Posts
Social learning theories are based on the idea that students who discuss, problem solve and collaborate learn more. Social learning theories include social constructivism, cooperative learning, and connectivism. Social constructivists believe that learning occurs as a social process, not as an individual process. Knowledge is created, not discovered, and each person’s interpretation is different because each person has unique experiences (Kim, 2001). Cooperative learning occurs in small groups. Each group has an objective. Each member has an assigned role and the success or failure of the group is determined by how well each member fulfills their responsibilities (Pitler, Hubbell, Kuhn & Malenoski, 2007). Connectivism is a recent term in which knowledge is distributed in a network that is socially and technologically enhanced (Edmunds & Bateman, 2008).
A variety of resources are available that facilitate social learning theories. Most of us have utilized cooperative working groups in our classrooms. Teachers may group learners for science experiments, research projects or presentations. However, educational technology enhances the opportunity for collaboration out of the classroom and even across long distances. One example is the wiki page one of my science classes created. Each student was fortunate to have regular access to a computer, and internet connection. Groups were formed, resources identified, knowledge constructed and shared with a valid audience. The majority of this work was completed as a collaborative effort, outside of the classroom.
For my students, I plan on utilizing two resources I was previously unfamiliar with. The first is an organization found at www.jasonproject.org. This site allows students to conduct research in a virtual community with experts in the field. I did not spend a great deal of time on the page, but it appeared very engaging with content geared towards grade level standards. I introduced the site to my class as a possible source of entertainment and learning over the summer. Several students were very interested. Another resource that fits in with our Space unit is found at http://quest.nasa.gov/. The sit contains interactive explorations designed to engage students in authentic scientific processes. Both resources have learners collaborating with others in a virtual environment, which correlates with social learning theory.
For educators who teach older students, http://secondlife.com/?v=1.1 is a virtual environment in which members live, interact socially, shop, work and go to school. Memberships are available for learners age 13-up. An educational section of the site proposes online collaboration and the existence of virtual classrooms.
References
Davis, C, Edmunds, E, & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 28 April, 2010 from http://projects.coe.uga.edu/epltt/
Kim, B. (2001). Social Constructivism.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 28 April, 2010 from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
02 June 2010
VoiceThread Link
Good evening. Below is a link to my VoiceThread post. It took me a liitle while to get the post up, but I finally figured it out. I look forward to hearing from my fellow classmates.
http://voicethread.com/share/1191937/
Ken
http://voicethread.com/share/1191937/
Ken
26 May 2010
Constructivism in Practice
Constructivism is a theory in which learners build their own knowledge based on individual experience (Laureate education Inc., 2009). Constructivism theory moves away from the stereotypical classroom, with a teacher as provider of knowledge. In constructivism, students learn through inquiry, problem solving and constructing objects. I can look to my own life experience to validate constructivism as a solid learning approach. In 1978, my science teacher managed to acquire class sets of model rockets, motors, igniters and paint for every seventh grader she taught at O.E. Bell Jr. High School. We assembled each rocket, installed the parachute, webbing and motor, and then decorated each rocket. We spent a class session setting off each student’s product. I use this experience as an example because it is the only thing I remember from that class! I do not remember my classmates or my teacher’s name. However, I remember learning about Newton’s laws of motion, stored energy, chemical reactions and friction. I remember seeing how the information from my book finally made sense.
Modern technology can help facilitate learning experiences with today’s students. We can move from activities where teachers dispense knowledge to one where teachers guide students to find their own answers. These activities could be inquiry driven, problem solving or the creation of an artifact. Students may complete tasks individually, with a partner or as a group collaborative effort. When learners are engaged in tasks that have meaning in their own lives they find value in their efforts and retain more information.
References
Laureate Education Inc. (Producer). (2009). Program number 7. Constructionist and constructivist learning theory [Motion Picture]. Bridging learning theory, instruction, and technology Baltimore: Author.
Modern technology can help facilitate learning experiences with today’s students. We can move from activities where teachers dispense knowledge to one where teachers guide students to find their own answers. These activities could be inquiry driven, problem solving or the creation of an artifact. Students may complete tasks individually, with a partner or as a group collaborative effort. When learners are engaged in tasks that have meaning in their own lives they find value in their efforts and retain more information.
References
Laureate Education Inc. (Producer). (2009). Program number 7. Constructionist and constructivist learning theory [Motion Picture]. Bridging learning theory, instruction, and technology Baltimore: Author.
19 May 2010
Cognitivism in Practice
Cognitive learning theory is an information-processing model in which sensory input is processed in short-term memory. With enough practice, the information may be stored as declarative, procedural or episodic information in long-term memory (Laureate Education Inc., 2009). However, educators need to remember that students can process about 7 pieces of information at a time. I have made the mistake of forgetting this. I have found myself presenting too much information too fast. The result was learners who could not keep the information organized; and therefore learned very little.
As an educator, I can take steps to help facilitate information processing in learners and enhance learning outcomes. For example, I can give cues or ask relevant questions that get students thinking about what learning will take place. In addition, educators can utilize advance organizers to help students classify and understand the content they are about to learn (Pitler, Hubbel, Kuhn and Malenoski, 2007). Advance organizers come in many forms including expository, narrative and graphic organizers in print, electronic and multimedia formats.
Old-fashioned note taking is still a skill that facilitates student success. I remember going to history class in high school and writing down every word the instructor said. I wish I would have known that summarizing is more effective. Twenty-six years later, I still have the callous on my finger from the pencil. With modern technology, students can create organized notes resulting in better understanding of content. For example, students can use office software to write down key points, insert a visual representation and summarize key information. Web technology also allows students to assemble notes collaboratively through blogs or wikis.
Educators are better equipped than ever to engage students, present cues, ask relevant questions, and provide advance organizers to help students manage information. Modern technology also facilitates high quality note taking, enhanced with photographs, music or video. When educatores provide memorable experiences in the classroom and give students the tools to be successful, real learning occurs.
References
Laureate Education Inc. (Producer). (2009).Cognitive learning theory [Motion Picture]. Bridging learning theory, instruction, and technology Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
As an educator, I can take steps to help facilitate information processing in learners and enhance learning outcomes. For example, I can give cues or ask relevant questions that get students thinking about what learning will take place. In addition, educators can utilize advance organizers to help students classify and understand the content they are about to learn (Pitler, Hubbel, Kuhn and Malenoski, 2007). Advance organizers come in many forms including expository, narrative and graphic organizers in print, electronic and multimedia formats.
Old-fashioned note taking is still a skill that facilitates student success. I remember going to history class in high school and writing down every word the instructor said. I wish I would have known that summarizing is more effective. Twenty-six years later, I still have the callous on my finger from the pencil. With modern technology, students can create organized notes resulting in better understanding of content. For example, students can use office software to write down key points, insert a visual representation and summarize key information. Web technology also allows students to assemble notes collaboratively through blogs or wikis.
Educators are better equipped than ever to engage students, present cues, ask relevant questions, and provide advance organizers to help students manage information. Modern technology also facilitates high quality note taking, enhanced with photographs, music or video. When educatores provide memorable experiences in the classroom and give students the tools to be successful, real learning occurs.
References
Laureate Education Inc. (Producer). (2009).Cognitive learning theory [Motion Picture]. Bridging learning theory, instruction, and technology Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
12 May 2010
Reinforcing Effort and Homework through Behaviorist Learning Theory
I am currently participating in a class titled, “Bridging Learning Theory, Instruction, and Technology” through Walden University. The topic of discussion this week is behaviorist-learning theory, and how it may or may not correlate with certain instructional strategies. Behaviorism is the use of operant conditioning, positive and negative consequences, to manage learner behavior (Laureate Education Inc., 2009).
Positive reinforcement of student effort is a valid use of operant conditioning techniques. Some students do not understand that achievement levels are tied to effort (Pitler, Hubbell, Kuhn & Malenoski, 2007). Our textbook provides instructions on how to develop data collection tools, build a spreadsheet and use rubrics to track how student effort corresponds with achievement. The results may be enough evidence to motivate learners to put forth maximum effort.
Technology and behaviorism may also combine to facilitate meaningful homework assignments. Many online resources are available that engage students in content, deepens their understanding and promotes learning (Pitler, Hubbell, Kuhn & Malenoski, 2007). Learners discover that utilizing software can lead to positive reinforcement from parents and teachers, and be fun at the same time.
One problem with using internet or computer based programs for homework is student access. I have learners who do not have a computer at home, do not have internet access, or cannot use the computer as a learning resource. Some of my students have a computer, but they share it with several siblings and their parents, all of whom seem to need it. Educators must know their students and avoid assigning homework that learners cannot complete.
References
Laureate, Education, Inc. (Producer). (2009). Brain research and learning: Bridging learning theory, instruction, and technology [DVD]. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Positive reinforcement of student effort is a valid use of operant conditioning techniques. Some students do not understand that achievement levels are tied to effort (Pitler, Hubbell, Kuhn & Malenoski, 2007). Our textbook provides instructions on how to develop data collection tools, build a spreadsheet and use rubrics to track how student effort corresponds with achievement. The results may be enough evidence to motivate learners to put forth maximum effort.
Technology and behaviorism may also combine to facilitate meaningful homework assignments. Many online resources are available that engage students in content, deepens their understanding and promotes learning (Pitler, Hubbell, Kuhn & Malenoski, 2007). Learners discover that utilizing software can lead to positive reinforcement from parents and teachers, and be fun at the same time.
One problem with using internet or computer based programs for homework is student access. I have learners who do not have a computer at home, do not have internet access, or cannot use the computer as a learning resource. Some of my students have a computer, but they share it with several siblings and their parents, all of whom seem to need it. Educators must know their students and avoid assigning homework that learners cannot complete.
References
Laureate, Education, Inc. (Producer). (2009). Brain research and learning: Bridging learning theory, instruction, and technology [DVD]. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
26 February 2010
Developing, Expanding and Utilizing Technology Skills
I just completed my first technology integration class, “Understanding the Impact of Technology on Education, Work, and Society” (EDUC - 6710I - 1) through Walden University. I recall watching my first lesson on DVD when Dr. David Thornburgh said that modern educators needed to do different things in the classroom, rather than taking care of traditional classroom tasks using technology (Laureate Education, Inc., 2008). At the time I was not really sure what he meant. Now I realize I was guilty of the behavior he was referring to. I would download a film clip to my laptop and show it to my class using a projector, or use a Power Point version of Jeopardy to review before an assessment. I thought I was integrating technology in my classroom. However, I was just doing old tasks differently. A decade earlier I would have been watching a video on VHS or reviewing by lecture while my students took notes.
By taking this course I have been given the opportunity to participate in activities I had never thought of. For example, I now have this blog page. I do not believe anybody actually reads it, other than my instructor and perhaps a few classmates. However, I see the benefit in reflecting on experiences and writing about them. I visit other blog pages as well. Some are from classmates, which I truly enjoy reading. Others are from educators across the country; professionals trying to improve the effectiveness of others. I keep track of updates via an RSS aggregator, which I learned about during this course.
Following my blog experience, I had the opportunity to work with an international team of educators on a wiki page. Team members were from Turkey, (via Japan) Canada and across the USA. This activity was my favorite of the course. The positive aspects of my experience led to my fifth grade class starting a wiki for our life science unit. Students are sharing their work with friends, siblings and parents. My students may not learn more than they would have otherwise, but the fun level has gone up. Plus, they are learning how to communicate and create as a team using technology.
Podcasting is now a part of my skill set. I surveyed my students on their uses of technology. I recommend this activity to everyone if you have not done this already. The results can be refreshing, insightful, and startling! I recorded my findings and included a sample of student responses in my podcast. This process led to learning about sound recording hardware, format conversion software, editing and posting audio files. During this activity student engagement was up, behavior problems were down and once again; students were sharing with their families. More podcasts are in my classroom future.
To expand my knowledge of technology integration and increase student achievement I need to continue to experiment with technology in the classroom. Learning by doing seems to be the best approach for me. In addition, I continue to build my skills through sharing ideas with peers, maintaining current knowledge in technology, utilizing professional development opportunities, and continued coursework through Walden. Visiting professional education blogs that focus on integrating technology, reading from professional journals; knowing the standards from the Society of Technology in Education(http://www.iste.org/) and visiting commercial web sites such as the Partnership for 21st Century Skills (http://www.21stcenturyskills.org) will also allow me to improve skills and learn new methods of facilitating student learning.
I have two long term goals for transforming my classroom into a place where technology is integrated to meet instructional goals and increase student achievement. The first goal is to complete my Masters of Science: Integrating Technology in the Classroom. Successfully navigating the requirements for this program will give me a wealth of knowledge and experience from which to draw. I have learned a great deal in every class I have taken thus far. If I never take another course, the knowledge and experiences gained make the experience worth the financial cost. My second goal is to analyze my required grade level curriculum and identify areas where technology integration would be beneficial to the learning process. Once objectives are targeted, I can plan experiences, utilize available technology and engage learners. In addition, I will share my learning experiences and ideas with fellow educators. This makes not only my class better, but my grade level, school and district better.
References
International Society of Technology in Education (ISTE): NETS for Teachers 2008. Located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards
/NETS_for_Teachers_2008.htm
Laureate Education, Inc. (Producer). (2008). Program 1. The emergence of education [Motion picture]. Understanding the impact of technology on education, work and society. Baltimore: Author
Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/downloads/P21_Report.pdf
By taking this course I have been given the opportunity to participate in activities I had never thought of. For example, I now have this blog page. I do not believe anybody actually reads it, other than my instructor and perhaps a few classmates. However, I see the benefit in reflecting on experiences and writing about them. I visit other blog pages as well. Some are from classmates, which I truly enjoy reading. Others are from educators across the country; professionals trying to improve the effectiveness of others. I keep track of updates via an RSS aggregator, which I learned about during this course.
Following my blog experience, I had the opportunity to work with an international team of educators on a wiki page. Team members were from Turkey, (via Japan) Canada and across the USA. This activity was my favorite of the course. The positive aspects of my experience led to my fifth grade class starting a wiki for our life science unit. Students are sharing their work with friends, siblings and parents. My students may not learn more than they would have otherwise, but the fun level has gone up. Plus, they are learning how to communicate and create as a team using technology.
Podcasting is now a part of my skill set. I surveyed my students on their uses of technology. I recommend this activity to everyone if you have not done this already. The results can be refreshing, insightful, and startling! I recorded my findings and included a sample of student responses in my podcast. This process led to learning about sound recording hardware, format conversion software, editing and posting audio files. During this activity student engagement was up, behavior problems were down and once again; students were sharing with their families. More podcasts are in my classroom future.
To expand my knowledge of technology integration and increase student achievement I need to continue to experiment with technology in the classroom. Learning by doing seems to be the best approach for me. In addition, I continue to build my skills through sharing ideas with peers, maintaining current knowledge in technology, utilizing professional development opportunities, and continued coursework through Walden. Visiting professional education blogs that focus on integrating technology, reading from professional journals; knowing the standards from the Society of Technology in Education(http://www.iste.org/) and visiting commercial web sites such as the Partnership for 21st Century Skills (http://www.21stcenturyskills.org) will also allow me to improve skills and learn new methods of facilitating student learning.
I have two long term goals for transforming my classroom into a place where technology is integrated to meet instructional goals and increase student achievement. The first goal is to complete my Masters of Science: Integrating Technology in the Classroom. Successfully navigating the requirements for this program will give me a wealth of knowledge and experience from which to draw. I have learned a great deal in every class I have taken thus far. If I never take another course, the knowledge and experiences gained make the experience worth the financial cost. My second goal is to analyze my required grade level curriculum and identify areas where technology integration would be beneficial to the learning process. Once objectives are targeted, I can plan experiences, utilize available technology and engage learners. In addition, I will share my learning experiences and ideas with fellow educators. This makes not only my class better, but my grade level, school and district better.
References
International Society of Technology in Education (ISTE): NETS for Teachers 2008. Located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards
/NETS_for_Teachers_2008.htm
Laureate Education, Inc. (Producer). (2008). Program 1. The emergence of education [Motion picture]. Understanding the impact of technology on education, work and society. Baltimore: Author
Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/downloads/P21_Report.pdf
07 February 2010
Podcast Link
Fellow educators,
Here is a link to my first podcast. The topic covers the results of a technology survey my 5th graders completed. I unintentionally used what I thought was a free mp3 converter. During the student interview portion you may here a womans voice in the background. I tried to cut out as much as I could, but it is not perfect. Still, one gets a good overview of my class demographics concerning technology use. I hope you enjoy listening.
http://kennethbedwell.podbean.com/
Ken Bedwell
Here is a link to my first podcast. The topic covers the results of a technology survey my 5th graders completed. I unintentionally used what I thought was a free mp3 converter. During the student interview portion you may here a womans voice in the background. I tried to cut out as much as I could, but it is not perfect. Still, one gets a good overview of my class demographics concerning technology use. I hope you enjoy listening.
http://kennethbedwell.podbean.com/
Ken Bedwell
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