Technology Ahead: A Reflective Look Back

So yet another 7 week block has seemingly zoomed by and I now find myself another course farther down the learning trail that is my graduate studies.  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.  In reflecting upon how my new learning has altered my perspective on classroom instruction and goals for the future it is safe to say that my view on technology integration has indeed been further reinforced and my own planning skills as a professional teacher further developed.  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.

Now society is changing, and with it its views on education and student learning.  Societal expectations are that students develop 21^st 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.  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 constructivist in nature.  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.  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).   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.  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.  In now looking at my new 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.  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 unclassified 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.  By effectively incorporating multiple learning theories my revised classroom instruction will continue to tap into students’ strengths more consistently by offering multiple instructional angles.

In actively working to generate these multiple instructional angles the importance of effectively integrating innovative technology into instruction cannot be reinforced enough.  As the staff of web-based resource Edutopia (2008) observe,  “[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”.  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.  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!  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.  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 Voice Threads and Xtranormal movies. 

In examining the use of Voice Threads and Xtranormal 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.  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.  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.  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).  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).  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!

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.  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.  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.  In looking at a second goal our school’s on-site professional development program will be getting a 21^st-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.  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 instead professional development will actively work to alter the instructional mindsets of teachers towards the effective delivery of 21^st century instruction!  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 immersive experience in which teachers leave feeling motivated, reaffirmed, and wanting to try some of the new things out with their students beyond the confines of their comfort zones (Laureate Education, Inc. 2011c)!    

The last seven weeks have been challenging, but well worth the time and effort.  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.  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. 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 hopefully 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.  I have always enjoyed using technology with students.   In now having worked my way through this course I am able to apply technology more creatively…and ultimately more effectively!

References

Edutopia Staff. (2008, March).  Why Integrate Technology into the Curriculum?: The Reasons Are Many - There's a place for tech in every classroom. What Works in Education. The George Lucas Educational Foundation. Retrieved from http://www.edutopia.org/technology-integration-introduction.

Laureate Education, Inc. (Producer). (2011a). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program nine: Connectivism as a learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011c). Program six: Spotlight on technology: Virtual field trips [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011d). Program three: Instructional theory vs. learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Prensky, M. (2005, December). Listen to the Natives. Educational Leadership. 63(4). p.8-13. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved from: Academic Search Complete database. ISSN: 00131784.

Social Theory and Cooperative Learning

A key attribute of effective classroom instruction is that students work within what Vygotsky termed the zone of proximal development. 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.  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). Social learning theory focuses on the learning that occurs within a social context, and relates to peoples’ ability to learn through observing others’ behaviors, attitudes, and ultimately the outcomes of those behaviours.  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.

Through teachers’ meaningful actions effective learning atmospheres within classrooms which utilize social learning strategies such as cooperative learning work to, as Johnson, Johnson, and Smith (1991) note, generate the associated student benefits of “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).  In using 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  greater retention of subject matter, improved attitudes towards learning, and enhanced relationships amongst group members are encouraged.  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.  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.  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.  Through my own playing around (see appendix 1 below) I was amazed at how easily one could visually and orally display information.  Through the software I was able to organize and manipulate materials and then give detailed information specific to individual components within my project.  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).  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.  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.  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.

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.  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.

Appendix 1

My Voice Thread URL: http://voicethread.com/share/2680654/

References

Laureate Education, Inc. (Producer). (2011a). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program nine: Connectivism as a learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

O’Bannon, B., Puckett, K., Rakes, G. (2006). Using Technology to Support Visual Learning Strategies. Type II Uses of Technology in Education: Projects, Case Studies, and Software Applications.23(1/2).p.125-137. The Haworth Press, Inc. Retrieved from ERIC database. DOI: 10.1300/J025v23n01_11.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VI, Association for Supervision and Curriculum Development.

Tsay, M. and Brady, M. (2010, June). A Case Study on Cooperative Learning and Communication Pedagogy: Does Working in Teams Make a Difference? Journal of the Scholarship of Teaching and Learning, 10(2), 78-89. Retrieved from ERIC database.

Project-based Learning and Hypotheses: An Effective Thinking Adventure!

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.  Through their actions to actively recognize the full instructional potential of educational technology teachers are now making the pedagogical shift necessary to positively affect student achievement.  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 constructivist learning 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.  In working to link this theoretical definition with the effective creation of learning tasks involving the generating and testing of hypotheses opportunities do undoubtedly exist for teachers to actively engage students in prediction or ‘what if’ type tasks entailing the construction of personal knowledge. 

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.  The simple answer, according to online project-based website Edutopia (2011) is that “project-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”.  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.  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).  Now given the ever increasing focus on effective technology integration and the use of real-world learning experiences, upon reviewing a selection of online project-based learning websites including Edutopia: Project Learning, Project-Based Learning: The Online Resource for PBL, and NASA Solar System Simulator it is apparent that technology can assist teachers in linking instruction with students’ innate curiosity about their surroundings and how things operate. 

Obviously the use of technology such as these web-based resources further enhances the refinement of 21st century skills and works to encourage students to learn with technology as opposed to from 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).  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”.  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).  In using hypotheses as an instructional 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).  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.  This meaningful interaction with information throughout the completion of the task assists students in linking pre-existing and newly introduced information.

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.  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.  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.

References

Edutopia. (2012). What Works in Education.  The George Lucas Educational Foundation. Retrieved from http://www.edutopia.org/project-based-learning.

Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/.

Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/.

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1.

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

Cues, and Questions, and Advance Organizers...Oh my!

In taking a cue from the Wizard of Oz 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’.  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.  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.  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.  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.  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.  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.

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.  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.   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.  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.  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).  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 Kidspiration 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.  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.  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).  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.  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.

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. In utilizing instructional strategies such as cues, questions, and advance organizers as well as efficient summarizing and note 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.  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.  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.

References

Laureate Education, Inc. (Producer). (2010). Program five: Cognitive learning theories. [Video webcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6289937&Survey=1&47=8834938&ClientNodeID=984650&coursenav=1&bhcp=1.

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

Behaviourism, Technology, and Classroom Instruction

As the continued rate of societal change and technological innovation works to place a greater emphasis on the development of 21^st 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.  In looking at 21^st century skill development The Partnership for 21^st Century Skills (2011) cites the Programme for International Student Assessment 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).  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.  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?  In answering this question I believe so, and in carefully reviewing various technological resources and looking at the educational strategies of reinforcing effort and homework and practice, an instructional connection between these strategies, B.F. Skinner's concept of behaviourism, and the utilization of technology resources indeed supports student achievement and promotion of learner success.

Reinforcing Effort

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!  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.  In looking at the methodology of behaviourism its beginnings can be attributed to behavioural psychologist B.F. Skinner whose theory of operant conditioning, 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.  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).  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.  In utilizing technology such as data spreadsheets as a visual 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.  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).  From a behavioural standpoint this sharing of data with students works to influence behavioral change by 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. 

Homework and Practice

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.  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.  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.  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.  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.  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).  Through the use of a variety of instructional tasks teachers are able to assign homework which utilizes a range of learning technology and software.  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.  In reviewing a variety of 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.  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).  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.  Clearly the integration of technology as a homework tool 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  (http://engagingstudents.blackgold.ca/) 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.

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^st century skills if it is to meet society’s changing requirements of learning.  In recognition of this fact classroom instruction and resources involving aspects of behaviorism, though a dated theory of learning, will continue to assist teachers in the promotion of learning behaviors, and allow students opportunities to further develop and reinforce their understanding of instructed concepts, including the sought after 21^st century skills.  Ultimately in analysing current instructional strategies and the increasingly prevalent use of technology resources with students, 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.   

References

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Partnership for 21^st Century Skills. (n.d.). A Report and Mile Guide for 21^st Century Skills. Washington, DC: Author. Retrieved from http://www.p21.org/images/stories/otherdocs/p21up_Report.pdf.

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

A Reflective Look Back...

A Reflective Look Back…

In reflecting on my learning these past 7 weeks through my graduate studies, specifically in relation to technological abilities, and knowledge of effective technology integration, the assigned readings, colleague discussions, and course work have most certainly allowed me the opportunity to become a teacher leader in the area of technology integration.  In looking at how this course has helped to develop my own technology skills as a professional teacher it is safe to say that my own personal beliefs, attitudes, assumptions, and ultimately my level of understanding have all changed.  Throughout my career I have always worked to embrace technological innovation and strived to provide instruction which is current and relevant to my students.  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.  Clearly societal expectations are that students develop 21^st 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. 

Over the last few weeks I continued to expand my knowledge of learning, and leading with technology.  With the aim of increasing student achievement I have been able to 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.  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.  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.  By collaboratively creating opportunities for these connections, teachers are able to further engage students and incorporate constructivist teaching into their pedagogy.  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 critical consumers of knowledge, consequently teachers must now act as facilitators wherein the onus for learning is shifted to the students.    Within today’s classrooms learning 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.

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.  Societal change will not stop and the rate of technological innovation will continue to influence the manner in which classroom instruction is delivered. 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.  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.  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 voices of change.

In looking to the future 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.  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.  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.  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.

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).  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.  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^st 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.  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.

 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 sparking the flame of learning in all learners - both student and teacher!

References

Keengwe, J., Onchwari, G. and Wachira, P. (2008, January). The Use of Computer Tools to Support Meaningful Learning. AACE Journal. 16(1). p.77-92. Chesapeake, VA: Association for the Advancement of Computing in Education. Retrieved December 13, 2011 from: Education Research Complete database. ISSN: 15513696.

Laureate Education, Inc. (Executive Producer). (2010). The Changing Role of the Teacher: Part 1 [Webcast]. Understanding the Impact of Technology on Education, Work, and Society. Baltimore, MD: Author. Retrieved December 12, 2011 from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6072032&Survey=1&47=8988338&ClientNodeID=984650&coursenav=1&bhcp=1.

Prensky, M. (2005, December). Listen to the Natives. Educational Leadership. 63(4). p.8-13. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved December 13, 2011 from: Academic Search Complete database. ISSN: 00131784.

Prensky, M. (2008, March). Turning On the Lights. Educational Leadership. 65(6). p.40-45. Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved December 13, 2011 from: Academic Search Complete database. ISSN: 00131784.

The Digital Student...

In looking at the impact 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.  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.

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.  Our school is located in a small rural town, and the population is largely a mix of middle class nationals and expatriates.  The students at our school are 100% English as a second language.  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.  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.

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.  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 digital native definition.  In discussing the topic of digital natives and digital immigrants, Prensky described today’s generation of learners as being digital natives 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.  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. 

To listen to the full podcast and student interviews check out the listed link.

APP5 Podcast