Final Blog Posting

It is imperative that teachers begin the transfer process with a full understanding of learning so that they can plan and implement appropriate instruction that will result in learning success (Lever-Duffy & McDonald, 2008, pg. 10). With such a wide variety of learning styles in a classroom, teachers need to be aware of different methods to use in order to reach each student. Continuing professional development and the use of educational technology educators will be able to teach to their students and not to tests. After spending eight weeks learning how to bridge together learning and technology I have found it goes hand in hand with my personal theory of learning. I am an educator who likes to facilitate my lessons as much as possible making the students responsible in learning the material in their own way. This course has given me more tools and avenues to explore with my student as I teach them the skills that will make the successful in the 21st century.

An immediate adjustment that will take place in my instructional practice is to modify my PowerPoint presentations. As Dr. Orey stated, “PowerPoint is a great instructional tool for teachers if they use it right. Instead of all the words, put images and pictures to present the information” (Laureate, 2009). I am going to try and take his advice and spice up my PowerPoint presentations for the students. I hope to get the students actively engaged to construct their own artifacts in which they will be able to share with their peers (Laureate, 2009).

One technology tool I would like to use with my students is voicethread. I found voicethread to be a helpful, fun, fascinating, and easy to work with tool that any student could use with little guidance. As I stated in my lesson plan, I will use it more for homework purpose and group work projects. I like when students work in groups as they can learn so much from one another and I feel this is a tool that can be used in and out of the classroom which will allow student collaboration to continue.

A second technology tool I want up and running in my classroom is a class blog. Again, this is something that can be used in and out of the classroom in which my students would be able to communicate with one another and even myself at anytime. I see students helping one another with homework problems, or even to help each other study for quizzes and tests. This is a tool that is very beneficial to all students and especially to the student who is timid during the class period. This technology tool gives them a chance to ask questions and interact with their classmates outside of school to hopefully build their confidence when in school.

The first long-term goal change I would like to make to my instructional practice regarding technology integration is to continue using the technology tools I have been introduced to in this technology program thus far. Blogs, wikis, concept maps, voicthreads, discussion boards, etc. are technology tools that I did not know existed before starting the program. I feel that if I continue to use them daily or weekly I will feel comfortable working with these tools making it easier for me to integrate them into my lesson plans. This will give the students the opportunity to work with these amazing tools as well. I foresee them making learning more interesting and fun for the students. My strategy for achieving this goal is to take one lesson plan and modify it by incorporating a technology tool each week for the rest of the summer. Therefore, my lesson plan will be ready to go for the upcoming school year and it will give me a chance to get accustomed to the tool.

My second goal is to have students present their work using technology as well. Instead of students coming up and writing on the board to explain their work, I want them to construct their own artifacts that they can share with the class. For example, students could use an Excel spreadsheet, a PowerPoint presentation, or even a voicethread presentation. The more the students see me using these tools the more they are going to want to use them as well. A strategy for achieving this goal is to pick three or four names out of a jar, give them an extra assignment for the week in which they may work together or individually in which they would then have to present their work to the class the following week. I would continue this until everyone in the class has completed an extra technology assignment for the marking period.

In conclusion, each learner in my classroom is likely to have a unique cognitive style and a unique learning style (Lever-Duffy & McDonald, 2008, pg. 19). Therefore, it is my will as an educator to accommodate to each one of these learners. I will continue to do my best by providing the best for my students in order to produce the best children of tomorrow.




Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Voicethread

Here is my link:

http://voicethread.com/share/530252/

Connectivism and Social Learning in Practice

Social learning is when students are actively engaged in constructing artifacts when conversing with others (Laureate, 2009). In the video and readings this week, we were exposed to new strategies in which all were dealing with students working groups. While students work in groups or even with just one other students they are involved in the social learning process as they construct meaning through interacting with their peers. Dr. Orey talked about a neat strategy he referred to as the “Jigsaw Strategy.” The students start off in a “base” group and break out into another group where they are informed and/or learn about a concept. They then need to take this new concept back to their base group and teach them what they have learned. This fits social learning like a glove. Students are interacting with other students to build their own artifacts of the concepts being taught in the classroom.

Another instructional strategy is cooperative learning which focuses on having students interact with each other in groups in ways that enhance their learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 139). The particular strategy correlates with the principles of social learning theories as it is based around students working together in groups to give them a stronger understanding of what is being discussed in class. No matter what job a person takes in this fast-paced world, they will always need to be able to work with and respect others. Technology can enhance cooperative learning as it provides structure for group tasks and allows groups to communicate even if they are not face to face (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 140).

I feel student/peer – centered classroom are so important in today’s educational world. Interaction among students not only builds their social skills it allows them to see there are different ways of comprehending or interpreting a concept. In order to be prepared for the fast-paced, virtual workplace that they will inherit, today’s students need to be able to learn and produce cooperatively (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 139). If we educators can get them working cooperatively and socially at an early age it will make them more successful in tomorrow’s world.

Laureate Education, Inc. (Executive Producer). (2009). 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.