Teaching and Technology in Park City

I have created a very brief voicethread on the equalization of funding in education in the state of Utah.  This is an ongoing topic that comes up time and time again.  Check it out:

voicethread.com/share/890093/

By utilizing a cooperative learning approach in an assignment, students are fulfilling the mantra of social learning theories: students learn when interacting with one another.  For example, if a student is doing a webquest in a group, that student actually learns the content by creating an end product while working with other students.  Another example of a cooperative strategy infused with technology is the use of a google doc in which students collaborate and create a product together.  My wife, a 7th grade teacher, recently had her kids create a script from a scene in a book on google docs.  They kids could all collaborate simultaneously.  In an upcoming training I’m having with teachers, we will meet in a virtual classroom and learn from one another without actually physically being together.

The thing that really jumps out at me this week when looking at constructivism/constructionism is the concept that our minds need equilibration:  the balance of what we know and what we are learning.  When learning new information, we either assimilate it into what we already know or we accommodate new information and change our schema.

So what does that have to do with generating and testing hypothesis?  Everything!!! All of the six tasks of generating and testing hypothesis in Using Technology with Classroom Instruction that Works tie to our need to create equilibration in our minds.  When we use each of these tasks, we are either assimilating the new information or accommodating it.  For example, when a student attempts to solve a problem, they begin the problem with schema they already have related to it.  As they work through the problem, they validate their schema or generate new schema based on what they are learning.  In the end, they have created equilibration, and have constructed their own learning based on the outcome of the problem solving.

Hey everybody, I apologize for taking a little bit different approach to my blog posting this week.  I recently got a copy of Inspiration 9 and wanted to try it out.  I also felt a visual was good for this assignment as the video talked about the importance of concept mapping in mirroring how our brain organizes information.   I found that while creating this map I was able to synthesize the information I learned.  As you can see, I briefly illustrate the cognitive learning theories.  The blue circles are the concepts of summarizing, note taking, and cues, questions and advance organizers with connections to the learning theories.  I realize that it is a bit busy and would probably not attempt to pack so much into one visual the next time around!  You may want to adjust your display settings so that you can see the graphic a bit better as my blog wouldn’t allow it to be very big.

Reinforcing effort and homework are tied to the principles of behaviorism in several ways.  Behaviorists state that only actions which can be observed are meaningful things to study.  Effort is an action that is easily observed and can be rated.  Using Technology with Classroom Instruction that Works indicates that students should track their effort by using a rubric or checklist when working on a project (Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, 2007).  By so doing, students can see how their efforts effect their overall success in a particular project. They can then modify their behavior to improve their effort, thereby achieving the desired results on a project.  I have my students do this very thing when practicing their keyboarding.  They track their progress and can see what things they need to work on and feel rewarded when they advance to the next level.

Homework is also tied to behaviorism in the sense that the purpose of homework is practice.  In behaviorism, one practices something, is rewarded when it is correct, and will continue to do the work so as to be correct and continue receiving rewards.  Studies indicate that we need to practice a concept a minimum of 24 times before we really “learn” the concept (Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, 2007).  When using educational games on websites, students receive immediate feedback on their responses.  Immediate feedback is another key component of behaviorism.  One will modify his/her behavior to be “correct.”

As I wrap up my first Master’s of Education course directly related to my area of study, I walk away with new insights and some reaffirmations of things I thought about prior to this course.

So what technologies are you more comfortable with now?

I now feel more comfortable using the database searches for the various articles we were assigned to read.  I revisited posting on a blog and managing that blog (with new features in the software that weren’t there when I learned blogging a couple of years ago).  I had never used a RSS aggregator prior to this class because I didn’t see the benefit of them prior to now.

How has this course deepened your knowledge of teaching and learning?

I now have more resources in regards to the 21st century skills to share with teachers, administrators, and other folks involved in the discussion of technology in schools.  I learned that it’s okay if technology is “doing old things a new way” if it makes life easier for teachers and students.  I was reminded that many of the teachers I’m working with are “digital immigrants” and that I have to teach them in a way that makes them comfortable with the technology, not fearful of the bad things it might do.

How has your view of a teacher role in a classroom changed?

I entered the class a firm believer that the role of teacher in a technology infused classroom takes a dramatic shift from the “all knowing boss of the class” to the “facilitator of learning.”  Through the various readings and discussions, I did come to realize, however, that in order to be an effective facilitator I need to carefully craft lessons to best meet the academic needs of all the students, whether it’s a gifted student or a student with limited English skills.  In a nutshell, I can’t just make a “one size fits all” lesson using technology and expect it to work for all students.

What things can you do to continue building on your knowledge?

I need to continue to use the RSS aggregator to keep up to date on new technologies, websites, and strategies.  I also need to continue to read blogs and publications (e.g. Edutopia) and share what I learn with the teachers in my district.

So what are 2 goals you hope to meet in the next couple of years in regards to technology?

I will continue to help teachers implement teaching strategies and learning strategies which best meet the academic needs of the students (e.g. for the end of year test),  keeping them engaged and excited about their learning.  This will be a bit tougher once my teachers are no longer required to attend meetings with me, but I will plan a way to continue to touch base with them, thereby continuing their growth and learning with technology in their classrooms.  My second goal will be to continue to push the importance of the 1 to 1 initiative in my district to meet 21st century standards, regardless of current economy.  I’m on the 1 to 1 task force and feel like I can contribute a meaningful part to the group.  I’m already planning on setting up a blog where teachers and community members can openly discuss their feelings in regards to this program.  The more I can address the issues and concerns folks have, the more successful the program will be.

Final thought

The more I learn about technology the more I learn about what I don’t know.  That statement in itself may seem bleak, but I actually look at it as an open door, inviting me in to continue my study of the impact technology can, and should have, in schools.

The following podcast was created to highlight the student demographics and technology at one of the elementary schools in the Park City School District.  This podcast is located at the following URL:

http://idisk.mac.com/sthompson75-Public?view=web

It is located in the Walden Podcast folder.  Once open, click on the arrow to the right to download it to your computer.

This is an enhanced podcast, so after downloading, it should open up in iTunes on your computer.  In order to see the images in a bigger format, double click on the image in the lower left hand corner and it will enlarge the images.

Today I visited a site called Partnership for 21st Century Skills to learn more about these “21st century skills” that school technology folks constantly refer to.  I was not that impressed with the site itself as it’s pretty bland.  Another issue that stands out to me is that is heavily packed with theory, but short on application.  I was surprised that the parties involved in this initiative are the big players in education, the business world, and the community in general.  Regardless of my opinion that it’s a boring site, it is important that teachers, principals, and school districts have a central location from which to learn more about these skills as they will continue to be in demand in the “real world.”

After our first inservice regarding SIOP, I took some notes on how the technology you already have in your classrooms impacts some of the SIOP components.  The key component that stood out to me is the intent, by the teacher, to focus on language usage in every assignment.  The following image sums up the 4 types of language, and the level of complexity each one has.  Please share one idea you gleaned from the inservice that will be helpful to our 5th grade teachers.