Mrs. Garcia’s Fifth Grade Blog

          The first line of what my personal theory was read as follows: “My personal theory of how students learn is through experiences and making associations with information.”  I still feel that these two connections are still very important in the learning process and are very much a part of my personal theory of learning.  This course has made me understand that there are so many different avenues that I can take with this realization.  The different learning theories, such as social learning, cognitive learning, and constructivism, have given me the opportunity to broaden and modify my options as to how I will make the experiences and associations much stronger.  I have learned that there are so many alternative ways to teach a lesson that will create much better understanding and retention for my students. 

            I have already made some immediate adjustments in some of my instructional practices regarding technology.  I have had my students use Webspiration to create outlines for essays.  Using Webspiration has really showed them how easy it can be to construct an outline and researched material to turn into a paper.  I have also allowed them to work more collaboratively on a PowerPoint project, and just implementing these two technologies has really made them enthusiastic again about learning.  The two technological tools that I would like to implement are virtual fieldtrips and VoiceThread.  Being a visual learner myself, I feel that giving the students the opportunity to see information visually, such as through a virtual fieldtrip, they will gain the experience and connection they need to understand and retain information.  VoiceThread will give them the opportunity to be more creative with presentations and gives them another way to convey information.  I can’t wait to give them the opportunity to try VoiceThread; I feel that they will want to learn more about topics if they are given a chance to be more creative.

            One long-term goal that I would like to achieve would be to primarily integrate technology at any given opportunity.  The websites provided in this class have really opened a window of possibilities for my students to explore.  I plan on using many of these websites to enhance the learning of my students.  Another goal is more on a personal note.  Like my students, I too would like to learn more about technology, so that I can bring this knowledge into the classroom.  I would like to take courses through the local community college next summer that will increase my skills in technology and programs.  I strongly feel that if I want my students to learn from me, that I must have the know how and ability in order to convey the information.  What better way to teach my students to become lifelong learners than to set the example.

            When teachers think about all the different ways that they can meet the needs of their students, we look at different strategies, models, and especially theories.  The social learning theory should be taken into much greater consideration, because we’ve been doing it since the beginning of time.  We have been working and learning from each other to survive.  The social learning theory also understands that, “Context and culture are critical in constructing knowledge and understanding of the world around us” (Laureate Education, Inc., 2009).  It is just what it sounds like, learning from each other in a social setting, while engaging us in conversation and interaction.  So what does this look like in our classrooms?  The social learning theory is, as Dr. Orey states, “Students actively engaged in constructing artifacts and conversing with other” (Laureate Education, Inc., 2009).  Due to technological advances, teachers have been given more opportunities and strategies that directly correlate with the social learning theory.  Two strategies that directly correlate with this theory are cooperative learning and the use cooperative learning through multimedia tools.

            The strategy of cooperative learning, “Focuses on having students interact with each other in groups in ways that enhance their learning” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 139).  This strategy directly correlates with the social learning theory, as it promotes students working socially to construct and learn together.  As Karen Casselman states, “Students can bounce ideas off of each other, confirm their thoughts, and validate their thoughts” (Laureate Education, Inc., 2009).  By allowing students to work together, they are given the opportunity to learn new ways of doing things and insight that they may not have been able to receive working on their own.

            Multimedia tools have especially increased students’ opportunities to work socially and collaboratively.  Tools such as blogs, social networking, and webquests have turned the whole social aspect of learning into a much grander scale.  Through social networking and blogs, students can coordinate with others from around the world.  Other people from around the world can consist of specialists or professionals of a certain topic that students are trying to learn about.  Webquests have also increased the opportunity for students to learn from each other, as they are student centered.  The teacher works primarily as the facilitator and can use this strategy to allow students to explore and learn together.

Laureate Education, Inc. (Producer). (2008). Program eight. Social Learning Theories [Motion picture]. 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.

Voice thread: voicethread.com/share/657866

While trying to gain a complete understanding of constructivist and constructionist learning theories, I couldn’t help but think about the cognitive learning theory.  I feel that they are very closely related, as they both deal with integrating multiple sensed to learn.  Constructionist theory deals with constructing artifacts that are concrete representations that engage the student to the point that they learn from the experience.  Constructivist theory is how the student constructs information in their mind, which will determine how they learn the information. 

Resources, such as multimedia, project based learning, and web resources directly correlate with constructivist and constructionist learning theories.  As all areas compare greatly to what Dr. Orey states is a part of constructionist theory as, “Students are being engaged in learning in the process of creating an artifact” (Laureate Education, Inc., 2009).  Multimedia, such as PowerPoint, allows students to, “Construct and build something” (Laureate Education, Inc., 2009).  It also allows students to, “shape the experience to their individual learning style and increase their level of understanding to mastery” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.192).  Project based learning also allows students to construct a tangible artifact that students can showcase their understanding of information.  It also gives students the opportunity to problem-solve using critical thinking skills to complete a project.  Web resources, such as on-line gaming and webquests, also give students the opportunity to navigate their own learning while constructing a project in a concrete manner.

When we give our students the opportunity to learn in many different modalities, we are giving them the opportunity to make the connections they need to learn.  Constructionist learning theory gives students the opportunity to have concrete representations that they are involved in creating, which makes the learning much easier, making the retention of information much more likely to occur.

Laureate Education, Inc. (Producer). (2008). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. 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.

            When I think about the principles of the cognitive learning theory, I think of the way we process information that is meaningful enough to retain and store in our long term memory.  If this information becomes a part of our long term memory, then it will be easier to recall when the information is needed.  Using different strategies to accomplish this goal includes Dr. Orey’s explanations of elaboration and associations; elaborations, as Dr. Orey states, “Builds numerous connections to stored information” (Laureate Education, Inc., 2009).  While through associations, we try to, “Make as many connections as we can to learn the information” (Laureate Education, Inc., 2009).  Other strategies, such as cues, questions, and advance organizers, are also being used to make the same connections, but seem to be more effective through the use of technology to perform these tasks.  Summarizing and note taking, another strategy, are no longer limited to pencil and paper due to technological advances.

            Cues, questions, and advanced organizers give the student the opportunity to gain and understanding of information.  Through the use of technology, such as virtual field trips, the information enhances the cognitive learning process for students.  As stated in Using Technology with Classroom Instruction that Works, “Visual learners use the pictures and video as visual clues to understand the content” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.79).  This strategy directly correlates to the cognitive learning theory, because as Dr. Michael Orey states, “Integrating multiple senses in presentation improves learning” (Laureate Education, Inc., 2009). 

            Summarizing and note taking, though the utilization of technology, can also enrich cognitive learning.  Simple tools found in Microsoft Word, such as Track Changes, give teachers the opportunity to teach students about summarizing and finding key points.  Students can also make their own writing much more concise through the use of the same tool.  Another application, called Inspiration, allows students to visually map out information.  This application serves as a note taking option, instead of paper and pencil.  Summarizing and note taking are directly associated with the cognitive learning theory, as it states in Using Technology with Classroom Instruction that Works it, “Helps students process information” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.120).

Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Laureate Education, Inc. (Producer). (2008). Program six. Spotlight on Technology: Virtual Field Trips [Motion picture]. 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.

Behaviorism in Practice

The two instructional strategies of reinforcement effort and homework and practice, taken from Using Technology with Classroom Instruction that Works, do directly correlate with the principles of the behaviorist learning theory, as they both deal with actions based on outside stimulus. According to behaviorists, “The learner acquires behaviors, skills, and knowledge in response to the rewards, punishments, or withheld responses associated with them” (Lever-Duffy & McDonald, pg. 15). In other words the learner’s actions are based on immediate responses that he or she receives. In the instructional strategies of “Reinforcement Effort” students receive the immediate response of their efforts and success of that effort through rubrics that track their progress. The immediate response of their efforts is reflected or measured upon their success, serving as the direct stimulus to either improve their efforts or maintain their level of effort. The instructional strategy of “Homework and Practice” also offers an immediate response to actions through technological advances. The technological advances include word processing applications, websites, and communication software that can all give immediate responses to students’ actions. The response becomes the direct stimulus for the students to decide to continue to learn the knowledge they can acquire through the practice. I feel that both strategies are being implemented in a variety of ways in the classroom, as teachers we recognize how positive reinforcements and consequences work with our students. They offer an opportunity for students to observe their actions and outcomes, while offering the immediate response they need to produce appropriate behavior for learning.

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

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

I learned several skills through this course, I have learned how to create and use my own blog, set up a wiki, use Skype to communicate and work collaboratively, and have become much more knowledgeable and aware of the technology that is available to teach my students. 

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

I have learned that teaching isn’t all about how I teach the curriculum and give my students knowledge, but it’s much more about them learning the most effective ways for them to learn and retain information.  Learning in the 21^st Century is much more visual, hands on, and comprehensive through the aid of technology.  Students don’t need a teacher as much as they need a facilitator to guide them through their learning of curriculum and content.  Learning can increase if we allow students to have more input into the way they learn.

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

My perspective has changed somewhat, because I feel that I don’t have enough experience in the area of technology to become more of a facilitator for the learner.  However, I have learned that due to all the technology our students have been exposed to, as the digital natives that they are, that education needs to become more learner centered.  Teachers need to become facilitators of the learning process and have students take ownership and responsibility for their learning.  I need to step away from the best ways that I feel students would learn, and think more about facilitating and observing the ways that students can become engaged and enthusiastic about learning. 

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

To expand my knowledge of learning, teaching, and leading with technology to increase student achievement, I have to practice it, collect data, and assess it.  To expand on the use of technology, I have to learn how to integrate technology and try to use it on a daily basis.  After putting it into practice, I have to find out if it is really aiding and enhancing the learning of my students.  I have to ask myself, did my students gain the knowledge and meet the outcome that I hoped they would by using this technology.  Then through assessments, not simply by testing or quizzing, but through presentations and working collaboratively did they reach the preferred outcome.  All this information will give me the knowledge of how my students learn best, assess my teaching practices, and how technology may increase student achievement. 

·      Set two long-term goals (within two years) for transforming your classroom environment by which you may have to overcome institutional or systemic obstacles in order to achieve them. How do you plan to accomplish these goals?

One major goal would be simply to have the tools to facilitate more technologically advanced skills.  Tools like more computers, web cams, and access to more applications on the internet would help transform my classroom immensely.  The obstacle here is funding, and this is really hard to overcome, since the educational system is short changed when it comes to the money it needs to ensure that our children are being educated. 

Another major goal would be to become an advocate for much stronger and better standards in technology.  I have feel very empowered by this class and all the statistics that have been shared about how much technology can impact the learning achievement.  The educational system needs to reflect more upon the ways our students can use technology to enhance their learning and also for the use of the skills they will need to survive in the 21^st Century.  To achieve this goal, I first need integrate technology and be able to show that my students are progressing through this integration.  I can then use this information to show other teachers and principal to show how there is a need for more technology to be used in the classroom.

my first podcast

My reaction to the web site:

This web site is the most informational web site I have ever seen on how technology can be implemented into the classroom.  I like the fact that they point out that there is still a gap between the knowledge and skills that students learn in school and the knowledge and skills they will need to survive in the workforce.  The organization is also providing educators with the tools along with strategies to implement.  Their six key elements for 21^st century learning complement the No Child Left Behind Act.  They are showing educators a way to meet core subject standards and assessment standards in a much up-to-date manner.

What information surprised me:

What surprises me the most is that an organization like this exists, and how misinformed we are.  Everyone is always talking about how our educational system is failing, and we’ve been looking at different techniques, but has it all really worked.  Even with No Child Left Behind, we haven’t seen much progress.  If we are called to “change” by our president, then I feel that we all need to take a closer look into what this organization is offering.  Also, I did not know that in the NCLB Act that it is required that students be technology literate by the end of 8^th grade.

Did I disagree with anything on the web site:

I did not find anything in particular that I would disagree with.  I whole heartedly believe in their mission to change education and incorporating 21^st century skills into education, but I feel that the training part for educators is being left out.  There really isn’t much said about the time frame it has taken schools to train their teachers and how long it would take to implement this program.  Will training be free for school districts, and will they receive funding for such programs to be implemented.  What about all the technological tools?

What are the implications for your students, and for you as a contemporary educator:

The implication is that we better get “on the bus,” with these types of programs and the implementation of such ideas.  We always talk about making learning meaningful for our students, and there’s no better way to make it more meaningful when they can see how their future may be affected by it.  For any changes to be made we as educators have to realize just how important it is to educate our students in real-life skills while giving them core subject knowledge.  At the same time students need to be held more accountable in their learning in order for this to work.  Teachers are going to have to work really hard to implement these strategies and change our whole approach to teaching.

A blog would be useful in my fifth grade classroom for both language arts and literacy.  I am currently teaching my students about myths and legends.  We had previously studied fantasies and Aesop’s Fables.  We did a variety of activities including reading fantasies and fables, and students writing their own fantasy or fable.  I would like to use blogs to have the students write and share their own myth or legend.  To take it a step further, we would incorporate some of the students’ cultural myths or legends.  We could then turn these stories into an online classroom library or blog of stories that we could recommend for other classes or schools to read.  They could also blog about comparisons amongst their stories and findings within their cultures’ stories.  The blog would offer opportunities for reading and writing while combining cultural diversity and awareness.

I ask myself this question all the time!  To my family, I’m mom and wife.  To my friends, I’m just Bobbie.  To my students, I’m teacher.  If I sum this all up, I’d have to say I’m a person with many commitments, especially my commitment to my students.  I try to look at things through their eyes and look for ways that I can serve them both educationally and supportively.  I pray that I can make a difference in their lives every day and make them understand how important it is to receive an education.  Not only for their future, but for mine as well.  So, who am I?  I’m just someone who’s trying to make a difference!