I came into this class with a beginner's knowledge of instructional technology. I have been a Mac user for four years and feel comfortable with programs like garageband, iMovie, Microsoft Office, and photoshop but did not really know how to incorporate these programs into the classroom environment. I am therefore pleased to say that I feel that I have learned a tremendous amount about instructional technology and feel confident to use it as a teacher. From novice to expert, I feel that I can use technology and the Internet as a trust-worthy resource for lesson-plans and to make learning more fun for students.
I am proud of the projects I completed this semester. The wiki I created, classpaint, is appropriate for me to use when I student teach this fall, as it directly correlates to a class my cooperating teacher leads called LINK (a career skills class). That being said, I will constantly revise it to make it look more appealing, as well as synchronize with the class better. After spending many hours on the movie I also feel as though I did the best work I could. Furthermore, it was beneficial to learn the ins and outs of SmartBoard tools since this is a program many teachers make use of in the contemporary classroom.
I will now move on from here with a sound grasp of instructional technology and the confidence to use technology abundantly. Blogs, especially, were something I was originally unfamiliar with and now I can use this practice in the classroom. After all, the world is constantly working to enhance technology and now I have several experiences (with work to prove it!) that will only strengthen my technological capabilities.
Wednesday, July 6, 2011
Tuesday, July 5, 2011
Week 6 EDCI 5825
I am glad I finally got the opportunity to sit down and read through my peer's blog posts. It was a learning experience in itself to investigate what others had to say about weekly readings. I found that many people had similar thoughts, while also bringing new perspectives to the material. Looking at everyone's voki was also amusing and it is interesting to notice how many different personalities there are. Through exploring the blogs I also gained some new creative ideas and ways to construct my own blog, as well as future blogs.
I really enjoyed TJ's blog, Journey. I think that it was very organized and one comment stood out to me especially. On June 14th, under the heading "Collaborative Tools," TJ wrote: "The knowledge of the 21st century learners is shaped by the environment. Collaborative tools and interacting with others is one way to gain knowledge because students are able to learn from the more knowledgeable other." I honestly never thought of technology in this way - as the "more knowledgeable other." Realizing this makes technology a standard and proves its significance in educational systems. TJ also suggests that learning is shaped by the environment, a common theme running through all of my classes this semester. The context of teaching is extremely significant since a student's comfort is dependent on it. Incorporating technology into both context (and content) therefore contributes a plethora of dependable resources to the classroom.
I really enjoyed TJ's blog, Journey. I think that it was very organized and one comment stood out to me especially. On June 14th, under the heading "Collaborative Tools," TJ wrote: "The knowledge of the 21st century learners is shaped by the environment. Collaborative tools and interacting with others is one way to gain knowledge because students are able to learn from the more knowledgeable other." I honestly never thought of technology in this way - as the "more knowledgeable other." Realizing this makes technology a standard and proves its significance in educational systems. TJ also suggests that learning is shaped by the environment, a common theme running through all of my classes this semester. The context of teaching is extremely significant since a student's comfort is dependent on it. Incorporating technology into both context (and content) therefore contributes a plethora of dependable resources to the classroom.
Monday, June 27, 2011
EDCI 5825 Week 5: Web Resources
The internet is making teaching highly collaborative by having so many resources - from lesson plans, to blogs, to podcasts, to virtual field trips, and the list continues. Teachers and administrators are helping each other by taking the time to create websites with these advantageous and accessible resources. As long as educators consciously evaluate websites and understand copyright laws then these resources are useful and should be used throughout the school year. Schrum and Levin suggest that teachers be familiar with copyright laws, especially as role models for students, and realize that documents, photos, videos, etc. can only be used without permission if they are in the public domain or fall under the doctrine of fair use (2009, p. 150). It is also pleasing to know that students can learn about safe internet use and these copyright laws with such resources as isafe.org and ISTE's (2011) Computational Thinking Resource to "prepare young learners to become computational thinkers who understand how today's digital tools can help solve tomorrow's problems," as well as classroom scenarios for secure internet use.
One website that would be particularly useful for my instruction as a special educator is ReadWriteThink. This website is great because it has standard-based lessons for grades K-12 that have been created and reviewed by certified teachers using current research. These trusted lesson plans can be used verbatim or adjusted to fit any curriculum. Since I will be in a 9th grade English class this fall I looked at one lesson I plan to use titled "Active Reading through Self-Assessment: The Student-Made Quiz." The objective of this lesson is for students to comprehend reading through inquiry and collaboration where they "work independently to choose quotations that exemplify the main idea of the text, come to a consensus about those quotations in collaborative groups, and then formulate “quiz” questions their group will answer" ("Active Reading," 2011). This website even includes printouts and theory to practice, which explains the importance of each individual lesson.
Another website I definitely plan on using is iCollaboratory. Once I am affiliated with a public school I will create a free account on this website and encourage my co-workers to do the same. As a first year special educator I will no doubt seek assistance and advice from teachers. This resources is an excellent way to discover answers to my questions, as well as network with certified teachers from anywhere in the country. I view it as a mentor site that holds a lot of information and ideas that are free to use. For example, on iCollaboratory (n.d.) you can find such projects as "A Day in Our Neighborhood," which has already given me the idea to plan a lesson in which students learn about the surrounding community. This resource also provides professional development workshops, project consulting, training, technical advice, and other helpful web resources, and so is an ideal resource for all teachers. Furthermore, once I have gained sound experience teaching I can also contribute to the site, giving back to the resources that have helped me.
Active reading through self-assessment: the student-made quiz. 2011. ReadWriteThink. Retrieved 27 June, 2011, from http://www.readwritethink.org/classroom-resources/lesson-plans/active-reading-through-self-30702.html.
A day in our neighborhood. (n.d.) iCollaboratory. Retrieved 27 June, 2011, from https://sites.google.com/a/collaboratory.northwestern.edu/collaboratory-home/welcome/home/what-s-new/adayinourneighborhoodstartsmay32010.
Schrum, L. & Levin, B. (2009). Leading 21st Century Schools. California: Corwin.
Week 5 EDCI 5065 Reflection
Todays brainstorming activity asking "What is a good teacher?" helped to inform my perception of an ideal teacher. I noticed myself focusing more on the emotional aspects of teaching first, including caring and patient characteristics. Being a supportive mentor in the classroom is therefore the teacher I aspire to be morally. In regards to cognition, though, I realized my beliefs of challenging students to explore their interests. A good teacher holds high expectations for her students while supplying immediate feedback in positive manners (i.e. constructive criticism, offering 1:1 support, praise). This reminds me of the model we completed on Mitra in regards to emotion and motivation. As a class we discussed the need to possess positive emotions so that joy can be a motivator, using the example of a playground.
I am glad we learned about the teenage brain today because it opened my mind to the physiological conditions of cognition. Watching videos, with breaks in between for discussion, was an excellent way to introduce this topic. I particularly liked the Born-to-learn.org video because it provided an insightfulness to the adolescent way of thinking. It gave foundation to the statement that a good teacher has to allow natural curiosity to flourish so that learning is encouraged throughout a lifetime. Risk-taking is a part of human evolution and so teachers need to encourage this in a safe way. Reverting back to the first paragraph in regards to supplying challenges, these videos challenged me to begin thinking of neurophysiology and how it influences learning. As a special education teacher I need to possess a sound background knowledge of the brain to understand how it effects individual students' performance. This plays a huge role in motivating students, especially in understanding the best way you, as a teacher, can model behavior and provide extrinsic motivators.
If students are intrinsically motivated then optimal learning will occur because they are driven by an interest and/or enjoyment in the material. Intrinsic motivation gives students a purpose to learn. Giving students freedom to pursue natural curiosities will provide creative opportunities. Creativity is so important because it is an essential skill for all people to have. Most jobs require employees to be creative and to be able to think on their feet. Teachers therefore have to perpetuate this creative aptitude in the classroom and can do this by allowing students freedom to explore the topics that interest them. Dan Pink supports this cognitive flexibility, suggesting that problem solving and creativity are driven by loosely bounded instruction. Of course the teacher has to provide guidance but ultimately the students are going to learn what they want. Mitra also supports this intrinsic motivation with his minimally invasive theory, suggesting a system of learning orientated around the self. The teacher's role, then, is to encourage this intrinsic motivation by openly discussing the difference between extrinsic and intrinsic motivation, acknowledging the importance of grades while making clear that learning is itself important, and encouraging a learning community in the classroom.
A Good Teacher...
A good teacher is patient. She believes that every student can successfully accomplish the learning tasks she sets out to teach everyday. A good teacher promotes self-determination in her students by being a self-determined individual herself. She is a type of professional role-model, representing positive values, enthusiasm, and a caring attitude. Inspiration. Each student should feel comfortable to talk to the teacher because they may be having academic or personal difficulties that need to be addressed. Openness. A good teacher may even sense that something is wrong with or upsetting a student and approach them herself. A good teacher is therefore intuitive and confident. Intuition. Flexibility.
A smile is a curve that often sets things straight. A good teacher always smiles because she wants to show that she is content to work with her students. Positivity. Optimism. She achieves the objectives for the day and provides a purpose for learning. She connects the curriculum with the students experiences in order to make the material relevant.
Week 4 T2P post:
If learners construct knowledge from knowledge they already posses then successful learning will occur as new information is built upon the pre-existing. Teachers should understand how her/his students understand a topic or subject so that she/he can understand the best way to teach or instruct the material. One way to do this is completing a KWL chart as a class. This way students get to engage orally in a discussion and the teacher can gage what the students already know and what they want to learn. Since the teacher is collaborating with the students, mutual assessment is promoted. Paolo Freire suggests that learning is thinking democratically and building upon existing frameworks. I feel that building upon prior learning motivates learners to expand on what they already know, make connections, and think critically. The moral/ethical implication here is that students will feel related to the topic because it is something they are familiar with; they already possess a disposition related to the topic being introduced. This is important because the teacher connects the curriculum with the students experiences in order to make the material relevant. Relevancy allows the students to realize that everything they are learning connects with something already known; therefore understanding that it is important. Making connections with something you already have an idea of or a backing experience to creates a bridge between the old and the new. You can then move on from there to embellish upon previous experiences/ideas, building a foundation and decorating the bridge to become a strong substance of knowledge.
A smile is a curve that often sets things straight. A good teacher always smiles because she wants to show that she is content to work with her students. Positivity. Optimism. She achieves the objectives for the day and provides a purpose for learning. She connects the curriculum with the students experiences in order to make the material relevant.
Week 4 T2P post:
If learners construct knowledge from knowledge they already posses then successful learning will occur as new information is built upon the pre-existing. Teachers should understand how her/his students understand a topic or subject so that she/he can understand the best way to teach or instruct the material. One way to do this is completing a KWL chart as a class. This way students get to engage orally in a discussion and the teacher can gage what the students already know and what they want to learn. Since the teacher is collaborating with the students, mutual assessment is promoted. Paolo Freire suggests that learning is thinking democratically and building upon existing frameworks. I feel that building upon prior learning motivates learners to expand on what they already know, make connections, and think critically. The moral/ethical implication here is that students will feel related to the topic because it is something they are familiar with; they already possess a disposition related to the topic being introduced. This is important because the teacher connects the curriculum with the students experiences in order to make the material relevant. Relevancy allows the students to realize that everything they are learning connects with something already known; therefore understanding that it is important. Making connections with something you already have an idea of or a backing experience to creates a bridge between the old and the new. You can then move on from there to embellish upon previous experiences/ideas, building a foundation and decorating the bridge to become a strong substance of knowledge.
Tuesday, June 21, 2011
Week 4 EDCI 5825 Technology/Tools
It was wonderful to read that the National Center for Education Statistics (NCES) reported that in 2005 100% of American public schools had Internet access (Schrum and Levin, 2009, p.82). Despite the disparity in the quantity and quality of technology in public schools, this statistic is still impressive and proves that it is imperative to incorporate technology into lesson plans. As a special education teacher I plan to use technology as often as possible because it can improve students' quality of life while expanding on several important skills, including social interaction, organization, self-help, and independent functioning skills. Assistive technology is an effective approach to teach many students with learning disabilities, as it provides an interactive, user-friendly mean to attain knowledge. ISTE (2011) even perpetuates assistive technology and hosts a group (SETSIG: Special Education Technology Special Interest Group) to "advance knowledge concerning specialized technology products and effective practices for enhancing opportunities for children, youth, and adults with disabilities and for students who are gifted."
Technology is therefore a strategic tool to assist students with disabilities. For example, Daisy Talking Books is a great way to accomodate a student who has low vision. Daisy Talking Books are found in libraries worldwide and are multimedia resources with both large-text and image. Students can access specific points in the story whenever and wherever they want. These books are more than just audiobooks since they include navigation. Therefore, the low vision student can stay on track in class as he/she has the resource to do so.
Schrum and Levin (2009) write about virtual field trips, which would be a perfect tool to teach a student with a hearing impairment. A teacher would only have to locate and design a trip on a website such as Tramline and the student would be able to explore that area in visual depth. For instance, if the teacher were doing a unit on the United States government then the student would be able to go inside the capitol instantly. Virtual field trips truly give student the opportunity to see any part of the world.
A student with a broken arm would benefit from TeacherTube or SchoolTube. He/she may be absent from school quite frequently and so having access to these shared instructional videos from teachers and peers would help the student stay on track in regards to the workload. Watching these interesting, versatile, and dynamic videos are a fun, safe, and interactive mean for students to grasp concepts in different ways.
Finally, different modes of technology can be advantageous to a student with autism, as it can improve attention skills. Brainpop is an excellent resource for students and, as Schrum and Levin (2009) define it, it is a collection of cartoon videos that covers a broad range of topics, including English, math, science, arts, music, and health. Brainpop will therefore keep the student's attention while being an educational guide to curriculum. Technology therefore provides support to students of all ages and abilities. Now that most public schools in the country have access to the Internet they should be using the plethora of resources on the web as effective teaching tools.
ISTE. (2011). "SETSIG." Retrieved 21 June, 2011, from http://www.iste.org/connect/special-interest-groups/sig-directory/setsig.aspx.
Schrum, L. & Levin, B. (2009). Leading 21st Century Schools. California: Corwin.
Technology is therefore a strategic tool to assist students with disabilities. For example, Daisy Talking Books is a great way to accomodate a student who has low vision. Daisy Talking Books are found in libraries worldwide and are multimedia resources with both large-text and image. Students can access specific points in the story whenever and wherever they want. These books are more than just audiobooks since they include navigation. Therefore, the low vision student can stay on track in class as he/she has the resource to do so.
Schrum and Levin (2009) write about virtual field trips, which would be a perfect tool to teach a student with a hearing impairment. A teacher would only have to locate and design a trip on a website such as Tramline and the student would be able to explore that area in visual depth. For instance, if the teacher were doing a unit on the United States government then the student would be able to go inside the capitol instantly. Virtual field trips truly give student the opportunity to see any part of the world.
A student with a broken arm would benefit from TeacherTube or SchoolTube. He/she may be absent from school quite frequently and so having access to these shared instructional videos from teachers and peers would help the student stay on track in regards to the workload. Watching these interesting, versatile, and dynamic videos are a fun, safe, and interactive mean for students to grasp concepts in different ways.
Finally, different modes of technology can be advantageous to a student with autism, as it can improve attention skills. Brainpop is an excellent resource for students and, as Schrum and Levin (2009) define it, it is a collection of cartoon videos that covers a broad range of topics, including English, math, science, arts, music, and health. Brainpop will therefore keep the student's attention while being an educational guide to curriculum. Technology therefore provides support to students of all ages and abilities. Now that most public schools in the country have access to the Internet they should be using the plethora of resources on the web as effective teaching tools.
ISTE. (2011). "SETSIG." Retrieved 21 June, 2011, from http://www.iste.org/connect/special-interest-groups/sig-directory/setsig.aspx.
Schrum, L. & Levin, B. (2009). Leading 21st Century Schools. California: Corwin.
Monday, June 20, 2011
Week 4 EDCI 5065 T2P Reflection
Reflecting on our class, I feel as though we have followed some self-determination approaches. GNA let us discover, on our own, about one of the Big 6 theorists and collaborate in small groups to create a presentation. We therefore felt autonomy completing research on our own, felt competent by mastering knowledge of our theorist in small groups, and, finally, felt relatedness by hearing each other's presentations. I really like the idea of self-determination and feel as though it is an effective way to perpetuate intrinsic motivation; taking initiative in your own learning because you want to. I definitely plan to model lesson plans like this one completed in class.
If learners construct knowledge from knowledge they already posses then successful learning will occur as new information is built upon the pre-existing. Teachers should understand how her/his students understand a topic or subject so that she/he can understand the best way to teach or instruct the material. One way to do this is completing a KWL chart as a class. This way students get to engage orally in a discussion and the teacher can gage what the students already know and what they want to learn. Since the teacher is collaborating with the students, mutual assessment is promoted. Paolo Freire suggests that learning is thinking democratically and building upon existing frameworks. I feel that building upon prior learning motivates learners to expand on what they already know, make connections, and think critically.
1. If: learners construct knowledge from knowledge they already posses
2. Then: successful learning will occur as new information is built upon the pre-existing
3. Because: Teachers should understand how her/his students understand a topic or subject so that she/he can understand the best way to teach or instruct the material.
4. Evidence/theory: Paolo Freire suggests that learning is thinking democratically and building upon existing frameworks.
5. Moral implication: I feel that building upon prior learning motivates learners to expand on what they already know, make connections, and think critically.
Contextual data: Building upon existing frameworks
Pedagogical language: KWL, mutual assessment
Event/decision: Use knowledge you already possess to make connections to new knowledge
Link to spread sheet: Learning Theories Rules!
If learners construct knowledge from knowledge they already posses then successful learning will occur as new information is built upon the pre-existing. Teachers should understand how her/his students understand a topic or subject so that she/he can understand the best way to teach or instruct the material. One way to do this is completing a KWL chart as a class. This way students get to engage orally in a discussion and the teacher can gage what the students already know and what they want to learn. Since the teacher is collaborating with the students, mutual assessment is promoted. Paolo Freire suggests that learning is thinking democratically and building upon existing frameworks. I feel that building upon prior learning motivates learners to expand on what they already know, make connections, and think critically.
1. If: learners construct knowledge from knowledge they already posses
2. Then: successful learning will occur as new information is built upon the pre-existing
3. Because: Teachers should understand how her/his students understand a topic or subject so that she/he can understand the best way to teach or instruct the material.
4. Evidence/theory: Paolo Freire suggests that learning is thinking democratically and building upon existing frameworks.
5. Moral implication: I feel that building upon prior learning motivates learners to expand on what they already know, make connections, and think critically.
Contextual data: Building upon existing frameworks
Pedagogical language: KWL, mutual assessment
Event/decision: Use knowledge you already possess to make connections to new knowledge
Link to spread sheet: Learning Theories Rules!
Week 4 EDCI 5065 T2P (SD)
If a teacher lets students discover on their own (with her support and presence in the room) then students will feel autonomous to master a subject because they will be teaching themselves. Having the freedom to discover for oneself, and at your own pace, fosters intrinsic motivation. This is because you are learning about what makes you curious. With support from the teacher, the students feel in control of their own learning and this inspires self-determination. This relates to George Siemens' connectivism theory since this is a student-centered approach to teaching where learning and knowledge rests in the diversity of opinions and is a process of connecting specialized nodes or information sources.Vicki Davis, a pioneer of this enhancement of student self-determination, values a global community of learners and empowers this discovery in the classroom by being enthusiastic about learning for oneself. An example of this is how she lets the students teach one another about using terraforms on the computer. Letting students master a subject, and then teach it, allows them to feel competent, resulting in a boosted sense of confidence. This encourages freedom of creativity as students have the capabilities to explore individually in a community of learners.
1. If: a teacher lets students discover on their own (with her support and presence in the room)
2. Then: students will feel autonomous to master a subject because they will be teaching themselves
3. Because: You are learning about what makes you curious. With support from the teacher, the students feel in control of their own learning and this inspires self-determination.
4. Evidence/theory: This relates to George Siemens' collectivism theory since this is a student-centered approach to teacher. Vicki Davis, a pioneer of this enhancement of student self-determination, values a global community of learners and empowers this discovery in the classroom by being enthusiastic about learning for oneself. An example of this is how she lets the students teach one another about using terraforms on the computer.
5. Moral implication: Letting students master a subject, and then teach it, allows them to feel competent, resulting in a boosted sense of confidence. Freedom of creativity.
Contextual data: Vicki Davis, Edutopia
Pedagogical language: intrinsic motivation, terraforms, freedom of creativity
Event/decision: Let students discover on their own
1. If: a teacher lets students discover on their own (with her support and presence in the room)
2. Then: students will feel autonomous to master a subject because they will be teaching themselves
3. Because: You are learning about what makes you curious. With support from the teacher, the students feel in control of their own learning and this inspires self-determination.
4. Evidence/theory: This relates to George Siemens' collectivism theory since this is a student-centered approach to teacher. Vicki Davis, a pioneer of this enhancement of student self-determination, values a global community of learners and empowers this discovery in the classroom by being enthusiastic about learning for oneself. An example of this is how she lets the students teach one another about using terraforms on the computer.
5. Moral implication: Letting students master a subject, and then teach it, allows them to feel competent, resulting in a boosted sense of confidence. Freedom of creativity.
Contextual data: Vicki Davis, Edutopia
Pedagogical language: intrinsic motivation, terraforms, freedom of creativity
Event/decision: Let students discover on their own
EDCI 5825 Week 4 T2P
If a teacher incorporates technology in lessons (smartboard, blogging, wikis) then students will gain networking skills while learning Internet technologies. Unfamiliarity with the Internet may hinder students as technology has become increasingly important. As George Siemens suggests, learners need to be able to figure out how to access information (know-where) on top of knowing how, why, and what. Knowing where to find something on the Internet, as well as being able to access legitimate/accurate information, is a critical skill students need to have today. I believe that learning technology is a new standard that needs to be weaved into lessons in order to accomodate the increasing demand for technological skills in the workplace and everyday life. This means that the teacher should not be the only one using the technology, rather she/he should make students use the smartboard, contribute to blogs, and use computers regularly.
1. If: a teacher incorporates technology in lessons
2. Then: students will gain networking skills while learning Internet technologies
3. Because: Unfamiliarity with the Internet may hinder students as technology has become increasingly important... Knowing where to find something on the Internet, as well as being able to access legitimate/accurate information, is a critical skill students need to have today.
4. Evidence (theory): As George Siemens suggests, learners need to be able to figure out how to access information (know-where) on top of knowing how, why, and what
5. Moral implication: I believe that learning technology is a new standard that needs to be weaved into lessons in order to accomodate the increasing demand for technological skills in the workplace and everyday life
Contextual data: "Know-where," accessing accurate information, technological demand
Event/decision: Incorporating technology into lessons
Pedagogical language: Smartboard, blogging, accomodate
1. If: a teacher incorporates technology in lessons
2. Then: students will gain networking skills while learning Internet technologies
3. Because: Unfamiliarity with the Internet may hinder students as technology has become increasingly important... Knowing where to find something on the Internet, as well as being able to access legitimate/accurate information, is a critical skill students need to have today.
4. Evidence (theory): As George Siemens suggests, learners need to be able to figure out how to access information (know-where) on top of knowing how, why, and what
5. Moral implication: I believe that learning technology is a new standard that needs to be weaved into lessons in order to accomodate the increasing demand for technological skills in the workplace and everyday life
Contextual data: "Know-where," accessing accurate information, technological demand
Event/decision: Incorporating technology into lessons
Pedagogical language: Smartboard, blogging, accomodate
Wednesday, June 15, 2011
Tuesday, June 14, 2011
EDCI 5825 Week 3 Reading: Collaborative Projects
"This is not just about the integration of technology into the classroom, though this is certainly a critical area. It is about shifting the entire paradigm of education" (Educational Oragami, 2011).
Technology is now assimilated into American classrooms. Technology is no longer an option, and rather it has become a part of educational curriculum for the students' benefit. Collaborative projects, which are crucial in providing students with interactive/interpersonal skills, can be completed with the aid(s) of technology. Indeed, as the quote above points out, technology is shifting the paradigm of education as teachers are beginning to arrange lesson plans around Internet sources.
As Schrum and Levin write in Leading 21st Century Schools, computers have unlimited uses. I plan to use computers and technology in my classroom by setting up collaborative projects, particularly through wiki's. With wiki's, I can compose long-term projects for students to work collectively on. Even Schrum and Levin (2009) write that wiki's allow students to participate in the production of a long-term project dedicated to a specific subject (p. 50). For instance, I would like to begin a 'literary wiki' where students compose book reports through various means on a class wiki. Students may work together creating power points, podcasts, or videos to share their reaction to the books they have read. This would be rewarding to the students as they would be expressing themselves through various mediums and creative preferences. It also gives them the opportunity to work together towards a common goal. More importantly, as Wiki: Becoming a Reflective Practitioner states, wiki's also give students self-esteem, teamwork skills, and critical thinking practice.
One of the most important standards of ISTE (2011) regarding students, for me personally, is for students to communicate and collaborate as they work on technology skills. This is important to me because it gives students the opportunity to support one another as they learn particulars of the Internet. I wish I had learned how to use and contribute to a wiki earlier, so giving students this opportunity early on will only assist them in the long run as they are at a technologically-savvy advantage.
Educational Origami (2011). Retrieved 14 June, 2011, from http://edorigami.wikispaces.com/.
ISTE. (2011). "Digital Age Learning." Retrieved 14 June, 2011, from http://www.iste.org/standards/nets-for-students.aspx.
Schrum, L. & Levin, B. (2009). Leading 21st Century Schools. Thousand Oaks, CA: Corwin.
Monday, June 13, 2011
Week 3 EDCI 5065 T2P
Metacognition [noun]: Awareness or analysis of one's own learning or thinking processes (Merriam-Webster, 2011)
The most effective way to teach a student how to study is to talk about it. This reflective, collaborative technique is a skill students will carry with them for life. It is a way to discuss thinking and goes beyond learning. To have students make meaning out of ideas is one of my primary goals as an educator. Jerrid Kruse writes about this in his article "Learning Theories: Pillars of Teacher Decision Making." In it, Kruse states that learning theories (behavioral and cognitive) must complement and support one another. Teachers must therefore make use of extending students' understanding through supportive steps in which she/he considers individual students' developmental levels, what they already know, and diverse ways to represent concepts.
According to B.F. Skinner, the teacher should improve the learning process by supplying immediate feedback to students and provide a feeling of increased accomplishment through positive and negative reinforcement. One of the most interesting thoughts I retained from our group discussion on Skinner was that it is not only the students who are receiving these reinforcers and, rather, the teacher receives a reward, too, when students answer questions correctly. It will therefore be my aim to never call on the students who always answer "correctly." Giving everyone a chance to answer questions in-class will be an important way to ensure that everyone understands the material and that I am teaching it in a comprehendible way.
Furthermore, Bloom's Taxonomy is a useful assessment tool that teacher's can use in order to provide a well-rounded education. This is because it reinforces various levels of thinking, from simple understanding to analysis to evaluation. If students are given different objectives of learning then they will be challenged to think in different ways as they apply their knowledge to various modes of synthesizing information.
In conclusion, "knowing about knowing" is a huge motivator of a well-rounded educational experience. Metacognition can take on many shapes and at its basis is a challenge to the mind. Metacognition inspires the mind to see patterns, solve problems, and self-reflect. With this reinforcement learning exists almost unconsciously as we learn to think, and then reflect, on our own thought-processes.
Week 3 EDCI 5065 LT1
1. List 3 of the learning theories discussed by Kruse, and briefly define them.
Level 1 of Blooms Taxonomy (Knowledge).
Three learning theories discussed by Kruse include Behavioral Learning Theory (BLT), Developmental Learning Theory (DLT), and Social Learning Theory (SLT). Behavioral Learning Theory (BLT) focuses on changes in observable behavior. Kruse states that it used to discourage specific behaviors but it does provide a narrow view of learning since they teacher is unable to understand the learner's reasoning and thinking. Developmental Learning Theory (DLT) focuses on cognitive abilities of the student and requires the teacher to consider the maturity level of the student. It also inspires the teacher to create harder challenges for learners as time moves on and students develop more skills. Finally, Social Learning Theory (SLT) emphasizes the Zone of Proximal Development and social interaction. Kruse writes that SLT calls for the guidance of the teacher to have students work cooperatively and facilitate class discussion.
2. Explain positive reinforcement and negative reinforcement and distinguish the two.
Level 2 of Blooms Taxonomy (Comprehension).
Positive reinforcement, as described by Skinner, is an increase in a certain behavior based on some type of reinforcement. For example, good grades reinforce careful studying. Negative reinforcement is the taking away of a stimulus to increase a particular behavior. An example of this is being excused from writing a final because of good team work. These are distinct because something is either presented (positive reinforcement) or taken away (negative reinforcement).
3. Critique Skinner's behavioral learning theory and tell why.
Level 6 of Blooms Taxonomy (Evaluation).
Skinner's behavioral learning theory of operant conditioning is only effective in regards to observable behavior. In "Learning Theories: Pillars of Teacher Decision Making," Kruse writes that learning theories must complement and support one another where Skinner does not focus on cognitive learning. To Skinner, behavior and learning are regulated by a stimulus provided by the teacher. This can be harmful to a student's cognition since they are basically being conditioned to do something and are not truly making connections to their current conceptual framework. Mental activity, to Skinner, rests on a reinforcement schedule from which behaviors are shaped. Behavior should be praised but more focus should be placed on a well-rounded educational experience where individuals can reflect on their actions and learn from these thoughts.
Level 1 of Blooms Taxonomy (Knowledge).
Three learning theories discussed by Kruse include Behavioral Learning Theory (BLT), Developmental Learning Theory (DLT), and Social Learning Theory (SLT). Behavioral Learning Theory (BLT) focuses on changes in observable behavior. Kruse states that it used to discourage specific behaviors but it does provide a narrow view of learning since they teacher is unable to understand the learner's reasoning and thinking. Developmental Learning Theory (DLT) focuses on cognitive abilities of the student and requires the teacher to consider the maturity level of the student. It also inspires the teacher to create harder challenges for learners as time moves on and students develop more skills. Finally, Social Learning Theory (SLT) emphasizes the Zone of Proximal Development and social interaction. Kruse writes that SLT calls for the guidance of the teacher to have students work cooperatively and facilitate class discussion.
2. Explain positive reinforcement and negative reinforcement and distinguish the two.
Level 2 of Blooms Taxonomy (Comprehension).
Positive reinforcement, as described by Skinner, is an increase in a certain behavior based on some type of reinforcement. For example, good grades reinforce careful studying. Negative reinforcement is the taking away of a stimulus to increase a particular behavior. An example of this is being excused from writing a final because of good team work. These are distinct because something is either presented (positive reinforcement) or taken away (negative reinforcement).
3. Critique Skinner's behavioral learning theory and tell why.
Level 6 of Blooms Taxonomy (Evaluation).
Skinner's behavioral learning theory of operant conditioning is only effective in regards to observable behavior. In "Learning Theories: Pillars of Teacher Decision Making," Kruse writes that learning theories must complement and support one another where Skinner does not focus on cognitive learning. To Skinner, behavior and learning are regulated by a stimulus provided by the teacher. This can be harmful to a student's cognition since they are basically being conditioned to do something and are not truly making connections to their current conceptual framework. Mental activity, to Skinner, rests on a reinforcement schedule from which behaviors are shaped. Behavior should be praised but more focus should be placed on a well-rounded educational experience where individuals can reflect on their actions and learn from these thoughts.
Tuesday, June 7, 2011
Technology At My Cooperating School
When I asked my cooperating teacher about the available technology at the school I will be student teaching at in the Fall she responded that the school was in a difficult position. The school is "behind the 8-ball" when it comes to technology and does not own many technological advances. She reported that the school has one Smartboard, which is located in the library and, reportedly, is not very accessible. In one special education class Kurzwiel is used. Kurzwiel is a print to speech reading software that assists people who have reading disabilities and blindness. In my cooperating teacher's classroom there are 5 desktop computers that students frequently use. Despite this lack of technology at the school, I believe my cooperating teacher makes the best out of the situation as students are still exposed to computers and software programs. Having a Smartboard in every classroom, after-all, is a luxury that all schools do not have. I am excited to talk to my cooperating teacher more about alternate rootsto using technology. We have already briefly discussed using Bookshare, a resource committed to making printed works accessible to individuals with disabilities
EDCI 5825 Week 2 Reading: Instructional Models of Internet Use
The primary purpose of using Internet resources in the classroom is to prepare students for the future as technological advances rapidly occur. Acquiring skills of accessing, using, and evaluating information found on the Internet is extremely important for students of all ages. As explained by Dr. Donald J. Leu (2001), an international expert on new literacies in Internet technologies, there are four major methods of incorporating the Internet into daily lessons. Internet Project, Internet Workshop, Internet Inquiry, and WebQuest are resources teachers of all grade levels can use to promote safe Internet use and to connect their students with contemporary and growing technologies.
Though Internet Project, Internet Workshop, Internet Inquiry, and WebQuest all work on literacy skills, Internet Workshop provides the most rounded literacy experience. Here students read for knowledge and research specific content related to their current unit. Moreover, they are able to collaborate with peers by sharing their research and, subsequently, they will learn from each other. Similarly, Internet Project and WebQuest also promote this collaboration and teamwork by asking students to interact in groups as they create web based projects, complete lessons in pairs or small groups, and even communicate with a class from anywhere in the world. This is the most exhilarating part of Internet Project and WebQuest, as students can become virtual pen-pals and global learners with students in classrooms around the world with resources like the Flat Stanley Project, Journey North, and Monster Exchange. ThinkQuest, a part of Internet Inquiry, goes the furthest in hosting an online inquiry competition, which excites students participation and gives international exposure to individual schools and communities.
The most individualized of the four methods Leu (2001) talks about is the Internet Inquiry. With Internet Inquiry students pursue questions that spark personal curiosities. Students follow a specific routine of reviewing, evaluating, synthesizing, and communicating researched information. Still, this relates to all three other Internet resources because the teacher is inviting his or her students to question and interrogate a topic with a diverse amount of resources available on the web. Internet Project, Internet Workshop, Internet Inquiry, and WebQuest provide a vast space for students to be creative in. These resources motivate students to explore and directly engage with the questions they seek to answer. As long as the teacher is overseeing and monitoring all work done on the Internet, students will learn new strategies required in the contemporary world to complete effective research.
These "Teaching with the Internet" tools seem extremely effective and conducive to educational methodology. I will most certainly keep the four methods of Internet instruction as a resource in my future teaching, as they supply a rich, well-rounded, and modern form of instruction. I particularly like Internet Inquiry and Internet Project for students with special needs as they provide individualized opportunities for students to pursue their own interests. Internet Project is also an exciting way to get students to feel connected with the world as they become virtual pen-pals. I think this is a good way to get students to learn the safe habits of an internet user and their technological skills will most likely remain with them for all their lives.
Leu, Donald J. (2001). Introduction to Models of Internet Use. Retrieved June 7, 2011, from http://ctell.uconn.edu/canter/canter_video.cfm?movie=234_introduction.mov.
These "Teaching with the Internet" tools seem extremely effective and conducive to educational methodology. I will most certainly keep the four methods of Internet instruction as a resource in my future teaching, as they supply a rich, well-rounded, and modern form of instruction. I particularly like Internet Inquiry and Internet Project for students with special needs as they provide individualized opportunities for students to pursue their own interests. Internet Project is also an exciting way to get students to feel connected with the world as they become virtual pen-pals. I think this is a good way to get students to learn the safe habits of an internet user and their technological skills will most likely remain with them for all their lives.
Leu, Donald J. (2001). Introduction to Models of Internet Use. Retrieved June 7, 2011, from http://ctell.uconn.edu/canter/canter_video.cfm?movie=234_introduction.mov.
Monday, June 6, 2011
EDCI 5065 Week 2
If students are allowed to and feel comfortable developing their own ideas through participating in the classroom and asking questions, then successful learning and personal motivation can occur because the students will be interacting directly with the subject matter, learning how to challenge a topic by questioning it, and grasping how to communicate with their teacher and peers.
In his essay, “Teaching and the Moral Life of Classrooms,” David Hansen writes, “Character and personal disposition materialize over time. They take form through potentially any contacts an individual has with other people.” Personal disposition provides an outlook that others perceive unconditionally. Oftentimes, disposition can distinguish an effective teacher from an ineffective one. Not only should the teacher provide lessons on their content area, but also it is crucial for them to be role models and mentors for their class. Classroom life is ever evolving and it is the teacher’s responsibility to provide moral meaning, virtue, and, most importantly in my opinion, a belief in their students to excel.
Working with “teaching” as a metaphor is a way to push towards one’s individual values concerning teaching. Every teacher demonstrates their own beliefs through their teaching strategy. How well and effective these values come across is dependent on the individual. Judy Yoro tells teachers to be as critical and self-reflective as possible. Externalizing the internal is a significant practice in the life of a teacher because it causes one to acknowledge and adjust their methodology.
Video clips from Dead Poets Society, Whole Brain Teaching, and “Science is Messy” exemplify the diversity of teaching and testify to the fact that every teacher develops competency in their content areas through various means. Some teachers need full control over the classroom while others encourage the free development of ideas and deconstructionism. Whatever your teaching strategy is, it is so valuable to remember your own disposition and how it influences the classroom. As we learned in class today from the ‘Human Development and Learning’ discussion, it is absolutely necessary for teachers to provide a safe environment for the self-exploratory stages of adolescence. If the teacher reveals a sound system of values then the students will emanate this as they look to the leader of the classroom.
In his essay, “Teaching and the Moral Life of Classrooms,” David Hansen writes, “Character and personal disposition materialize over time. They take form through potentially any contacts an individual has with other people.” Personal disposition provides an outlook that others perceive unconditionally. Oftentimes, disposition can distinguish an effective teacher from an ineffective one. Not only should the teacher provide lessons on their content area, but also it is crucial for them to be role models and mentors for their class. Classroom life is ever evolving and it is the teacher’s responsibility to provide moral meaning, virtue, and, most importantly in my opinion, a belief in their students to excel.
Working with “teaching” as a metaphor is a way to push towards one’s individual values concerning teaching. Every teacher demonstrates their own beliefs through their teaching strategy. How well and effective these values come across is dependent on the individual. Judy Yoro tells teachers to be as critical and self-reflective as possible. Externalizing the internal is a significant practice in the life of a teacher because it causes one to acknowledge and adjust their methodology.
Video clips from Dead Poets Society, Whole Brain Teaching, and “Science is Messy” exemplify the diversity of teaching and testify to the fact that every teacher develops competency in their content areas through various means. Some teachers need full control over the classroom while others encourage the free development of ideas and deconstructionism. Whatever your teaching strategy is, it is so valuable to remember your own disposition and how it influences the classroom. As we learned in class today from the ‘Human Development and Learning’ discussion, it is absolutely necessary for teachers to provide a safe environment for the self-exploratory stages of adolescence. If the teacher reveals a sound system of values then the students will emanate this as they look to the leader of the classroom.
EDCI 5065 Week 1
Today’s topic, “What Do I Bring to the Mix” was positive and a reinforcing way to begin the class. Thinking about our individual assets in relation to teaching created an ideal environment from which we were able to go on to complete group and class discussions regarding our own perspectives on education. Everyone in the class is open-minded (a common thread taken from one of our first whole class discussions). Respect therefore seems to encompass the class dynamic. The activity I gained the most from was the content chart on “Learning” we did as a group. The collaboration proved to be beneficial as each group member took a turn to speak and we embellished upon one another’s ideas. Group work is therefore a practice that aids knowledge as every contribution casts new understanding regarding the given topic. At this time, it was also beneficial to have the teacher walk around the room as she inquired and challenged some of our conversations. This added a professional perspective that my group then took and adapted.
The last discussion of the day on our reading taken from Goodman’s text, Challenging the Dominant Discourse, was informative as hearing ideas on such controversial topics as standardized testing and inclusion always causes new ways of perceiving and/or understanding to emerge. After a long week everyone kept the momentum going, as energy was high. The if…then… hypothesis was a little difficult to complete for my group but I believe this was a result of it being an initial activity. We had to understand each other’s writing and oration processes in order to synchronize our thoughts as a group. To me, feedback is one of the most advantageous ways to learn and navigate my progress. Therefore, group reflection (when the teacher went around the room and had each group report on what they learned, etc.), worked because it allowed me to comprehend and synthesize what/how/why we learned. I think being succinct is important in teaching since you want to be as clear as possible in what you teach. Completing the if…then… hypothesis challenged us to do this and succeed in being as precise as possible. Coming into this class with a beginner’s knowledge of education can be intimidating but I feel very comfortable with my peers and feel that we will build upon each other’s knowledge to further our relationships.
If a teacher employs a wide variety of learning activities throughout the daily lesson, then various types of learning styles will be accommodated because the teacher is having students explore and develop different learning preferences they use individually to learn in the most effective way.
Sunday, June 5, 2011
Content-Area Specific Resources
http://www2.ed.gov/rschstat/best-practices.html
The ‘Best Practices’ section of the Department of Education’s website uses research based instructional practices to provide the latest teaching strategies in a milieu of topics, including early childhood education, English Language Learners (ELL), the psychology of learning, and many other subjects. Good teachers teach by exploring well researched, data driven instructional techniques and then applying these techniques to the diverse learning needs of their students. Subsequently, students develop competency by experimenting with different learning strategies they can then use everyday; they are learning about themselves, too. This website uses a collection of practices to increase teacher effectiveness with emphasis on data driven practices combined with up-to-date modes and methods of teaching.
http://blog.vcu.edu/ttac/AT_Continuum_Generic10_06.pdf
As a teacher it is both necessary and imperative to encompass technology into lessons and this resource presents a spectrum of technological methods – from low to high tech tools. Since all people have a unique way of learning and every school has a different budget in regards to technology this resource is useful in exploring ways to use simple, everyday objects like a Koosh ball and pencil grips to computers with programs like Touch Window to enhance lesson plans. Students will develop skills in writing mechanics, reading, and math while practicing motor skills through using these alternative technological tools.
http://www.youtube.com/watch?v=3pQAzoVJxdY
Us and Our Education is a documentary that presents a practical, hands-on approach to turning educational experiences into professional employment – the transition that schooling should train everyone in. Combining current technology and the arts, this documentary shows a group of students with learning disabilities succeed in creating a play and recording it to DVD. Us and Our Education is testimony to how teaching people to be as individual as possible should be an ultimate goal of the classroom. Students will develop competency by becoming aware that they can have an important job that matters through witnessing the affects teamwork, responsibility, respect, and making and maintaining friendships have on their own confidence.
The ‘Best Practices’ section of the Department of Education’s website uses research based instructional practices to provide the latest teaching strategies in a milieu of topics, including early childhood education, English Language Learners (ELL), the psychology of learning, and many other subjects. Good teachers teach by exploring well researched, data driven instructional techniques and then applying these techniques to the diverse learning needs of their students. Subsequently, students develop competency by experimenting with different learning strategies they can then use everyday; they are learning about themselves, too. This website uses a collection of practices to increase teacher effectiveness with emphasis on data driven practices combined with up-to-date modes and methods of teaching.
http://blog.vcu.edu/ttac/AT_Continuum_Generic10_06.pdf
As a teacher it is both necessary and imperative to encompass technology into lessons and this resource presents a spectrum of technological methods – from low to high tech tools. Since all people have a unique way of learning and every school has a different budget in regards to technology this resource is useful in exploring ways to use simple, everyday objects like a Koosh ball and pencil grips to computers with programs like Touch Window to enhance lesson plans. Students will develop skills in writing mechanics, reading, and math while practicing motor skills through using these alternative technological tools.
http://www.youtube.com/watch?v=3pQAzoVJxdY
Us and Our Education is a documentary that presents a practical, hands-on approach to turning educational experiences into professional employment – the transition that schooling should train everyone in. Combining current technology and the arts, this documentary shows a group of students with learning disabilities succeed in creating a play and recording it to DVD. Us and Our Education is testimony to how teaching people to be as individual as possible should be an ultimate goal of the classroom. Students will develop competency by becoming aware that they can have an important job that matters through witnessing the affects teamwork, responsibility, respect, and making and maintaining friendships have on their own confidence.
Wednesday, June 1, 2011
Tuesday, May 31, 2011
meeting new people
Hello, my name is Kaitlyn. I am pursuing a Master's in Special Education from the University of Connecticut. For the past two years I lived in Brooklyn, New York, and attended New York University to get a Master's in Humanities and Social Thought. It was here that I worked with two inspirational organizations, which made me realize my desire to work in the public education sector. The Veterans Upward Bound Program at Laguardia Community College gave me the opportunity to interact and work with current and former veterans to prepare them for college placement tests in reading and writing. The second organization, America Reads, reaches out to New York City public schools to promote literacy. Further versatile work experiences include being a camp counselor, an assistant registrar at the William Benton Museum of Art at the University of Connecticut, an employee of Alice's Tea Cup restaurants, and a farm-based education at Urban Oaks in New Britain, CT. The outdoors feels like home to me, I enjoy hiking, camping, and swimming. I also play the cello and find pleasure in painting. Audio narratives, shuffleboard, rummaging through tag sales, and travelling encompass further interests.
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