At the start of this course, I stated that my teaching style involved student participation and technology. I feel that now, after eight weeks, I still believe these are essential elements in teaching the youth of today. This course has provided me with numerous activities, strategies, websites and ideas to assist me in sticking with my teaching style.
One strategy I feel will benefit my students that we discussed during this course was cooperative learning. While I did use this briefly in my classroom, I feel I now have a better grasp on how to successfully incorporate it into my classroom because of this course. Students need to be involved in their learning process and also need to work collaboratively with peers in order to reach a common goal. Cooperative learning prepares students for working with others in real world experiences.
One resource from this course that I felt was extremely beneficial was my introduction to Voicethread. I have already used the site in my classroom and have a multitude of ideas of how to incorporate it in the future. Children love the computer and love supplying classmates with their criticisms. Therefore, in my English class this serves as such a powerful tool.
This course has provided me with resources to further my incorporation of technology in the classroom and has given me so many new ideas and resources to use. I feel I have gained a great knowledge of technology and how to reach my students of this technologically based generation
Sunday, October 31, 2010
Friday, October 8, 2010
Wednesday, October 6, 2010
Connectivism and Social Learning in Practice
“Cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning,” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I strongly agree with the concept of cooperative learning. In my experience with classrooms incorporating this model, it has been nothing but beneficial to those children participating. While I feel it is essential in the learning process of children in this generation, I also feel there are many guidelines, rules and approaches that need to be enforced.
To begin, “cooperative learning groups require attention to detail in the planning process,” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). From my experience, I have learned this the hard way. Each year I expect my students to learn how to properly work in groups and assign projects throughout the school year that require them to work with others. One year I decided to have students work together on a Black History Month project. I found websites for students to use for research, only to find that some of those websites did not have all the information needed and gave students access to other, sometimes inappropriate, websites. I was prepared, but definitely not as much as I should have been. The following year, I began preparing for the project much earlier, and took into consideration these details when preparing.
Social networking and the media can be great resources for cooperative learning. With social networking students can access thoughts and ideas from students that are outside of the classroom. They have the ability to discuss problems with children from other cities, states, or even countries and gain an outside perspective. While this is a great advantage, it also needs to be regulated and monitored. Students need to be taught rules and guidelines when speaking with people on the computer.
Cooperative learning can be a strong tool for children if used correctly. Parents and teachers need to work together to enforce proper use of such powerful tools. Students also need to understand that having access to such a wide variety of information should not be taken for granted. Technology is a privilege that can enhance learning and that can be enjoyed, but only if used properly.
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.(2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASC
To begin, “cooperative learning groups require attention to detail in the planning process,” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). From my experience, I have learned this the hard way. Each year I expect my students to learn how to properly work in groups and assign projects throughout the school year that require them to work with others. One year I decided to have students work together on a Black History Month project. I found websites for students to use for research, only to find that some of those websites did not have all the information needed and gave students access to other, sometimes inappropriate, websites. I was prepared, but definitely not as much as I should have been. The following year, I began preparing for the project much earlier, and took into consideration these details when preparing.
Social networking and the media can be great resources for cooperative learning. With social networking students can access thoughts and ideas from students that are outside of the classroom. They have the ability to discuss problems with children from other cities, states, or even countries and gain an outside perspective. While this is a great advantage, it also needs to be regulated and monitored. Students need to be taught rules and guidelines when speaking with people on the computer.
Cooperative learning can be a strong tool for children if used correctly. Parents and teachers need to work together to enforce proper use of such powerful tools. Students also need to understand that having access to such a wide variety of information should not be taken for granted. Technology is a privilege that can enhance learning and that can be enjoyed, but only if used properly.
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.(2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASC
Friday, October 1, 2010
Constructivism in Practice
Constructivism emphasizes the importance of creating a link between learning and real life experiences. In Using Technology with Classroom Instruction that Works, the authors found “that integrating technology into instruction tends to move classrooms from teacher-dominated environments to ones that are more student-centered,” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Students need to learn to become more dependent on peers and more importantly use their knowledge to help them succeed. In my class this year, I have tried to place more emphasis on student’s learning from one another, rather than always jumping to ask me, the teacher, about a problem or concern. I begin each week with mini-lessons, usually incorporating some form of technology, and then students are left to work on their own to complete assignments. I feel this teaching style is allowing these students to learn powerful strategies for real world experiences.
Problem based learning focuses on creating that connection from school and learning to home and real world experiences. As stated in wikipedia.com, “Problem based learning is a student-centered instructional strategy in which students collaboratively solve problems and reflect on their experiences.” One of the most difficult tasks when using technology in the classroom is preparing and teaching students proper use of the different tools. Much emphasis needs to be placed on proper use and loss of privileges if tools are not used correctly. Students should be taught basic computer skills at a young age in order to build on this knowledge as they proceed through grade levels. Some of my students struggle with basic Microsoft Word and Powerpoint in the 5th grade. These skills should be mastered by the time they reach 5th grade. Mastering these skills at a younger age, will allow me to advance them into using camera and video software or other Microsoft programs to name a few.
Students also need to work within groups to find answers to real life problems or simple computer problems in the classroom. The emphasis needs to placed on student learning and not teachers simply teaching. As stated by Lynda Donovan, our students now have grown up surrounded by technology and they will likely deal with more advanced technology in the future. As teachers it is our jobs to get them comfortable with using the latest technologies correctly(Laureate, 2009). We also need to let those students who are more advanced become the teachers in the classroom. Many students have more knowledge than teachers with computers and the Internet. Having a student become the teacher is rewarding for the student and is the pure definition of a child-centered classroom.
References:
Laureate Education, Inc. (Executive Producer). (2009). “Constructionist and constructivism” [Educational video].
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.(2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASC
Problem based learning focuses on creating that connection from school and learning to home and real world experiences. As stated in wikipedia.com, “Problem based learning is a student-centered instructional strategy in which students collaboratively solve problems and reflect on their experiences.” One of the most difficult tasks when using technology in the classroom is preparing and teaching students proper use of the different tools. Much emphasis needs to be placed on proper use and loss of privileges if tools are not used correctly. Students should be taught basic computer skills at a young age in order to build on this knowledge as they proceed through grade levels. Some of my students struggle with basic Microsoft Word and Powerpoint in the 5th grade. These skills should be mastered by the time they reach 5th grade. Mastering these skills at a younger age, will allow me to advance them into using camera and video software or other Microsoft programs to name a few.
Students also need to work within groups to find answers to real life problems or simple computer problems in the classroom. The emphasis needs to placed on student learning and not teachers simply teaching. As stated by Lynda Donovan, our students now have grown up surrounded by technology and they will likely deal with more advanced technology in the future. As teachers it is our jobs to get them comfortable with using the latest technologies correctly(Laureate, 2009). We also need to let those students who are more advanced become the teachers in the classroom. Many students have more knowledge than teachers with computers and the Internet. Having a student become the teacher is rewarding for the student and is the pure definition of a child-centered classroom.
References:
Laureate Education, Inc. (Executive Producer). (2009). “Constructionist and constructivism” [Educational video].
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.(2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASC
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