I have expanded my learning as it relates to learning theories and have realized that my personal theory is not far off from those discussed in this course. The aim is to know your students and select theories that are student centered, rather than teacher centered. It was my personal theory to incorporate theories depending on the students’ culture, linguistic and socioeconomic background. I also believe that students are visual, verbal, reading/writing or kinesthetic learners, hence their learning styles. With this in mind, instructional strategies have to be implemented to cater to the needs of all learners. The fact that I still hold this view does not change the fact that there are many learning theories that need to be incorporated in our classrooms. Our classrooms are changing every day and technology has affected our classrooms positively. Therefore, educators need to use a variety of learning theories that are applicable to the lesson, students, and students’ learning styles. In addition, I am more confident in my use of technology tools, and it has become clearer to me that technology in the classroom is the way forward. Technology has enhanced my classroom in many ways, and both students and I are realizing its importance in the classroom.
My instructional practice will change to accommodate more technology integration based on the depth of knowledge gained in this course. Students are digital natives, and it is incumbent on teachers to combine several technology tools that will not only have students engaged in meaningful learning, while having fun. There are a number of technology tools that I will use in my classroom that will support and enhance students’ learning. My repertoire of instructional skills has expanded to include many technology tools, such as classroom blogs, wikis, podcasts, concept mapping and voice thread.
The use of technology tools in my classroom has taken a new shift as I seldom use technology as an instructional technology tool, but rather as a learning technology tool. I have chosen three technology tools that I have implemented in my classroom that I believe will support or enhance students’ learning. I think that students need to be engaged at all times and the use of wiki, classroom blog and voice thread are excellent ways of incorporating technology, and creating student centered classrooms. It should be at the forefront of our minds that we should be facilitators in the classroom, and encourage students to be responsible for their learning. The use of classroom blogs, wikis, and voice thread will allow students to collaborate and interact in and outside the classroom. Students will have an opportunity to be expressive in many ways, and will give them a chance to communicate in ways they would not normally do in a teacher led discussion. These tools encourage greater involvement of student participation and group interaction, which encourages a student centered approach to learning.
Two long term goal changes that I would like to make to my instructional practice regarding technology integration is incorporating a two year classroom blog, and a voice thread for my grades 10 and 11 students . These two grades carry a two-year curriculum and I thought it would only be fitting to engage students in a classroom blog, so that even when school is out, teacher and students can collaborate and communicate. I can also post questions that will generate discussions where students will learn and be excited. Blogs will also allow me to post homework activities that students will be able to view and comment. Parents will also be able to visit the blog and give their input. The intention of the blog is to have everyone involved, and build a small community within the class.
The use of voice thread, I believe, is also to build a community that would not only incorporate students, but parents and experts in the field. The voice thread will be used so that students can share their thoughts on different topics, and will give me an opportunity to understand how some students communicate and relate. Some students will not want to talk out in class, so this is a good chance for them to integrate in a more comfortable way. Voice thread can be an interesting tool that teachers can implement when teaching a topic that is not as easy as others are. Students can do their research and give feedback on the voice thread. I see where I can build different voice threads using different topics. At the end of each lesson, students in groups, can start their own voice thread and discuss the lesson topic, while the teacher can create the topic and allow students to add to it. Students will also be required to do their personal research so that they are able to respond to the voice thread. This will be a continuous exercise for the students. These two technology tools can be used in and outside the classroom, depending on how the teacher directs the integration. Cooperative learning has always been part of my lessons, and I believe with the use of technology, students who were hesitant in engaging in group discussion, will find it more interesting, and even entertaining.
As much as I teach Information Technology to high school students, I was of the impression that I was doing a great job because, for the most part, students were always on the computer. This course has opened up my eyes to a wide range of technology tools that will be beneficial to both teacher and students. The knowledge gained, in regards to learning theories and technology tools, has not only made me a more efficient and competent teacher, but it has brought a completely new meaning to my classroom.
Thursday, August 11, 2011
Sunday, July 31, 2011
Voice Thread---Very interesting
Voice Thread is a powerful technology tool that allows both teacher and students to be creative while having fun. This tool can bring people from all over the world in one place, sharing one common goal. It can be used by anyone and is a good way for discussing images, videos and photos.
Take a look at my Voice Thread as I discuss the problem of overcrowded classrooms. Do feel free to post your comments.
Take a look at my Voice Thread as I discuss the problem of overcrowded classrooms. Do feel free to post your comments.
Wednesday, July 27, 2011
Connectivism and Social Learning in Practice
Social learning theory involves the entire classroom environment, and ways in which students relate and interact with each other. It is important for teachers to create a classroom atmosphere that is conducive to learning. Orey (Laureate Education, Inc., 2008) explains that, it is conversations that cement students’ understanding of content knowledge. He also mentioned that students should not only be engaged in constructing something, but doing it together, while talking about it with each other. A very important construct in the social domain is collaborative
and cooperative learning. Moreover, students have an opportunity of working together to build something, where knowledge can be strengthened.
Cooperative learning is an instructional strategy that embeds technology. Students enjoy working together in a safe and comfortable classroom environment. Hence, when they are engaged in productive social networking, they are enjoying the lesson, and learning at the same time. Cooperative learning is an excellent way of getting students to work in a network, as characterized by social learning theory. Students, as young as you can think, are already engaged in social networking. Therefore, if teachers can capitalize on this and implement networking that is educational and fun, students will work collaboratively in a comfortable environment. It was Orey (Laureate Education, Inc., 2008) who suggested that one of the best ways of learning content is by teaching others, which will help the learner develop a deeper understanding of the content.
According to Pitler, Hubbell, Kuhn & Malenoski (2007), to have students prepared for the virtual workplace, they will need to learn and produce cooperatively. Working as a team is always encouraged, and so much can be learned through interaction. In addition, ideas and experiences can also influence how students learn. Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, and allowing members of groups to communicate even if they are not working face to face (Pitler et al, 2007). There are technology tools that can facilitate cooperative learning, such as multimedia, web resources and communication software. With the use of technology tools, students are now able to collaborate across the globe through the web. Likewise, students can now collaborate without the constraints of time and geography. The focus of cooperative learning is to have students interact in ways that enhances learning.
References:
Laureate Education, Inc. (Executive Producer). (2008). Social Learning Theories. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
and cooperative learning. Moreover, students have an opportunity of working together to build something, where knowledge can be strengthened.
Cooperative learning is an instructional strategy that embeds technology. Students enjoy working together in a safe and comfortable classroom environment. Hence, when they are engaged in productive social networking, they are enjoying the lesson, and learning at the same time. Cooperative learning is an excellent way of getting students to work in a network, as characterized by social learning theory. Students, as young as you can think, are already engaged in social networking. Therefore, if teachers can capitalize on this and implement networking that is educational and fun, students will work collaboratively in a comfortable environment. It was Orey (Laureate Education, Inc., 2008) who suggested that one of the best ways of learning content is by teaching others, which will help the learner develop a deeper understanding of the content.
According to Pitler, Hubbell, Kuhn & Malenoski (2007), to have students prepared for the virtual workplace, they will need to learn and produce cooperatively. Working as a team is always encouraged, and so much can be learned through interaction. In addition, ideas and experiences can also influence how students learn. Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, and allowing members of groups to communicate even if they are not working face to face (Pitler et al, 2007). There are technology tools that can facilitate cooperative learning, such as multimedia, web resources and communication software. With the use of technology tools, students are now able to collaborate across the globe through the web. Likewise, students can now collaborate without the constraints of time and geography. The focus of cooperative learning is to have students interact in ways that enhances learning.
References:
Laureate Education, Inc. (Executive Producer). (2008). Social Learning Theories. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thursday, July 21, 2011
Constructionism in Practice
Constructionism and constructivism are used interchangeably to mean that each individual constructs his or her meaning by building something (Laureate Education, Inc., 2008). The main aim is to build students to fill job related positions that have not yet been developed. According to Orey (Laureate Education, Inc., 2008), constructionist’s main point is to have students actively engaged in learning, and in the process of creating artifacts. Project-based learning tools do not only develop a method to utilize the potential of educational technology to make constructionism practices seamless and more accessible, but also keeps students actively engaged. Teachers, however, must give clear guidelines to avoid ambiguity and confusion. Likewise, students usually construct their own understanding and knowledge, through experiences and reflection on those experiences. Hence, students are encouraged to use active techniques to create knowledge, then to reflect on what they are doing, and how their understanding is changing.
There are several technology tools available in the classroom and care must be taken to choose the most suitable tool that will generate the required results. In addition, the tools must be intended for the correct age level. Generating and testing hypotheses is an instructional strategy that embeds technology. According to Pitler, Hubbell, Kuhn & Malenoski (2007), when students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content. With this in mind, constructionist learning theory correlates with the instructional strategy that generates and tests hypotheses. This learning theory emphasizes the need to build or construct artifacts; hence, students will be integrally involved in the learning process. Therefore, it is anticipated to have a spiral effect on students’ ability to understand and apply knowledge learned in, and outside the classroom.
Technology can play a vital role in generating and testing hypotheses because the process of gathering data has lessened and the time for development of interpretative skills can be increased (Pitler, et al, 2007). Spreadsheet software, data collection tools and web resources are excellent technology tools for enhancing classroom practice of generating and testing hypotheses. It was Pitler, et al (2007) who mentions six tasks that teachers can use to help students generate and test hypotheses- system analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making. These tasks would help to develop 21st century skills that are not only applicable to the subject area, but also to the world of work.
I believe that when students are involved in the decision making process, they have a sense of self worth, and therefore can influence the learning process. I find that students who share in the learning process are usually achieve high standards.
Reference:
Laureate Education, Inc. (Executive Producer). (2008). Cognitive Learning Theories. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
There are several technology tools available in the classroom and care must be taken to choose the most suitable tool that will generate the required results. In addition, the tools must be intended for the correct age level. Generating and testing hypotheses is an instructional strategy that embeds technology. According to Pitler, Hubbell, Kuhn & Malenoski (2007), when students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content. With this in mind, constructionist learning theory correlates with the instructional strategy that generates and tests hypotheses. This learning theory emphasizes the need to build or construct artifacts; hence, students will be integrally involved in the learning process. Therefore, it is anticipated to have a spiral effect on students’ ability to understand and apply knowledge learned in, and outside the classroom.
Technology can play a vital role in generating and testing hypotheses because the process of gathering data has lessened and the time for development of interpretative skills can be increased (Pitler, et al, 2007). Spreadsheet software, data collection tools and web resources are excellent technology tools for enhancing classroom practice of generating and testing hypotheses. It was Pitler, et al (2007) who mentions six tasks that teachers can use to help students generate and test hypotheses- system analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making. These tasks would help to develop 21st century skills that are not only applicable to the subject area, but also to the world of work.
I believe that when students are involved in the decision making process, they have a sense of self worth, and therefore can influence the learning process. I find that students who share in the learning process are usually achieve high standards.
Reference:
Laureate Education, Inc. (Executive Producer). (2008). Cognitive Learning Theories. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, July 13, 2011
Cognitivism in Practice
Classroom instruction bears a great deal of success for our students. Teachers should always endeavor to improve learning outcomes using varying instructional strategies. Cognitive Learning Theory is a complex collection of theories and information is stored as images and text (Laureate Education, Inc., 2008). It was Orey (Laureate Education, Inc., 2008), who mentioned the components of cognitive learning theories to be short-term, elaboration, dual coding and network model of memory. With this in mind, instructions and technology-based tools should be geared towards helping students acquire long-term memory.
Two instructional strategies that I have explored that embed technology are “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking”. These strategies will not only deepen understanding, but also will increase students’ engagement, and enhance students’ ability to recall and apply information. “Cues, Questions and Advance Organizers focus on enhancing students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn & Malenoski, 2007). My six year old would bombard me with questions every minute of the day. This is because she needs answers. The teacher has to know when to ask questions and when to solicit answers. In addition, time must be allotted for students to ask questions. Cues, Questions and Advance Organizers are effective tools when used properly.
Technology embedded in Cues, Questions and Advance Organizers supports cognitive learning theory. Technologies are used to help students make sense of the content, and focus their learning. In addition, Cues, Questions and Advance Organizers allow teachers and students to create well-organized, visually appealing organizers (Pitler, et al, 2007). Likewise, cognitive learning is focused on visual and text. The main aim of the technologies supporting this strategy is to capture student responses and organize the responses in useful information. Word Processing is an excellent tool for creating advance organizers. Orey (Laureate Education, Inc., 2008), substantiated this argument, as he also stated that cognitive learning theory revolves around Information Processing. Teachers should use a variety of graphic organizers in order to generate different results. Charts, pictures and tables are also used so that students can make a connection with the content. Orey (Laureate Education, Inc., 2008) said, “People can remember images much better than text”. Other forms of technology-based tools used in Cues, Questions and Advance Organizers are Spreadsheet, Organizing and Brainstorming and Multimedia. These tools can be engaging organizers, and a tool for practice.
“Summarizing and Note Taking” has always been practiced in my classroom. This strategy focuses on enhancing students’ ability to analyze information and condense it into a new form (Pitler, et al, 2007). Students’ focus is on decomposing information into what is important and what is not, and be able to summarize the important information in their words. Note taking is not easy, and must be used in creative ways to avoid boredom. Students have to be taught how to take comprehensive notes using note-taking formats. Technology has been implemented to assist with summarizing and note taking. Technologies used to enhance this strategy are word processing, organizing and brainstorming, multimedia, web resources, and communication software. A very popular tool that is used in my classroom is AutoSummarize. This is an excellent way of having students practice summarizing information. I believe students do not know how to take good notes, unless they are taught. They usually write everything the teacher says. The technology used in Summarizing and Note Taking supports the cognitive learning theory, as students have to employ critical thinking, while integrating multiple senses in presentations, to improve learning. The senses play a vital role when information is stored for long-term. Apart from identifying pictures and text, senses are also combined with text, to move away from short-term memory to a more permanent memory. This memory encourages the students to process information through a network.
Concept Mapping and Virtual Field Trip tools are excellent ways of incorporating long-term memory into learning. The tools help students create cemented concepts that they can pull from in the future. In addition, they are able to make numerous connections to stored information. The effectiveness of the cognitive learning theory is the use of images. Therefore, students who are able to view concepts through a Virtual Field Trip or make connections through a network of information by using Concept Mapping, are better able to deepen understanding, and enhance their ability to recall and apply information. Cognitive learning theory, when implemented with other theories, can be effective tools for learning.
References:
Laureate Education, Inc. (Executive Producer). (2008). Cognitive Learning Theory. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Two instructional strategies that I have explored that embed technology are “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking”. These strategies will not only deepen understanding, but also will increase students’ engagement, and enhance students’ ability to recall and apply information. “Cues, Questions and Advance Organizers focus on enhancing students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn & Malenoski, 2007). My six year old would bombard me with questions every minute of the day. This is because she needs answers. The teacher has to know when to ask questions and when to solicit answers. In addition, time must be allotted for students to ask questions. Cues, Questions and Advance Organizers are effective tools when used properly.
Technology embedded in Cues, Questions and Advance Organizers supports cognitive learning theory. Technologies are used to help students make sense of the content, and focus their learning. In addition, Cues, Questions and Advance Organizers allow teachers and students to create well-organized, visually appealing organizers (Pitler, et al, 2007). Likewise, cognitive learning is focused on visual and text. The main aim of the technologies supporting this strategy is to capture student responses and organize the responses in useful information. Word Processing is an excellent tool for creating advance organizers. Orey (Laureate Education, Inc., 2008), substantiated this argument, as he also stated that cognitive learning theory revolves around Information Processing. Teachers should use a variety of graphic organizers in order to generate different results. Charts, pictures and tables are also used so that students can make a connection with the content. Orey (Laureate Education, Inc., 2008) said, “People can remember images much better than text”. Other forms of technology-based tools used in Cues, Questions and Advance Organizers are Spreadsheet, Organizing and Brainstorming and Multimedia. These tools can be engaging organizers, and a tool for practice.
“Summarizing and Note Taking” has always been practiced in my classroom. This strategy focuses on enhancing students’ ability to analyze information and condense it into a new form (Pitler, et al, 2007). Students’ focus is on decomposing information into what is important and what is not, and be able to summarize the important information in their words. Note taking is not easy, and must be used in creative ways to avoid boredom. Students have to be taught how to take comprehensive notes using note-taking formats. Technology has been implemented to assist with summarizing and note taking. Technologies used to enhance this strategy are word processing, organizing and brainstorming, multimedia, web resources, and communication software. A very popular tool that is used in my classroom is AutoSummarize. This is an excellent way of having students practice summarizing information. I believe students do not know how to take good notes, unless they are taught. They usually write everything the teacher says. The technology used in Summarizing and Note Taking supports the cognitive learning theory, as students have to employ critical thinking, while integrating multiple senses in presentations, to improve learning. The senses play a vital role when information is stored for long-term. Apart from identifying pictures and text, senses are also combined with text, to move away from short-term memory to a more permanent memory. This memory encourages the students to process information through a network.
Concept Mapping and Virtual Field Trip tools are excellent ways of incorporating long-term memory into learning. The tools help students create cemented concepts that they can pull from in the future. In addition, they are able to make numerous connections to stored information. The effectiveness of the cognitive learning theory is the use of images. Therefore, students who are able to view concepts through a Virtual Field Trip or make connections through a network of information by using Concept Mapping, are better able to deepen understanding, and enhance their ability to recall and apply information. Cognitive learning theory, when implemented with other theories, can be effective tools for learning.
References:
Laureate Education, Inc. (Executive Producer). (2008). Cognitive Learning Theory. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, July 6, 2011
Instructional Strategies and Behaviorism
Everyone wants to succeed in life, whether at school, work or play. According to Pitler, Hubbell, Kuhn & Malenoski (2007), people attribute success to different sources, but effort is the best choice for anyone who desires to achieve and maintain success. Effort allows individuals to have full control over their outcome. Hence, more effort put in doing something, yields much better results. There is a connection between the instructional strategy of “Reinforcing Effort” and behaviorist learning theory. Teachers who reinforce effort enhance students’ understanding of the relationship between effort and achievement. (Pitler, et al., 2007). It was Orey (Laureate Education, Inc., 2008), who explained that behaviorism has two mechanisms – reinforcement and punishment; however, reinforcement is more powerful. Behaviorist learning theory is more concerned about reinforcing effort to encourage and maintain a positive behavior. Therefore, it is important to help students realize the importance of believing in effort.
Technology is embedded in ‘reinforcing effort’ to make it easier for not only teachers to track effort and expedite feedback, but students, as well. Spreadsheet software and data collection are technology tools that assist students in charting the relationship between effort and achievement (Pitler, et al., 2007). Therefore, teachers are able to encourage desirable behaviors by reinforcing efforts, as well as, identify behaviors that need improvement. This instructional strategy has to be consistent and systematic in order for students to comprehend the impact effort has on achievement (Pitler, et al., 2007). Using data collection is an excellent tool in helping students overcome challenges they may face. This tool will give students an opportunity to make a comparison between other students and themselves, and be able to control their success.
Another instructional strategy that correlates with behaviorist learning theory is “Homework and Practice”. Homework is an excellent way of allowing students to review and practice on their own. “Homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills” (Pitler et al., 2007). Hence, students get an opportunity to practice and apply what they have learned. Students learn from practice, and repetition not only reinforces learning, but also enhances the ability to reach levels of competency. Behaviorist technology applications are effective and appropriate in cases where students need to master a particular skill. Technology makes it possible for homework and practice to be effective outside of classroom, allow students to work collaboratively, and is most effective when used properly. There are a number of technology tools that are used to create homework that articulates purpose and outcome, such as Word Processing, Spreadsheet Software, Multimedia, Web Resources and Communication Software (Pitler et al., 2007).
Teachers need to have full understanding of the students in the classroom, and implement instructional strategies, not only suitable for the grade level, but enhance effort and encourage positive behaviors. Behaviorism does have a place in the classroom and with the integration of technology, teachers must incorporate other learning theories to promote success and increase levels of learning.
References:
Laureate Education, Inc. (Executive Producer). (2008). Behaviorist Learning Theory. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Technology is embedded in ‘reinforcing effort’ to make it easier for not only teachers to track effort and expedite feedback, but students, as well. Spreadsheet software and data collection are technology tools that assist students in charting the relationship between effort and achievement (Pitler, et al., 2007). Therefore, teachers are able to encourage desirable behaviors by reinforcing efforts, as well as, identify behaviors that need improvement. This instructional strategy has to be consistent and systematic in order for students to comprehend the impact effort has on achievement (Pitler, et al., 2007). Using data collection is an excellent tool in helping students overcome challenges they may face. This tool will give students an opportunity to make a comparison between other students and themselves, and be able to control their success.
Another instructional strategy that correlates with behaviorist learning theory is “Homework and Practice”. Homework is an excellent way of allowing students to review and practice on their own. “Homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills” (Pitler et al., 2007). Hence, students get an opportunity to practice and apply what they have learned. Students learn from practice, and repetition not only reinforces learning, but also enhances the ability to reach levels of competency. Behaviorist technology applications are effective and appropriate in cases where students need to master a particular skill. Technology makes it possible for homework and practice to be effective outside of classroom, allow students to work collaboratively, and is most effective when used properly. There are a number of technology tools that are used to create homework that articulates purpose and outcome, such as Word Processing, Spreadsheet Software, Multimedia, Web Resources and Communication Software (Pitler et al., 2007).
Teachers need to have full understanding of the students in the classroom, and implement instructional strategies, not only suitable for the grade level, but enhance effort and encourage positive behaviors. Behaviorism does have a place in the classroom and with the integration of technology, teachers must incorporate other learning theories to promote success and increase levels of learning.
References:
Laureate Education, Inc. (Executive Producer). (2008). Behaviorist Learning Theory. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Sunday, June 19, 2011
The Evolving Role of the Teacher - Reflection
It has been a wonderful privilege being part of this course as I reflect on my learning experiences over the past weeks. I have become a more highly effective teacher through the knowledge and insights gained about integrating technology in my classroom, and how to become a 21st century teacher. My personal attitudes and beliefs about technology integration have changed, and I am now able to positively influence my classroom practice. In addition, I have sought ways to deepen my knowledge and understanding of improving my technological abilities in order to develop 21st century skills within my classroom. The content of this course has helped me in my quest to make my school and classroom more meaningful and effective for 21st century students. The learning experiences gained have positively influenced not only my attitude, perspective and actions, but also students’ learning.
I have learnt to develop my own technology skills as a professional teacher that will be life-long. Initially, I thought I knew quite a lot about technology, since I teach Information Technology to High School students. Obviously, I was wrong. I have learnt so much, I feel as if I have become a brand new 21st century teacher. Wikis, blogs, and podcasting were not very new to me, but I have learnt so many ways of using these tools in my classroom to develop 21st century skills for my students. Wikis, classroom blogs, and podcasting are excellent tools for incorporating technology in the classroom.
Students of 21st century are technologically savvy and considered to be digital natives. Hence, I have to create classrooms that are engaging, interesting and meaningful. I have deepened my knowledge of the teaching and learning process by finding ways of enhancing my instructional strategies, and ways of assessing students, which are outside of the norm. I have learnt to be more students centered, rather than teacher centered. I teach differing students with varying capabilities and learning styles. Therefore, the knowledge gained will help me to plan my lessons to incorporate technology that all students can relate. I have already started using some of these technology tools in my classroom and will continue for the next school year. The students are enjoying the tools and have certainly made my classroom a lot more interesting and entertaining. I have learnt that students learn best in ways they find interesting. I have to shift the focus from me, to the students, and how they learn. Hence, I focus on what they need to know to become valuable members of society, and function effectively in the world of work.
I will continue to expand my knowledge of learning, teaching, and leading with technology by engaging in professional development seminars and professional blogging. I have already met with my department to share what I have learnt, so that, as a department, we can empower the entire staff to include technology in the classroom with the aim of increasing student achievement. The students are embracing technology; therefore, teachers need to do the same. I believe it is part of my job to educate my colleagues, especially those who are afraid of technology, on ways of making the classroom more interesting with the use of technology integration. In addition, I will keep an ear out for any new technology that can be used in the classroom to enhance learning.
I now understand the impact of technology, on not only education, but work and society, as well. Therefore, I am making a concerted effort to have all my students and colleagues embracing technology in the classroom by the end of next year. I will also work on having school administration invest in purchasing more computers and other technological gadgets to be used in the classroom. The only foreseen challenge is funding, which means that in my action plan for the coming school year, I will have to seek funding to assist in this worthwhile venture.
My views on technology use have changed, and I am now able to see the positive effective of technology integration in the classroom. As educators, we need to develop technology that meets the needs of 21st century students, and incorporate web 2.0 applications that have far-reaching implications for the lives of our students. As an educator, one of the biggest challenges I face is to prepare students for a work environment that does not yet exist-one that utilizes technologies that have not yet been invented. Therefore, I am committed to meeting the expectations of my students, in order for them to function effectively in a global, highly collaborative, professional environment of the 21st century workplace.
I have learnt to develop my own technology skills as a professional teacher that will be life-long. Initially, I thought I knew quite a lot about technology, since I teach Information Technology to High School students. Obviously, I was wrong. I have learnt so much, I feel as if I have become a brand new 21st century teacher. Wikis, blogs, and podcasting were not very new to me, but I have learnt so many ways of using these tools in my classroom to develop 21st century skills for my students. Wikis, classroom blogs, and podcasting are excellent tools for incorporating technology in the classroom.
Students of 21st century are technologically savvy and considered to be digital natives. Hence, I have to create classrooms that are engaging, interesting and meaningful. I have deepened my knowledge of the teaching and learning process by finding ways of enhancing my instructional strategies, and ways of assessing students, which are outside of the norm. I have learnt to be more students centered, rather than teacher centered. I teach differing students with varying capabilities and learning styles. Therefore, the knowledge gained will help me to plan my lessons to incorporate technology that all students can relate. I have already started using some of these technology tools in my classroom and will continue for the next school year. The students are enjoying the tools and have certainly made my classroom a lot more interesting and entertaining. I have learnt that students learn best in ways they find interesting. I have to shift the focus from me, to the students, and how they learn. Hence, I focus on what they need to know to become valuable members of society, and function effectively in the world of work.
I will continue to expand my knowledge of learning, teaching, and leading with technology by engaging in professional development seminars and professional blogging. I have already met with my department to share what I have learnt, so that, as a department, we can empower the entire staff to include technology in the classroom with the aim of increasing student achievement. The students are embracing technology; therefore, teachers need to do the same. I believe it is part of my job to educate my colleagues, especially those who are afraid of technology, on ways of making the classroom more interesting with the use of technology integration. In addition, I will keep an ear out for any new technology that can be used in the classroom to enhance learning.
I now understand the impact of technology, on not only education, but work and society, as well. Therefore, I am making a concerted effort to have all my students and colleagues embracing technology in the classroom by the end of next year. I will also work on having school administration invest in purchasing more computers and other technological gadgets to be used in the classroom. The only foreseen challenge is funding, which means that in my action plan for the coming school year, I will have to seek funding to assist in this worthwhile venture.
My views on technology use have changed, and I am now able to see the positive effective of technology integration in the classroom. As educators, we need to develop technology that meets the needs of 21st century students, and incorporate web 2.0 applications that have far-reaching implications for the lives of our students. As an educator, one of the biggest challenges I face is to prepare students for a work environment that does not yet exist-one that utilizes technologies that have not yet been invented. Therefore, I am committed to meeting the expectations of my students, in order for them to function effectively in a global, highly collaborative, professional environment of the 21st century workplace.
Wednesday, May 25, 2011
Partnership for 21st Century Skills
The partnership for 21st century skills is undoubtedly an interesting and informative way of creating a holistic view of 21st century teaching and learning that combines 21st century student outcomes. Some of these are blending of specific skills, content knowledge, expertise and literacies, with innovative support systems. This will in turn, help students master the multi-dimensional abilities required of them in the 21st century. This website is very resourceful, as it has helped me to understand the necessity for the three Rs and the four Cs in education. It came home forcefully to me how important critical thinking and problem solving, communication, collaboration, and creativity and innovation are, and should always be incorporated in the teaching and learning process in the classroom. There is no doubt that the four Cs are essential for student academic and professional success in the 21st century.
I agree that schools must move beyond a focus on basic competency in core subjects to promoting understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into core subjects. These themes, such as, global awareness, financial and economic literacy, civic literacy, health literacy and environmental literacy are all important factors that contribute to the overall development and success of each student. However, I do not totally agree with the statement that “there is a profound gap between the knowledge and skills most students learn in school, and the knowledge and skills they need in typical 21st century communities and workplaces”. While I agree that it might be true in some instances, not all schools or classrooms are far off in teaching skills necessary to equip students to be successful in 21st century communities, and create social change in society.
The implications for contemporary educators are to create changes in the way we think, in order to be creative in instructional practices and incorporate more technology based learning materials and tools that are current and engaging for 21st century students. To be effective in the 21st century, students must be able to exhibit a range of functional and critical thinking skills related to information, media and technology.
The overall rating for this site is five out of a possible 1-5 rating scales, with five being the highest. I find the site to be user friendly and give many links to very valuable information for teachers. This site has also helped me to be better able to assist my students in developing not only career skills, but adequate life skills, as well. Students should be able to develop flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, leadership and responsibility.
I agree that schools must move beyond a focus on basic competency in core subjects to promoting understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into core subjects. These themes, such as, global awareness, financial and economic literacy, civic literacy, health literacy and environmental literacy are all important factors that contribute to the overall development and success of each student. However, I do not totally agree with the statement that “there is a profound gap between the knowledge and skills most students learn in school, and the knowledge and skills they need in typical 21st century communities and workplaces”. While I agree that it might be true in some instances, not all schools or classrooms are far off in teaching skills necessary to equip students to be successful in 21st century communities, and create social change in society.
The implications for contemporary educators are to create changes in the way we think, in order to be creative in instructional practices and incorporate more technology based learning materials and tools that are current and engaging for 21st century students. To be effective in the 21st century, students must be able to exhibit a range of functional and critical thinking skills related to information, media and technology.
The overall rating for this site is five out of a possible 1-5 rating scales, with five being the highest. I find the site to be user friendly and give many links to very valuable information for teachers. This site has also helped me to be better able to assist my students in developing not only career skills, but adequate life skills, as well. Students should be able to develop flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, leadership and responsibility.
Wednesday, May 11, 2011
Blogs in the Classroom
A blog is used to discuss topics for students and the community, build communities, publish students’ work, create forum for collaboration and build a body of knowledge. I believe a blog is an excellent way of stimulating discussion. One idea of using a blog for my grade 10 Information Technology students is to have them participate in the blog by posting their comments on a topic that was taught in class. In addition, I can review and give feedback at a convenient time, and the students can give their feedback, as well. For example, I can ask students to look at software, and discuss their findings on the blog. It is a good way of having students post issues that might not be clear to them and need clarification. Blogging encourages participation from a global community, which lends itself to gaining knowledge from different perspectives. I can also post additional resources, such as books and websites so that students can do additional reading. The blog might also help to clarify issues and answer questions that students might be afraid to ask in class.
The blog’s main purpose is to create a better communication link between the teacher and students outside the classroom, in a more student friendly environment. It is not grounded to time and location, and is a very good place for students to interact about content, and share learning with the larger community. Students can also display their work and have, not only the teacher, but also students comment on their work.
A blog is a good tool for instructional context as it motivates students to learn and have a better appreciation for what they are learning. It also helps students visualize with technology, in the real world, while learning about it. Blogging is an easy way of posting assignments and deadlines, and an excellent way of getting parents involved in what their children are learning. Students will get an opportunity to have fun while learning.
The blog’s main purpose is to create a better communication link between the teacher and students outside the classroom, in a more student friendly environment. It is not grounded to time and location, and is a very good place for students to interact about content, and share learning with the larger community. Students can also display their work and have, not only the teacher, but also students comment on their work.
A blog is a good tool for instructional context as it motivates students to learn and have a better appreciation for what they are learning. It also helps students visualize with technology, in the real world, while learning about it. Blogging is an easy way of posting assignments and deadlines, and an excellent way of getting parents involved in what their children are learning. Students will get an opportunity to have fun while learning.
Sunday, May 8, 2011
Technology in the Classroom
Teachers have been teaching, and students have been learning. With this in mind, teachers must find ways of teaching things differently, and teaching different things. The society has evolved, and technology has advanced. Students are technologically savvy and therefore, teachers need to incorporate technology in the teaching and learning process. Children are on the computers, iPods, iPads, MP3 players, and so many more gadgets every day. Wouldn’t it be better to use these gadgets to teach the curriculum? I am sure they would love it.
Teachers need to explore the instructional technologies available and make the best use of them in the classroom. Children are always fascinated with new things, so let us try to change the way we do things to enhance learning.
Teachers need to explore the instructional technologies available and make the best use of them in the classroom. Children are always fascinated with new things, so let us try to change the way we do things to enhance learning.
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