump on your Facebook page and you immediately see the changing nature in how people interact and socialize - distance is no longer an obstacle in being able to 'see' what your family and friends are up to. People are able to get real time 'status' updates and share whatever happens to be on their minds. Up until now I never realized that Facebook was a blog; who knew I was such an avid blogger?! LOL Technology has indeed changed the way in which people live their lives, and as such it is very much incumbent on us, as teachers, to assist our students in developing the skills and attitudes needed to be active and educated participants in what is now an increasingly digital era.Trevorhttp://www.blogger.com/profile/13718618959099428573noreply@blogger.com0tag:blogger.com,1999:blog-4871873919127467430.post-67292794756389724142011-11-02T05:46:00.002-06:002011-11-02T05:57:11.907-06:00<br />
<span style="color: white;"><span style="background-color: #134f5c;">So it has been a couple days since my last/first blog post, and I have now
had a couple days to reflect on some course material I have been reading
regarding the impact of technology on students' educational expectations and
current classroom instruction. To say that there exists a level of disparity
between current teaching practices and what students expect to be learning is a
fair statement.<span style="mso-spacerun: yes;"> </span>Despite teachers’ best
efforts there will undoubtedly always be a shortfall in what teachers are able
to do with technology and their students simply due to the fact the rate at
which technology changes and reinvents itself far exceeds the rate at which
educational funding is ‘dribbled’ into schools to acquire the latest and greatest
learning gadgets.<span style="mso-spacerun: yes;"> </span>Sure you will have some
school boards who manage to stay near technology’s cutting edge as a result of
creative budgeting and program reshuffling but for most schools the truer reality
will remain that of simply finding new and innovative ways to use the
technology on hand (which sometimes is unfortunately not much more than
internet access).<span style="mso-spacerun: yes;"> </span>As a professional educator I, as well as my colleagues and I am sure most
teachers, recognize the inherent value in developing 21<sup>st</sup> century
skills with students.<span style="mso-spacerun: yes;"> </span>Having the ability
to evaluate, create, and communicate information via digital media is going to
be a valuable skill <span style="color: black;"><span style="color: white;">in what is fast becoming a
technology driven society. As Thornburg (Laureate Education, 2010) highlights,
teachers will need to do things differently in relation to classroom
instruction and the strategies and methodology utilized with students; as such
it is therefore incumbent on teachers to embrace technological change and
develop the needed skills required to critically evaluate Web-based
applications, create digital content, and reinforce student connections to
real-world technologies and resources if their students are to reach their full
learning potential through the instructed experiences in their classes. In
reflecting upon my own teaching I can clearly see how through the use of activities
involving the effective integration of some aspect of educational technology I
have begun to develop and refine these needed skills, and consequently have been
able to generate student-centered instruction that branches my students’
learning into virtually all curricular areas. <o:p></o:p></span></span></span></span><br />
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<span style="color: black;"><span style="color: black;"><span style="color: white;"><span style="background-color: #134f5c;">By working to utilize various forms of educational
technology including blogging, internet research, video conferencing, power
point development, and global mapping software like Google Earth I have not
only motivate myself to be a better teacher but more importantly have created a
technology rich learning environment in which my students are motivated to
learn and actively participate – even those students who are hidden in the back
row or see themselves as being <em>‘to cool for school’<span style="background-color: #134f5c; color: #45818e;">.</span></em></span></span><span style="mso-spacerun: yes;"><span style="background-color: #134f5c; color: #76a5af;"> </span></span></span></span><br />
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<strong><em>* Picture of myself and some of my current teaching colleagues</em></strong>Trevorhttp://www.blogger.com/profile/13718618959099428573noreply@blogger.com1tag:blogger.com,1999:blog-4871873919127467430.post-26434467561389790252011-10-30T13:23:00.000-06:002011-10-30T13:23:51.845-06:00And I'm Off and Running...well maybe Walking Briskly!So here I sit wondering what in the world I am suppose to be entering into my first official blog entry...something deep and profound; or rather the simple truth? I am familiar with various forms of educational technology and with its meaningful integration, but have thus far somehow managed to remain all shiny and new to the world of blogging! Thus given my 'newbie' status I am looking for any and all available blogging insight from my 'followers' so that my blog and the content within it can become something of value not only to myself but to others. I look forward to the creation aspect of my page and am excited by the inherent possibilities associated with this type of interactive media. I hope to inspire, encourage, and ultimately learn myself as my blog transforms and begins to take shape. Who knows what the future holds in store but guaranteed it will be fun to see! Cheers...TrevorTrevorhttp://www.blogger.com/profile/13718618959099428573noreply@blogger.com0Abu Dhabi - United Arab Emirates24.186847653723014 55.74462853124998722.811972653723014 53.481494531249986 25.561722653723013 58.007762531249988