My Think Out Loud Evaluation of a Website

       For my Masters class in Integrating Technology in the Classroom, I recorded my cognitive processes while taking the necessary steps to evaluate the reliability and validity of the website Help Save the Endangered Pacific Northwest Tree Octopus (http://zapatopi.net/treeoctopus/).  I decided upon Option A: Screen Capture With Audio Recording for this evaluation.  This was the first time I have ever used this type of technology, and it will not be the last.  Going through this process helped me to slow down and take the time to carefully evaluate a website.

       Before even beginning my evaluation of the website, I reviewed what I would specifically be looking for.  In the Walden University resources there's a video A Teacher’s Perspective: Evaluating Information Online (2011), where Beth Phillips talked about the ABC’s of looking for information online.  Look at the author, bias (fact or opinion), and content.  Then, look at the web address to determine if it is a .org (organization), .gov (government), or .edu (education).  These three web addresses are usually good.  Also, in our text it was stated to find out the author, purpose of the website, who created the website, when the site was updated, and watch out for opinions not backed up by facts (Eagleton, & Dobler, 2007).  November (2008) reinforced in my mind the need to read the URL, examine and think critically about the content, check for the author, and look at the forward links that can help evaluate if the site is biased or quality information.

       I kept all of the above in mind while evaluating the tree octopus website.  I did learn how to find the author of the website, which proved to be very valuable.  By going backwards in the URL, I was able to discover the creator of the website.  The first sentences I saw for www.zapatopi.net was about the site being a source for conspiracies and other diversion, and that it is serving the paranoid since 1997.  That was an eye opener.  It takes common sense to realize that this website in questionable right away.  The further I went into the website, the more it appeared to be written for entertainment purposes. 

       Then, I went back to the home page and began to evaluate it for validity.  This was a great experience.  I explored the links.  The Wikipedia links were legitimate, but gave no validity to the existence of the tree octopus.  Other links went to websites written by the same author of the website I was evaluating for validity.  This sent up all kinds of red flags in my mind.  These are skills that I could easily teach my 2^nd graders.  They are young, but I think they can grasp these concepts. Certainly my young students can use common sense and have enough prior knowledge to understand that house cats are not foreign species, and there is no such thing as sasquatch.  I could use this particular activity to point out to my students the need to think, and not believe everything you read on the internet.   

            The URL link for my screencast is: http://www.youtube.com/watch?v=ydaPgMEtPW0  

            

References

Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New

       York, NY: The Guilford Press.

Laureate Education, Inc. (2011). A teacher’s perspective: Evaluating information online.

Retrieved from        https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1374109_1%26url%3D  

November, A. (2008). Web literacy for educators. Thousand Oaks, CA: Corwin Press.

Final Reflection for Bridging Learning Theory, Instruction, and Technology course

My personal theory of learning has not changed much since the first week of this course, except that I would like to add that I think social learning is a very important way people construct meaning.  Adopting social learning instructional practices has strong implications for engaging our students in the learning process.  Dr. Orey, in the video "Social Learning Theories" (Laureate Education, Inc., 2011), defines SLT to be when students are actively engaged in constructing artifacts and conversing with others.  Having students collaborate is a powerful strategy for learning. I still subscribe to the Constructivist Perspective.  I agree with it in that children build cognitive structures during the various developmental stages.  Jean Piaget said it best that when children encounter something new and it fits into their prior experience, they assimilate it (Lever-Duffy & McDonald, 2008).  If a child does not have a cognitive map then they accommodate this new information.  This makes knowledge always under construction.  In reflection, studying the different learning theories has refreshed my memory and deepened my understanding of Social Learning, Connectivism, Constructionism/Constructivism, Cognitivism, and Behaviorism.   

During the past seven weeks, I have learned many new ways to integrate technology in my classroom, and the difference between technology tools for instruction versus learning.  I learned what a Concept Map is, and how to use http://www.spiderscribe.net/.  The Concept Map has become a way for me to organize information, include video links, images, and words to help teach a lesson.  Plus, my students can drag the nodes around on the Concept Map using the interactive whiteboard. When students are given the chance to interact with a whiteboard it is engaging and fun for them. It is best to teach small chunks and integrate multiple senses to improve learning, as Dr. Orey discussed in our class video "Cognitive Learning Theories" (Laureate Education, Inc., 2011).  A Concept Map makes this possible.  I have also learned how to use VoiceThreads.  I am very excited about VoiceThreads, and the applications inside and outside of the classroom.  My students can make comments on a particular image, photo, artwork, or subject.  They can choose to speak, write, or video their responses.  This helps meet the diverse needs of the students in my classroom. I can ensure I am incorporating technology tools that enhance and support students' learning by making sure I am focusing on active learning.  For example, interactive whiteboards are teacher-centered, and if a teacher is just reading off a PowerPoint presentation, this is not student-centered or active learning.  However, PowerPoint can be used to support Paivio's dual coding hypothesis (Laureate Education, Inc., 2009) by using images in instruction instead of text.  Using images or pictures can be found on http://www.clipart.com/ for free and ensure comprehension.  WebQuests, PowerPoint, wikis, blogs, and podcasts can be used to promote constructivist and constructionist lessons by providing links to support their arguments, representations of activities, feedback, collaboration, and individualized assistance.   

I would like to use more Virtual Field Trips and simulations in my classroom.  Educational simulations can have children take on a persona and experience a life based on real-world statistical data.  For example, School Tycoon (http://www.schooltycoon.com/) enable kids to build a school to their liking.  Children can take on the role of different disciplines.  What a fantastic way to engage students.  Virtual Field Trips and simulations have connections to real-world experts.   They are both visual and auditory, which makes the learning very concrete. All learning takes place in the brain, and our brains are very visual.  Dr. Patricia Wolfe discusses this in our classroom video titled Understanding the Brain (Laureate Education, Inc., 2011).  The more visual aids a teacher can incorporate, the more chance students have to learn.  Simulations work to educate doctors and astronauts, so why not for elementary school children? 

One of my long-term goals for instructional practice regarding technology integration is to push for one-on-one computing in the elementary classrooms at my school.  Right now I only have four computers in my classroom, and we go as a class to the computer lab once a week, for 45 minutes.  This is not enough time.  I am going to sign up to be on the Tech Committee this coming Fall of 2012, so I can be part of the planning and implementation of more computers in the classrooms.  My other long-term goal is to continue to educate myself, and get proficient at using the new technologies that I am learning about.  Then, when I have finished this Masters program, I can lead Staff Developments at my school on how to integrate technology into your classroom.  The principal at my school has already shown an interest in me conducting these Staff Developments, and my reply is, "Just give me a year and I'll be ready". 

Reference List

Laureate Education, Inc. (Producer). (2011). Cognitive learning theories. Retrieved from

https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_550904_1%26url%3D

Laureate Education, Inc. (Producer). (2011). Social learning theories. Retrieved from

https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_550904_1%26url%3D

Laureate Education, Inc. (Producer). (2009). Technology: instructional tool vs. learning tool.
Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_550904_1%26url%3D  

Laureate Education, Inc. (Producer). (2011). Understanding the brain. Retrieved from

https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_550904_1%26url%3D 

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

Connectivism and Social Learning in Practice

This week’s resources in my Masters class were focused on social learning theories and how we construct meaning through our interactions with others and the world around us.  The social learning theories support instructional strategies that incorporate student collaboration, cooperation, and communication.  There are many technology tools today which can facilitate the social learning approach.

George Siemens’ theory of Connectivism is a social learning theory.  He has expressed that knowledge is networked.  In this week’s video, “Connectivism as a Learning Theory” (Laureate Education Inc., 2011), he further details that knowledge resides in the patterns of how different concepts are networked.  Learning is the act of forming networks.  Technology has created a complex environment where information is abundant and networks are rich.  I think modern technology is changing the way our students learn.  Everything is a click away. 

Adopting social learning instructional practices has strong implications for engaging our students in the learning process.  Dr. Orey, in the video “Social Learning Theories” (Laureate Education Inc., 2011), defines SLT to be when students are actively engaged in constructing artifacts and conversing with others.  Collaborative and cooperative learning is a big part of SLT.  Having students build something together is a powerful strategy for learning.  Peers can help each other, and when students are working together as a collaborative team they are responsible for the learning information. 

Dr. Orey talks about the “Jigsaw Strategy” in the “Social Learning Theories” video (Laureate Education Inc., 2011).  I use this strategy in my classroom, and it always produces amazing results.  When I give a small group a short chapter to read together, and a couple of difficult questions to answer, they always come back and make a terrific presentation to the rest of the class about what they learned.  This does cause a deeper understanding of the content (Laureate Education Inc., 2011).  Each time when I listen to my students give their presentation, I think to myself that I could have lectured them on that material and showed a couple of images, but they would not have learned nearly as much.  My students feel empowered and confident when they are presenting their findings. 

This week’s reading included a chapter on Cooperative Learning from Using Technology with Classroom Instruction That Works (Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K., 2007).  The writers stressed the importance  of preparing our students for the fast-paced, virtual workplace in which they will need to have the skills to work cooperatively with others.  Technology has enabled students and teachers to collaborate over the Web using Google Docs, Webquest, Twitter, Skype, texting, email, and sharing bookmarks and Web links.  One exciting way individuals can interact with each other is through multiplayer simulation games.  These games are designed for actual human to human interactions, not with artificial intelligence.  Interactive games can involve complex situations that are close to reality.  I have never tried any of these games with my 2^nd grade class, but from reading about them it seems that this type of cooperative learning would engage students much more than just reading about a particular subject.  Another technology tool that is new to me is VoiceThread.  I am learning that this online collaborative tool can be used to share ideas, solve problems, and give individuals a chance to express themselves verbally or in writing. 

There is a social constructivism vignette in the chapter called Social Constructivism (Kim, B., 2001), which is a wonderful example of how social learning instructional practices can be effective.  A high school English teacher engaged her students in Shakespeare’s Hamlet by splitting them into cooperative groups and assigning each group one act of the play.  They translated their part into modern language and created puppets to perform their act.  This project was successful in getting her students to have a clear understanding of Hamlet, bring students together with diverse interests, and create a finished product.

In conclusion, I have studied behaviorist, cognitive, constructivist/constructionist and social learning theories in my current Masters class.  I think each one of these has an important role in education today, but especially the social learning theories.   

Reference List

Kim, B. (2001). Social Constructivism. In M. Orey (Ed.), Emerging perspectives of

learning, teaching, and technology. Retrieved May 27, 2012, from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Laureate Education, Inc. (Producer). (2011). Connectivism as a learning theory.

Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_550904_1%26url%3D

Laureate Education, Inc. (Producer). (2011). Social learning theories. Retrieved from

https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_550904_1%26url%3D

Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007). Using technology with

classroom instruction that works. Alexandria, VA: ASCD.

The URL for my Voice Thread titled "We Need Friends, Not Bullies" is:
https://voicethread.com/share/3133456/

Constructivism/Constructionism in Practice

This week in my Master's class, the resources were all about constructivism and constructionism learning theories, and instructional strategies that correlate with these theories.  Dr. Michael Orey, in this week's video "Constructionist and Constructivism Learning Theories" (Laureate Education Inc., 2011),  stated that constructivism is a theory of knowledge in which each individual actively constructs his/her own meaning.  The constructionism approach is based on the theory that students learn best by building an external artifact which is meaningful to them.  These theories have changed the student's role by making them more responsible for their learning.  It has also changed the teacher's role as more of a cognitive mentor or coach, rather than an expert (Glazer, 2001).  Teachers help their students access information, and create a framework of expectations.

In the book Using Technology with Classroom Instruction That Works (Pitler, Hubbell, Kuhn, & Malenoski, 2007) there is a chapter that explores the instructional strategy "Generating and Testing Hypotheses".  This particular strategy relates to constructivist and constructionist learning theories by engaging students in complex mental processes.  Generating and testing hypotheses require student to compare data, present their data as a graph or advanced organizer, predict, and make decisions.  The students role is to develop hypotheses to solve a problem, and find information to support their reasonings.  This type of project-based learning is learner-oriented.  Again, the teacher is the facilitator or motivator, and informs the students of their objectives and how they will be evaluated (Han & Bhattacharya, 2001).

There are tasks a teacher can use to help students generate and test hypotheses.  These tasks are 1)a system analysis 2)problem solving 3)historical investigation 4)invention 5)experimental inquiry and 6)decision making (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  I found a website in this week's resources that is perfect for helping my 2nd graders generate a hypothesis, make predictions, and begin to think like a biologist.  That website is called Astroventure (http://www.astroventure.arc.nasa.gov/).  My class went through different scenarios about what would happen to living things on earth if there was too much heat or not enough heat.  They wrote down in their journals what they predicted would happen with each scenario, and after they were finished writing, I read to them what a scientist wrote about the different scenarios.  All of my students were engaged in this lesson because it had possible real-world problems in it.  If I were teaching a higher grade, this could lead to more problem-based inquiry by researching global warming, and determining if this is an issue that could affect all life on earth.

Constructionism is reflected in project-based learning because it is a student-centered learning environment, an artifact is created, and the learning is based on authentic and real life experiences.  Project-based learning involves planning, creating, and processing.  These instructional strategies can help increase motivation, problem-solving abilities, research skills, collaboration, and  project organization skills.

Technology can help implement constructionist/constructivist practices.  First, programs like Excel can make data gathering much easier.  Students can spend less time having to do manual calculations to find the statistics or information they are looking for.  In this week's reading (Pitler, Hubbell, Kuhn, & Malenoski, 2007), the way it was put was students can spend more time interperting the data rather than gathering the data.  Technology such as WebQuests, Powerpoint, simulations, blogs, wikis, voice threads, and podcasts can help promote constructivist and constructionist lessons by providing links to support their arguments, representations of activities, feedback, collaboration, and individualized assistance.  Technology is a powerful tool to promote constructionist/constructivist practices in the classroom.

Reference List

Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives

on learning, teaching, and technology. Retrieved from  http://projects.coe.uga.edu/epltt/index.php?title=Problem_Based_Instruction

Hans, S., & Bhattacharya, K. (2001). Constructionism, Learning By Design, and Project

            Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching,

            and technology. Retrieved from

http://projects.coe.uga.edu/epltt/index.php?title=Constructionism,_Learning_by_Design,_and_Project_Based_Learning  

Laureate Education, Inc. (Producer). (2011). Constructionist and constructivist learning

theories. Retrieved from  https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_550904_1%26url%3D

Pitler, H., Hubbell, E., Kuhn, M. & Malenoski, K. (2007). Using technology with

classroom instruction that works. Alexandria, VA: ASCD.

 

Cognitivism in Practice

The Cognitive Learning Theory starts with sensory input of information, which goes into Short Term Memory, and if rehearsed enough goes into Long Term Memory (Laureate Education Inc., 2011).  Long Term Memories are stored in networks of information, and they are all connected.  I am a believer that children need to be taught in small chunks, and everything needs to build on their prior knowledge, thus connected.  In this week's video, Cognitive Learning Theories (Laureate Education Inc., 2011), Dr. Michael Orey discusses Long Term Memory to be either facts (declarative), how to do things (procedural), or events in your life (episodic).  The dual coding hypothesis (Laureate Education Inc., 2011) is when information is stored as images and text.  Elaboration is a crucial component to Long Term Memory.  This week's class resources taught me that elaboration is the primary mechanism for storing information into Long Term Memory (Laureate Education Inc., 2011).

Instructional strategies that correlate with the principals of Cognitive Learning Theory are demonstrated by the use of cues, questions, and advanced organizers.  In the text "Using Technology With Classroom Instruction That Works" (Pitler, 2007), there are some great points brought up about how graphic organizers can be used not only as a visual for students, but for brainstorming.  Concept Mapping Tools can start with an essential question to give students a cue about what they are going to learn.  Cues are hints about what students are about to learn or experience and can trigger a student's memories and prior knowledge (Pitler, 2007).  Concept Mapping Tools allow students to put one idea in a box, or node, and then connect nodes to other nodes.  This type of software serves as a mind tool, helps learners organize information, and supports visual coding.  In this week's class video, Cognitive Learning Theories  (Laureate Education Inc., 2011), Dr. Orey explains that integrating multiple senses during presentations will improve learning. 

Another instructional strategy that helps build connections with new information is summarizing and note taking.  Note taking is completely different today thanks to PowerPoint presentations with advanced graphic organizers.  Webbing can also be used for note taking.  The use of these tools helps students to stay focused on the essential question.  Graphic presentations help any lesson to be visual and auditory.

Virtual Field Trips are almost an immersive like experience and are very powerful for helping students learn because they create episodic memory.  Dr. Orey, in this week's video Spotlight on Technology (Laureate Education Inc., 2011), states that the Virtual Field Trips incorporate all cognitive theories and help students make connections they will remember. 

I have begun to think about how wonderful these technology tools and instructional strategies are for creating cognitive thinking, and furthering each child's understanding of what is being taught.

Thank you for reading my blog.  

Reference List

Laureate Education, Inc. (Producer). (2011). Cognitive learning theories. Retrieved from

https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_550904_1%26url%3D

Laureate Education, Inc. (Producer). (2011). Spotlight on technology. Retrieved from

https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_550904_1%26url%3D

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

     

Behaviorism in Today's Classroom

This week the topic for my Masters class was primarily the behaviorist learning theory.  We were to evaluate the role of the behaviorist learning theory in today's classroom, particularly in applications of educational technology.


The behaviorist approach does have a place in today's classroom.  Most teachers use classroom management which are behaviorist techniques.  Teachers adopt a system of rewards and punishments to reinforce desired behaviors and eliminate inappropriate ones.  Dr. Orey (Orey, 2001) supports this theory because it helps achieve desired behavior in education by implementing contracts, consequences, and reinforcement of a child's behavior.  Also, the behaviorist learning theory is used in drill and practice, remediation and tutorial programs in today's classroom.  "Skills are not acquired without frequent practice" (Smith, 1999).  Homework provides an opportunity for students to drill and practice what they have learned. 


Educational technology provides an avenue for students to drill and practice their skills.  There are video tutorials, games, and quiz shows that make learning accessible to all children.  For example, I use www.brainpopjr.com for whole group instruction and individual learning and practice.  This online program covers science, health, reading, writing, social studies, math, art, and technology.  The tutorials are colorful, cute, age appropriate, and incorporate auditory and visual learning.  There are also short quizzes and games for each subject.  I also use a remedial online reading program called Lexia (www.lexialearning.com). This provides extra support to six of my 2nd graders to help bring their reading skills up to grade level.  This program is also auditory and visual for each child.  They work independently through tutorials and then respond to prompts.  When they pass certain milestones (or skills), a certificate of achievement can be printed out for them.  This positive reinforcement makes them beg me to let them work on Lexia everyday.  This type of reinforcement is in line with B.F Skinner's Operant Conditioning (Orey, 2001).  Animals and humans repeat acts that lead to favorable outcomes.  The Lexia reading program is dramatically helping the reading level of each child, if they spend at least thirty minutes a day using it.  There are many other educational technology tools available that can provide lessons, practice, and games which are beneficial to helping students strengthen their reading and math skills.  "Multiple exposures to material help students deepen their understanding of content and become proficient with skills" (Pitler, 2007).


In conclusion, I think there is plenty of room for the behaviorist learning theory in today's classroom.  Children respond to positive reinforcement, which enables teachers to have good classroom management and produce more effort coming from their students. 


Reference List


Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from
http://projects.coe.uga.edu/epltt/index.php?title=Main_Page


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


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

Reflection: Final Blog Posting

             My own technology skills have developed so much in the last seven weeks of this Masters class.  I have truly amazed myself with what I have learned.  First, I learned how to set up my own blog, and participate in reading and commenting on other people’s blogs.  I learned what a Real Simple Syndication (RSS) feed is, and the value of it.  For the first time ever, I was part of a wiki built by my Walden University classmates.  We collaborated to develop a wiki site that could be used as a teacher’s resource for great websites.  The last big thing I learned was how to make a podcast.  After making a podcast, I also learned how to upload it to my blog.  These are all new skills that I can now use in my 2^nd grade classroom.

            This class deepened my knowledge of what 21^st century skills include.  In our online classroom video called Skills For The 21^st Century (Laureate, 2011), Dr. Thornburg lists over a dozen 21^st century skills and dispositions.  They are as follows: 1)information literacy 2)critical thinking 3)problem solving 4)communication skills 5)teamwork and collaboration 6)information technology 7)leadership 8)creativity and innovative thinking 9)lifelong learning 10)self-direction 11)professionalism 12)ethics and 13)social responsibilities.  It is eye opening to realize that there is so much we need to do as teachers to prepare our students to work in the modern world.  Technology is changing our world and expanding the need for our students to not only be able to use new technology tools, but to be critical thinkers, good problem solvers, and able to work as a team.  Our job as teachers is not getting easier because of technology, it is getting more complex.

I have a slightly different perspective now about the teacher-centered versus learner-centered classroom.  I can clearly see now that the teacher-centered classroom is becoming old school, and the learner-centered classroom helps build necessary 21^st century skills.  A learner-centered classroom promotes students  working as a team, developing problem-solving or critical thinking skills, being creative and using innovative thinking.  It does not seem like an option for education to stay with the teacher-centered classroom since we are trying to prepare our students for the 21^st century. 

The ways I will continue to expand my knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement is to continue my lifelong education.  This Masters program is a crucial piece in my education, at this point.  I have been teaching elementary school for sixteen years, and my weak spot is using technology to its fullest. That is why I chose this particular Masters program.  I am learning and will continue to learn the many new innovative tools available for teaching. There is a wealth of information online that will help me stay informed as a teacher, and I am learning where to find it.  Reading articles and blogs written by teachers is priceless.  I will continue to participate with this new found online community.  Now that I know how to create  blogs, podcasts, and wikis I will continue to learn the best applications for them in my 2nd grade classroom.

My first long term goal is to increase the amount of computer time my students have from forty-five minutes a week, to forty-five minutes a day.  This may mean I will take them into the computer lab more often, as the school schedule allows, or I may solicit more computers for my classroom.  I only have four computers for my students to share, at this point.  I will volunteer to be a teacher representative for the technology committee in the Fall of 2012.  This way I will have a voice in what is being purchased for our school and why.

My second long term goal is to truely create a learning environment which not only integrates innovative technology, but develops more 21st century learning skills with authentic assessments.  I will continue to value creativity, communication, collaboration, and use authentic learning tasks more and more.  It is a huge systematic obstacle to overcome the use of high stakes tests and replace them with more authentic assessments.  Unfortunately, how teachers teach is often driven by the high stakes testing because we feel the pressure to have our students do well on the state testing.  The testing may or may not change in the next two years, but at least I can incorporate more authentic assessments into my classroom.  I will begin to participate in the national dialogue on this issue of testing, and how it needs to change.  

In regards to the checklist titled Practices to Support 21st Century Skills in week #1 of this course, almost everything I checked was in the "sometimes" column.  There is one noticeable difference with one particular category for me.  At the beginning of this course, I checked "rarely" do I collaborate with students to explore and evaluate new and emerging technologies and investigate how these tools can be used to solve problems in real world environments.  Now, I "often" collaborate and ask for my students' feedback when exploring the use of a new technology in the classroom.  Also, I am moving more towards "often" in many of the categories.  Definitely I have moved to the "often" column with designing learning experiences that require students to formulate questions for inquiry and engage in real-world problem-solving activities.  An upcoming Social Studies lesson will be a huge leap into this type of teaching practice.  This will be our classroom trial of Alexander T. Wolf (aka The Big Bad Wolf), which I have addressed on my blog and in my Application paper last week.  All in all, I am making progress in my skills and practices regarding integrating technology in the classroom. 



The International Society of Technology in Education (ISTE) NETS for teachers (2008) clearly outlines standards for teaching in the digital age. These five standards are: 1)facilitate and inspire student learning and creativity 2)design and develop digital-age learning experiences and assessments 3)modern digital-age work and learning 4)promote and model digital citizenship and responsibility and 5)engage in professional growth and leadership.  Technology is changing the way we teach from a teacher-centered to a student-centered approach to learning. I think it is very exciting to be part of such a dramatic change in history, and our students are worth all the effort.      

Reference List
International Society for Technology in Education. (2008). NETS for teachers. Retrieved from
http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008.aspx

Laureate Education, Inc. (Producer). (2011). Skills for the 21st century. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6489402&Survey=1&47=9700022&ClientNodeID=984650&coursenav=1&bhcp=1