REFLECTIONS

My personal learning theory in week one was not defined.  I articulated that there was no one theory of learning that I embraced but I thought then that as an educator, I should use an appropriate theory depending on the situation and circumstances at the point in time.  Even then, I was very unsure of an appropriate theory of learning that depicted my style of teaching.   During this course, we discussed and examined the major theories of learning.  Although I am still of the view that choosing one particular learning theory would not best fit what I believe in, I am able to articulate my belief more explicitly.  As noted earlier, I will take into consideration the learning environment and the social context from which I operate.  I believe myself to be a constructivist/constructionist.  However, I believe that every educator must also bear in mind behaviorism and the social learning theory as important theories to bear in mind. 

Educational technologies used in those learning theories also had a great impact on how I intend to approach my classroom in the new academic year.  I intend to create an active learning environment for my students.  I will endeavor to create an atmosphere where my students could be actively involved in the learning process. 

We also examine the nine instructional strategy clusters that teachers generally use (Laureate Education Inc., 2011).  In the past, I mainly used technology as an instructional tool.  Today, I wish to use technology as a learning tool.  Two technology tools that I intend to use with my students are voice thread and concept mapping.  I believe that using those two leaning tools will enhance the learning that takes place in my classroom.  I see my students being more involved in the learning process as they become active and no longer passive learners.  I am convinced that my repertoire of instructional skills has expanded as a result of this course.  I think that I am better able to utilize those clusters of instructional strategies in my classroom.  More importantly, I think that I am better able to utilize them to encourage active learning in my classroom. 

Two long term goals I would like to add to my instructional practice is to firstly plan lessons that would better build 21^st century skills.  By that I mean I will ensure that my classroom is more student centred.  For instance, in the past, I did use technology in my classroom, but they were mainly used as instructional tools.  I would like to see a transformation in my teaching ability in that when I utilize technology, it would be student centred.  I would want to see my students utilize various technologies to make their presentations or for homework and practice.  Secondly, I hope to use technology to improve student effort.  I intend to use technology to provide better feedback for my students and to showcase their work.  This I am convinced would help them to monitor their progress.  As I teach them the importance of improving their efforts, I intend to model appropriate behavior in this regard.  As a strategy, I intend to focus on reinforcing effort and feedback, homework and practice and cooperative learning as three strategies to use during this semester.  As I use appropriate technology to bring out those strategies, I am convinced that my classroom practice would improve.

I was very tentative when I started this course.  However, it comes to an end I feel that I could not be the type of teacher I desire to be without it.  I was fascinated with the new technologies I learnt.  More importantly, the instructional/learning tools we focused on will help to make me a better and well-rounded educator.

References

Laureate Education, Inc. (Producer). (2011). Program eleven: Instructional strategies, Part one [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1Pitler

CONNECTIVISM AND SOCIAL LEARNING IN PRACTICE

Take a look at my newly created voice thread:  Carnival in Antigua - its economic viability

Human beings are social creatures.  We thrive on social interaction and collaborative feedback.  Dr. Michael Orey, in his discussion on the social learning theory observed that students cannot do any form of learning on their own as they need someone to help them (Laureate Education Inc., 2010a).  George Siemens asserted that learning is the act of forming and navigating networks of knowledge and decisions are based on rapidly altering foundations (Laureate Education Inc., 2010b).  If these are true, then students should be taught with the social learning theory in mind.

In order to improve interaction among learners, it is recommended that teachers utilize the cooperative learning instructional strategy.  It assumes that students learn and make sense of new knowledge through their interaction with others (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 139).  The groups could be informal or informal.  However their organization, students can rely on their peers for feedback and stimulation. 

When technology is integrated into the process, learning and teaching becomes more interactive and exciting.  Web-enabled collaborative learning provides students with access to experts that they would otherwise not be able to learn from (Pitler, et al., 2007, p. 144).  Facilitators can now use a variety of web based resources at their disposal.  Some examples are voice threads, web-quests, web-enabled multiplayer simulated games, blogs, wikis, podcasts, and virtual world interactive presentations to mention a few.   Social networking facilities such as Facebook, Twitter and MySpace can also serve a valuable purpose in teaching students collaboratively.  They could also provide an opportunity to keep parents informed on classroom learning activities.

Take a look at my first voice thread creation on the economic viability of local government continuing a cultural festivity on the island of Antigua and Barbuda.  It is intended to generate much discussion and at the end, students or the general public can make suggestions on its economic and cultural viability.

The social learning theory is indeed the foundation of all learning and interaction.  Once this is borne in mind, the very nature and culture of the classroom can change.

What do you think?

References

Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011). Program nine: Connectivism as a learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Constructivism/constructionism in Practice

It is important that students learn how to test and generate hypothesis as a lifelong learning skill.  Pitler, Hubbell, Kuhn and Malenoski (2007) observed that when students engage in generating and testing hypothesis, they develop “complex mental processes” (p. 202).  This allows them, they continue, to apply content knowledge as it enhances their overall understanding of the content.  That is the focus of learning.  It is the aim of every educator to ensure that there is understanding of content.  Educators desire students to improve understanding of basic content and apply information learnt.  In teaching students to generate and test hypotheses, Pitler, et al (2007) recommend that we make sure that students can explain their hypothesis and their conclusions derived from their research. (p. 203).

Technology can play an integral role in the level of understanding and how deeply students explain their hypothesis.  If the focus is rightly on interpreting data so as to make conclusions rather than gathering data, we have to teach students how to utilize technology to build on that skill (Pitler, et al, 2007, p. 203).  Spread sheet software is an excellent tool that students can use to interpret data.  It converts numbers and figures into visuals (charts, graphs) which makes interpretation easier.  Using PowerPoint presentations to showcase the findings for projects is also a great idea.  Students could also show case their ideas on blogs, they can create wikis or podcasts. 

Project based learning instructional strategies are also highly recommended in the constructivist/constructionist classroom.  It provides students the rare opportunity of investigating real life problems so as to come up with solutions to those problems.  Those 21^st century skills are priceless in developing the type of citizens for the real world.

I found this really great video created by edutopia on project based learning.  Follow this link Why Project Based Learning?

If you have any ideas on how we could use technology in project based learning share them please.

Ezra

Reference

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Cognitive Learning Theory in Practice

Technology is generally associated with skill building.  This week’s learning resource studied the cognitive learning theory.  This theory examines how people think (Lever-Duffy & McDonald, 2008, p. 20).  It shows how information is processed, mental connections are made and how long term memory is developed (Laureate Education Inc., 2011). 

Instructional strategies associated with the cognitive learning theory include cues, questions and advanced organizers as well as summarizing and note taking.  Cues, questions and advance organizers focus on “enhancing students’ ability to retrieve, use and organize information” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 73).  When technology is used in conjunction with those strategies, deep learning takes place.  Pitler, et al., (2007) recommends using a combination of advance organizers, to include expository, narrative and graphic, to improve retention (p. 76).  They also recommend using multimedia advance organizers to help further retention of information (p. 82).  Note taking is another essential instructional strategy that is not often taught explicitly as a skill to students.  It is a useful study skill that “enhances students’ ability to synthesize information and distil it into a concise new form” (Pitler, et al., 2007, p. 119-120).  Both strategies are directly related to the cognitive learning theory as they focus on thinking and mental connection of information. 

Using those strategies help teachers build deeper understanding of topics taught.  I especially liked the idea of using brochures as an expository advance organizer.  If graphics are included into it, it could serve as a powerful tool for students.  It also provides information that students can use to review at a later date to help concrete learning.  I am a business teacher and sometimes students have some difficulty identifying with some of the topics discussed.  It is important for students to take notes during lessons.  Pitler, et al., (2007) recommends using brainstorming software as a technological tool for encouraging note taking (p. 125).  I found this to be quite intriguing as students can use a developed template to fill in important information on the lessons taught.  Concept mapping and virtual field trips can also be used to further enhance learning.  I have never developed a concept map nor used a virtual field trip for my class and I intend to use in the near future.

I found this week’s discussions interesting as I never really linked the cognitive learning theory with technology.  It provided some differentiation that is very important in building deeper learning and understanding.

References

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Behaviorism in Practice

The behaviorist learning theory proposes that the environment shapes one’s behavior and assumes that what one learns is largely attributed to the elements in the environment (Smith, 1999 p. 1).  The merits to the behaviorist theory of learning are quite controversial.  The inclusion of technology in the classroom has allowed many educators to rethink the merits of behaviorism (Laureate Education Inc., 2011).

In this week’s learning resource we examined two instructional strategies that I believe correlate with the principles of behaviorism.  We examined “reinforcing effort” and “homework and practice” as proposed by Pitler, et al., (2007, pp. 153-161, 187-201).  Pitler et al., recommends effort as the wisest choice to attributing success in the learning process (p. 153).  I agree that when students understand the importance of reinforcing effort and act on this knowledge, their attitude to learning propels.  This in itself produces improved results and success.  He also recommends technology driven data collection tools to showcase students’ work (p. 162).  This, Pitler, et al., believes would reinforce effort and encourages students to keep trying. 

Homework and practice, despite the many controversies associated with it, assist students in reinforcing and concreting concepts learned.  Pitler, et al., recommends at least 24 practice sessions with a skill to achieve 80 percent competency.  The use of technology and web resources creates appeal and generates immediate feedback to users (p. 195).  It also provides meaningful reinforcement of concepts in a fun and interactive manner.  This is important for today’s students as they thrive on immediate feedback and instant gratification. It also provides an opportunity for teachers and students to track their efforts and note their progress.  

Technology integrated into the classroom has provided renewed opportunity for the theory of behaviorism to be re-examined as a positive strategy for improving classroom practice.

Reference

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD. 

Smith, K. (1999). The behaviorist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourism

New Course - New ideas

Good day everyone.  Welcome to my blog.  I look forward to working with all of you during this course. 
Ezra

Reflections

Access to media changes the very look of the classroom (Thornburg, 2004, p. 7).  Use of video, sound, images, text or simulations at your fingertips is by far the greatest advantage to using web2.0 tools in the classroom.  As my studies with Walden University continue, and this course ends, I have been given the opportunity to reflect on where I was before; where I am now and where I need to be if I am to become the type of professional I desire to be.

In what ways has this course helped you to develop your own technology skills as a professional teacher?

            I created my own blog.  I edited and developed a wiki.  I produced a podcast.  I thought of ways of using my students’ smart phones in the classroom.  Those are skills I did not think I would possess or use.  Outside of the development of those technologies, I was also able to use them in a classroom setting.  I saw my students’ faces light up as they listened to their voices on a podcast.  I heard those students discussing ways in which a podcast can be used in their classroom and how they could use this technology for presenting assignments in other classes.

            Like my digital native students (Prensky, 2001), I spent hours fine tuning, editing and developing technology that can be utilized in the classroom.  I also discussed those technology skills with other technology experts and I got tips on how to improve my skill set.  This course has opened my eyes or perspective, so to speak, in a positive way. 

In what ways have you deepened your knowledge of the teaching and learning process?

            I have deepened my knowledge of the teaching and learning process in various ways.  Firstly, I have a different perspective of the teaching and learning process.  I thought myself to be the provider of knowledge to my students.  Now, I see the teaching and learning process to be different.  I am simply the facilitator of knowledge.  My students are capable of accessing and deciphering information on their own.  I am a guide in the process.

            I also feel a lot more comfortable within the teaching learning process when I am not knowledgeable of a concept or have all the information.  I feel more confident having my students provide me or guide me to new paths to information.  My students are aware of this and this has improved the learning environment.  Our discussions are richer and we are able to learn more.

In what ways have you changed your perspective from being teacher-centered to learner-centered?

I always thought myself to be a learner centered professional.  I prided myself to being an innovative teacher who utilized technology in my classroom.  This course has helped me to view myself in a different light.  What I thought to be learner centered was simply a technology integrated teacher centered classroom.  I used PowerPoint presentations, but never realized that I was only digitizing the traditional approach to teaching. 

Technology for me was an option and not an expectation (Thornburg, 2004, p.4).  This generation of students expects technology.  I have changed my view of technology in that I am convinced that technology is a must in every classroom.  Students will not learn at their optimal level without it.  I have to provide the best teaching learning experience possible for my students and as such I understand that technology is not an option but an expectation.

In what ways can you continue to expand your knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement?

           

I have to continue to develop my technology skills once I complete this course.  Very early in this course, we were reminded that by the time we complete a course of study, what we learnt would have become obsolete (Fisch, 2007).  I have to continue to develop my skills and continue to access new and innovative methods and technology in my classroom.  The more I utilize those skills personally and in my classroom, the more likely it will be for me to come across and use new and innovative tools.  This might be the best way to continue to expand my knowledge of those technologies.

            I have started to build my access to new information by increasing my access to newsletters, blogs and other educational information.  I have used RSS feeds to my advantage in that I have links to many blogs and professional newsletters.  This might be one of the best ways of accessing new information, techniques and ideas for building my knowledge of technology that can be used in the classroom.

            My desire for lifelong learning is something I have been developing over time.  I will continue to access new courses that could help me to build my knowledge base as far as technological skills are concerned.

I hope to continue to build on my knowledge of ICTs in education.  I hope to continue to use web 2.0 or other tools that are available for the benefit of my students.

DIGITAL NATIVES? MILLENNIAL LEARNERS? WHO ARE TODAY'S STUDENTS?

Many educators are of the view that our students are hardwired differently and as a result they learn in a new way. They believe them to be digital natives (Prensky, 2001) who cannot survive without technology. This podcast provides a demographic profiling of grade nine students of the Clare Hall Secondary School in Antigua/Barbuda. The group was selected randomly from both genders. It provides a candid discussion about their use and views of technology in their lives. Lets listen to what they have to say, and we could determine if they are digital natives or millennial learners. Share your opinion.

http://archive.org/details/DemographicProfiling-DigitalNatives

 E Jonah Greene

USES OF BLOG SPACES

Post an idea for how you might use a blog in your classroom.

Using a blog is fairly new to me.  It is not very popular as an educational tool at my school or on my island.  So, I believe that it could be used as a journaling tool.  It could also be used to showcase students work or to encourage creative thought.  This could come in various formats, written or in the form of drawings, audio or other creative pieces.  Students could also use the blog to post videos (authentic) that they created.  It could have a feature for questions and answers on content related issues.  This could provide an excellent avenue for peer teaching and interaction.

What purpose would the blog serve? Is it a place for students to interact about content? Is it a showcase for their work? Is it a place to share learning with the larger community?

My blog could have multiple facets.  As noted earlier, it could provide an excellent avenue for students to interact about content as it could encourage positive peer interaction.  Students could learn from students and their teachers simultaneously.  The idea of showcasing students work is something I truly advocate.  This would provide an excellent avenue for doing so.

Although it may be a good idea to share learning with the larger community, because I am relatively new to blogging, I think I should hold off on this initially.  Richardson (2010) cautioned teachers to not only be familiar with any technology they use, but also advocates safety for students and users of the facility.  I have a lot to learn with reference to how to protect use of the service, so for my and their protection, I would probably not allow open access in the initial stages.

How does using a blog enhance the lesson? Include your grade level, content area, and your rationale as to why a blog is a good tool for the instructional context.

A blog enhances a lesson because it provides a new and different way of learning.  Students are fascinated with cyberspace and the internet and what it has to offer.  Providing this avenue will help to peek interest.  It could also provide for a differentiated learning experience.  We could even provide an option for ELLs on our blog space.

I generally work with students in grades 9-12.  I am a business teacher.  The world of business has become so technologically biased that this blog space would provide excellent practice for students.  My students are mature and are experience internet users.  Most of them have their own social networking accounts and they use them frequently.  It would provide for excellent contextual learning.

WELCOME TO MY BLOG WORLD

Welcome to E Jonah Greene's blog on education.  I am a Walden University student studying the integration of technology in the classroom.  If you have any views, comments or ideas on how to integrate technology into our classrooms please feel free to share your ideas.  I am also open to issues associated with technological use of software or hardware in the classroom.

Looking forward to hearing from you.