My educational learning theory is always based on student center instructions and long term results. Before taking this course, Bridging Learning Theory, Instruction, and Technology, my teaching methods were based on Constructivism. Growing up as a minority in two different cultures, Korean-American, I have learned that I intake and imply knowledge differently than many of my peers. This discovery has driven me to become a teacher and learn further to help diverse students to accept who they are and become proud of their uniqueness. Constructivism supports my vision and belief of education by stating that knowledge is constructed based on each individual’s prior knowledge. Based on Constructivism I keep an open mind and use variety of teaching methods and assessment methods. I also intentionally imply students’ social, economic, and cultural background knowledge into the lessons. This allows students to feel comfortable and accepted in the learning environment, makes the lessons more effective, and provides more accurate assessment results.
I was pretty much set with Constructivism learning theory until I was introduced to Social Constructivism. Like I have stated before, my learning theory is based on student center instructions and long term results. Constructivism is definitely student centered, but I had to question, how well am I equipping my students for the long term future? We already notice that our world is getting smaller because of new methods of communication. Therefore, workers are required to work cooperatively with great communication skills. As product and services are being distributed throughout the world, no longer can one person complete ideas or work that can result in success. Diverse people cooperatively work together to create a complete products and services. Therefore, students need to be prepared for this work force.
I admit that I am an individual learner. I work more effectively when working alone. I do understand that there are students who would rather work alone. They may not be able to show their complete ability when facing social learning environment due to discomfort or lack of communication skills. However, I believe that it is crucial for students to break out of their comfort zone and build communication skills in order to face the future requirements. If they do not become efficient in working with others it may come was a tremendous disadvantage in the future. Therefore, immediately I want to implement more cooperative learning instructions. A great tool to implement cooperative learning in a useful entertaining way is using technology. I fell in love with Voice thread. My students cannot read or write yet. This technology tool does not require text writing. Students are able to record their thoughts and it will be useful for discussions and cooperative writing lessons. I would also like to implement virtual tools. We do not have enough budgets or the support to go on field trips, when pre-kindergarteners are excited and ready to learn everything. It is a great loss of their motivations if we do not provide enough field trips to stimulate their urge to learn. Virtual field trips are great alternatives to satisfy students desire to learn more about outside of the classroom life. I do see that lively virtual field trips have price but it will be more affordable than actual field trips.
My efforts to implement technology into my classroom will be through my laptop and homework, because we do not have computer in the school. Since my students are young and the funding is less then public schools, I see teachers and administrators from my facility being less willing to support the class in the use of technology. My long term goal is to emphasize the importance of technology in the classroom to my co-workers using the knowledge I acquired through Walden University. It will take providing articles and resource supporting my request for technology use in the classroom and parental support towards my claim, but I would love my effort to result in a computer in the class. This will result in more possibility of exciting and meaningful lessons.
Sunday, August 22, 2010
Wednesday, July 28, 2010
Wednesday, July 21, 2010
Using Hypotheses for Literacy? (Constructivism in Pratice)
This week’s classroom instruction introduced ‘Generating and Testing Hypotheses.’ When students generate and test hypotheses they go through a complex mental process by applying content knowledge to enhance understanding (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.202). Dr. Orey describes that constructivism learning theory is accomplished when learners meet a disequilibration and use assimilation or accommodation to form a balance between prior knowledge and newly acquired knowledge (Laureate, 2009). The instruction Generating and Testing Hypotheses meets the expectation of constructivisim learning theory because when learners generated a hypothesis they use assimilation to fit the new knowledge that they were briefly exposed to, to fit their prior experience. When testing this hypotheses, they both confirm and concrete their knowledge that the assimilated or use accommodations to alter or create new schema to make sense with the new knowledge.
Technology such as Spreadsheets Software, Data Collection Tools, and Web Resources enhances the instruction of generating and testing hypotheses by ‘allowing students to spend more time interpreting the data rather than gathering the data (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.203).’ The authors also say that generating and testing hypotheses can be applicable to all content areas. Yet, they only showed examples of using this instructional strategy in science and math, which seem like the obvious choice.
I want to trust the authors claim that generating and testing hypotheses can be used in all content area. Therefore, I briefly thought of a lesson where this instruction can be used in Literacy. Wondrous Words by Katie Wood Ray (1999) suggests teaching students writing techniques by teaching them to analyze current books and borrow writing techniques from other authors. Let’s say that I am conducting a lesson about adjectives and adverbs. Students will build a hypothesis about how adjectives and adverbs affect the quality of a story. They can first find a short story book that contains many adjectives and adverbs. Then, they can collect data about how many adverbs and adjectives were used in the book. Afterward, they can re-write the story by taking out all the adverbs and adjectives that were in the book. Then, finally, take a pole on which story does the class prefers. Similarly, students can write a story then edit in adjectives and adverbs. Afterwards, take a pole on rather readers enjoy the previous story or the edited story. Would this scenario applying generating and testing hypotheses in literacy correctly? If not what has to be done to be applying the instruction effectively.
Laureate Education, Inc. (Producer). (2009). 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.
Woodray, K. (1999) Wondrous Words, Ntational Council of Teachers of English, United States.
Technology such as Spreadsheets Software, Data Collection Tools, and Web Resources enhances the instruction of generating and testing hypotheses by ‘allowing students to spend more time interpreting the data rather than gathering the data (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.203).’ The authors also say that generating and testing hypotheses can be applicable to all content areas. Yet, they only showed examples of using this instructional strategy in science and math, which seem like the obvious choice.
I want to trust the authors claim that generating and testing hypotheses can be used in all content area. Therefore, I briefly thought of a lesson where this instruction can be used in Literacy. Wondrous Words by Katie Wood Ray (1999) suggests teaching students writing techniques by teaching them to analyze current books and borrow writing techniques from other authors. Let’s say that I am conducting a lesson about adjectives and adverbs. Students will build a hypothesis about how adjectives and adverbs affect the quality of a story. They can first find a short story book that contains many adjectives and adverbs. Then, they can collect data about how many adverbs and adjectives were used in the book. Afterward, they can re-write the story by taking out all the adverbs and adjectives that were in the book. Then, finally, take a pole on which story does the class prefers. Similarly, students can write a story then edit in adjectives and adverbs. Afterwards, take a pole on rather readers enjoy the previous story or the edited story. Would this scenario applying generating and testing hypotheses in literacy correctly? If not what has to be done to be applying the instruction effectively.
Laureate Education, Inc. (Producer). (2009). 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.
Woodray, K. (1999) Wondrous Words, Ntational Council of Teachers of English, United States.
Wednesday, July 14, 2010
Cognitivism
If the center of behaviorism was the teachers, cognitivism focuses on students; how the students get engaged and apply knowledge. Dr. Orey describes that cognitivism generated from information processing theory. He further explains our short term intake is limited to around seven information pieces that you can process at a time. Also, short term memory extends to long term memory by creating networks (Laureate, 2008). Concerning this information, cues, questions, advanced organizers, summarizing and note taking instructions mentioned in Using Technology with Classroom Instruction (Pitler, Hubbell, Kuhn, & Malenoski, 2007) is closely aligned with cognitivism. Since short term memory intake is limited and students need to create a network to acquire new knowledge, organizing seems as the key to cognitivism. All the instructional methods mentioned in chapter four and six are a method of organization. Using word processing, spreadsheet , power point even makes it easy to utilize. In fact, Dr. Orey states that one of cognitive tools’ role is to organize knowledge. Furthermore, all of the method can also trigger dual coding when used with pictures., and with the help of technology it is easier to apply visual more than ever.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Laureate Education, Inc. (Producer). (2009). Cognitive Learning Theories. (Motion Picture).
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Laureate Education, Inc. (Producer). (2009). Cognitive Learning Theories. (Motion Picture).
Sunday, July 11, 2010
Reinforcing Effort, Homework, and Practice
Although behaviorism may come across as outdated, it is widely used through our classroom instructions. This week we have explored reinforcing efforts and homework and practice. Despite the enjoyment and leanings from this week’s resource, I could not pass on the overwhelming thoughts of problems that may occur when implementing these instructions as written in the book.
I strongly believe that teachers should teach students that our achievements are controllable, also, to believe in the power of effort (Hubbell, Kuhn, Malenoski, & Pilter, 2007). Reinforcing efforts using spreadsheet software, that was mentioned in the book Using Technology with Classroom Instruction, aligns well with the behaviorists’ beliefs of human tendency to repeat behaviors that brings favorable results (Orey, 2008); when students put in effort good grade comes in return. The authors used this theory to explain the benefit of reinforcing effort. However, in the process of emphasizing the importance of internal factors that affect achievement, the authors fail to acknowledge the external factors that do exist and how this will affect students during the instruction. Let’s say, students started to compare their spreadsheets. One student may have received a total of 12 points on effort and 10 on the grade, while another student had a 9 for effort and 13 for grade. The first child may have experienced the power of effort when seeing the correlation between effort and grade within his/her own spreadsheet, but he/she may still feel powerless with the effect of external factors when compared with others. The authors also stated that students may develop a misconception that people of a certain background have more chances of success (Hubbell, Kuhn, Malenoski, & Pilter, 2007, p. 156), when there are studies that prove that middle class Caucasian students test better than minority students (Kohn, 2000), which suggest that this is not a misconception. I do understand what the authors are trying to stress, but do feel that they ignored the reality that correlation between effort and success is not equal amongst students. Thus, they have ignored the problems that may occur when implementing this instruction.
Homework is mostly concerned with the result and not the process, thus aligns with the belief of behaviorism (Orey, 2008). I agreed on most of what the Hubbell, Kuhn, Malenoski, and Pilter (2007, p. 187) had to suggest about homework but could not possibly adopt McRel’s research that parental involvement should be kept to a minimal in homework. One of homework purpose is to establish communication between parent and children (Cooper, 2010). Also, the teacher can communicate to the parent what the student is learning through homework. Therefore, parental involvement is necessary. The practice of homework has been controversial throughout the years. Some people are concern that homework is preventing students to have social experience, outdoor activities, and creative activities (Cooper, 2010). When we create meaningful homework with the help of parents, we do not have to sacrifice mastering skills through practice at home nor social experience and activities.
I want to once again state that I am not against behaviorism, reinforcement of effort, or homework. If anything, I am all for these. However, after understanding the benefits of the theory and instructions, I had to endure the concerns that came to my mind. Is it ok to ignore the external factors that affect achievement? Should we really keep parental involvement in homework to a minimal?
Reference
Cooper, H. (2010) Homework-Purpose, Public Attitude toward Homework, The Positive and Negative Effects of Homework, Extensiveness of Homework. Retrieved July 11, 2010, from http://education.stateuniversity.com/pages/2051/Homework.html
Kohn, A., (2000) The Case Against Standardized Testing; Raising the Scores, Ruining the School. Portsmouth, NH: Heinemann
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved July 6, 2010, from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
I strongly believe that teachers should teach students that our achievements are controllable, also, to believe in the power of effort (Hubbell, Kuhn, Malenoski, & Pilter, 2007). Reinforcing efforts using spreadsheet software, that was mentioned in the book Using Technology with Classroom Instruction, aligns well with the behaviorists’ beliefs of human tendency to repeat behaviors that brings favorable results (Orey, 2008); when students put in effort good grade comes in return. The authors used this theory to explain the benefit of reinforcing effort. However, in the process of emphasizing the importance of internal factors that affect achievement, the authors fail to acknowledge the external factors that do exist and how this will affect students during the instruction. Let’s say, students started to compare their spreadsheets. One student may have received a total of 12 points on effort and 10 on the grade, while another student had a 9 for effort and 13 for grade. The first child may have experienced the power of effort when seeing the correlation between effort and grade within his/her own spreadsheet, but he/she may still feel powerless with the effect of external factors when compared with others. The authors also stated that students may develop a misconception that people of a certain background have more chances of success (Hubbell, Kuhn, Malenoski, & Pilter, 2007, p. 156), when there are studies that prove that middle class Caucasian students test better than minority students (Kohn, 2000), which suggest that this is not a misconception. I do understand what the authors are trying to stress, but do feel that they ignored the reality that correlation between effort and success is not equal amongst students. Thus, they have ignored the problems that may occur when implementing this instruction.
Homework is mostly concerned with the result and not the process, thus aligns with the belief of behaviorism (Orey, 2008). I agreed on most of what the Hubbell, Kuhn, Malenoski, and Pilter (2007, p. 187) had to suggest about homework but could not possibly adopt McRel’s research that parental involvement should be kept to a minimal in homework. One of homework purpose is to establish communication between parent and children (Cooper, 2010). Also, the teacher can communicate to the parent what the student is learning through homework. Therefore, parental involvement is necessary. The practice of homework has been controversial throughout the years. Some people are concern that homework is preventing students to have social experience, outdoor activities, and creative activities (Cooper, 2010). When we create meaningful homework with the help of parents, we do not have to sacrifice mastering skills through practice at home nor social experience and activities.
I want to once again state that I am not against behaviorism, reinforcement of effort, or homework. If anything, I am all for these. However, after understanding the benefits of the theory and instructions, I had to endure the concerns that came to my mind. Is it ok to ignore the external factors that affect achievement? Should we really keep parental involvement in homework to a minimal?
Reference
Cooper, H. (2010) Homework-Purpose, Public Attitude toward Homework, The Positive and Negative Effects of Homework, Extensiveness of Homework. Retrieved July 11, 2010, from http://education.stateuniversity.com/pages/2051/Homework.html
Kohn, A., (2000) The Case Against Standardized Testing; Raising the Scores, Ruining the School. Portsmouth, NH: Heinemann
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved July 6, 2010, from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Monday, March 1, 2010
Technology, what it means to me
The latest commercials that talk about staying one step ahead with fast 3G or 4G network and apps, did not mean much to me. Smart phones were a luxury not a necessity. After taking the course Understanding the Impact of Technology on Education, Work, and Society, my view point has changed about this matter. Technology is essential in survival of the 21st century. Students have to research and produce collaboratively in a timely matter in order to succeed (Partnership for 21st Century Skills, n.d.) and technology makes this possible and lets students ‘stay one step ahead.’ It is definitely a necessity for this generation’s students.
This course also challenged my methods of implementing technology into the classroom. Dr. Thornburg says that many teachers use technology to do things differently rather than doing different things (Laureate, 2008). Without implementing technology in a way that allows students to learn and represent what they have learned collaboratively, schools are failing to showcase the true power of technology. Teaching students to become critical literacy consumers and use blogs, wikis, podcast to express and exchange their learning will enhance students’ chances to ‘stay one step ahead’ in the 21st century (Richardson, 2009).
My friend asked me a week ago, “so, when will you be done with school.” I bluntly said, “never.” The society is changing rapidly and the requirements for our students are changing rapidly as well. I need to be constantly updating myself with new studies and tools to teach my students accordingly. Taking this course has proved the benefits of continuous education. I will keep myself updated by attending workshops, taking educational courses, and continuing on educational blogging. Also, to become the hip teacher that can motivate students with their interest, communicating with my students will be my priority.
Now that I have realized the importance of technology and learned how to properly incorporative technology within the curriculum, I would like to transform that knowledge to practice. I would like to establish an out of school communication method for parents and students by creating a blog that students and parents will be willing to use and maintain. In order to do this the blog will have valuable information for both students and parents. Also, students will have responsibilities maintaining the blog so they will feel ownership and feel more motivated to participate. Frequently, the blog will have questions that will start a meaningful conversation for students, parents, or both. Another goal is to establish communication nationally. Our students will face global competition in their work force. Therefore, it is important for students to be aware of the other nations and cultures outside of their own. I was raised in Korea and went to a foreign language high school. I will use this advantage to create a network for my students where they can develop a friendship, work together on projects, and have virtual field trips. I have maintained a good relationship with my past teachers in my foreign language high school.
Reference:
Laureate Education, Inc. (2008). Program number 1. Understanding the impact of technology on education, work, and society [Motion Picture]. The emergence of educational technology. Baltimore.
Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Richardson, W. (2009). Blogs, wiks, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
This course also challenged my methods of implementing technology into the classroom. Dr. Thornburg says that many teachers use technology to do things differently rather than doing different things (Laureate, 2008). Without implementing technology in a way that allows students to learn and represent what they have learned collaboratively, schools are failing to showcase the true power of technology. Teaching students to become critical literacy consumers and use blogs, wikis, podcast to express and exchange their learning will enhance students’ chances to ‘stay one step ahead’ in the 21st century (Richardson, 2009).
My friend asked me a week ago, “so, when will you be done with school.” I bluntly said, “never.” The society is changing rapidly and the requirements for our students are changing rapidly as well. I need to be constantly updating myself with new studies and tools to teach my students accordingly. Taking this course has proved the benefits of continuous education. I will keep myself updated by attending workshops, taking educational courses, and continuing on educational blogging. Also, to become the hip teacher that can motivate students with their interest, communicating with my students will be my priority.
Now that I have realized the importance of technology and learned how to properly incorporative technology within the curriculum, I would like to transform that knowledge to practice. I would like to establish an out of school communication method for parents and students by creating a blog that students and parents will be willing to use and maintain. In order to do this the blog will have valuable information for both students and parents. Also, students will have responsibilities maintaining the blog so they will feel ownership and feel more motivated to participate. Frequently, the blog will have questions that will start a meaningful conversation for students, parents, or both. Another goal is to establish communication nationally. Our students will face global competition in their work force. Therefore, it is important for students to be aware of the other nations and cultures outside of their own. I was raised in Korea and went to a foreign language high school. I will use this advantage to create a network for my students where they can develop a friendship, work together on projects, and have virtual field trips. I have maintained a good relationship with my past teachers in my foreign language high school.
Reference:
Laureate Education, Inc. (2008). Program number 1. Understanding the impact of technology on education, work, and society [Motion Picture]. The emergence of educational technology. Baltimore.
Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/downloads/P21_Report.pdf
Richardson, W. (2009). Blogs, wiks, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
Sunday, February 7, 2010
Early Childhood Technology Experience
The types of technology that students have access to and the amount of time students spend on it, did not suprise me. However, students prefering playing on games over friends, parents, or teachers was a little shocking. I thought, since they're so young, they will enjoy more of the quality time with friends and adults. I guessed wrong.
If you have trouble viewing the podcast, you may also find it on youtube http://www.youtube.com/watch?v=L2oSrGTWUBE
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