Constructivism and Technology

What if I send more fish to this pond? What if I take away three of these fish? What would happen if the algae was more productive and overgrew in the pond? These kinds of questions that students face when they are working with constructivist technology programs. Programs that help students hypothesis and test their theories fall in this technology umbrella. As the students use trial and error to navigate through the programs, they are investigating their theories and receiving quick feedback on those decisions (Orey, 2001).

Back in the classroom, constructivism is found through project based learning. A project that the students in the classroom across the hall from mine are currently working on meets the criteria for a project such as these. The fourth graders have been studying the regions of the United States throughout the year. They have now each been assigned a state to design questions about and then research to answer those questions. Now that the research is done, the students are taking what they have learned and displaying it on presentation boards. These boards will be on presented and the class will be able to ask questions and clarify the information. Not only did fourth grade construct their boards and presentations, they also were constructing their own learning along the way (Orey, 2001).

-Melissa



Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved MAy 28, 2009, from http://projects.coe.uga.edu/epltt/

As I look at a picture of the Grand Canyon, two major events are happening inside my brain: 1. the brain is organizing the information that is streaming in through my optic nerves and the feelings that I am associating with the picture, 2. the brain is also accessing the memories from our trip to the Grand Canyon the summer before fifth grade, as well as the subsequent trip as an adult. In cognitive learning theory, I am learning. I am creating and strengthening pathways through my neurons to establish access to this information again (Orey, 2001).

Now how do I store this information so that I can retrieve it when I am looking for the same picture at the Grand Canyon gift shop next time I am in the area (only 1,636 miles from home)? Using some strategies from the reading this week in class, I could start with a concept map to lay out the different parts of the picture and how they are related. The neurons in my brain would be thickening the path to retrieval by giving it a new way to organize the information and “showing” my brain new ways to connect the information to what I already know. The process is much like putting up new street signs along the way to a place I have never been or have not recently visited. The more times I organize and retrieve that information the clearer the signs will become and I will not have to slow down to read them. Cues (like landmarks) along the way will also allow the process to speed up as I follow the path over and over (Hubbell, Kuhn & Pitler, 2007). Eventually, I will be looking for the picture with the tree to the right and the red-orange glow of the sunset, the color of my favorite sweater.

Another strategy that can be use to process the information and make the path an easier journey back to the memory storage would be summarizing and note taking. On a sheet of paper that will accompany me on the journey back to the Grand Canyon gift store, I would write down details of the picture and note distinguishing features of the object. Based on time limits and carry-on space, the description would not be one of great detail, but enough to help me locate the one I seek. Short, logical, organized thoughts should be sufficient to find the piece (Hubbell, Kuhn & Pitler, 2007). Again organizing my thoughts, directs my brain to new ways of locating the information later.

Next trip to the Grand Canyon, I will be looking for a framed copy of the picture. Until then, I have stored that information and will be able to access it as soon as the sight of the canyon triggers the path back to my long-term memory. I will take my notes and maps, this is assuming that my camera is not working and I have no other way to store the picture so I can find it’s twin!

-Mel.

Hubbell, H. ;., Kuhn, E. R., & Pitler, M. (2007). Using Technology with Classroom Instruction That Works [USING TECHNOLOGY W/CLASSRO]. Alexandria: Ascd.

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

Behaviorism

Behaviorism brings to the classroom reinforcement, practice, and rewards to the classroom. As we connect our students to the technology available, we also bring some of that behaviorism with it.

Before my students can use their higher order thinking skills, they must have a background of knowledge to access. For example, if I want my students to solve a multi-step word problem, it is imperative that they first know how to calculate the problem and have basic facts readily available. To practice these facts, we can utilize technology programs that allow students to practice the facts and create paths in their brain to make those facts instant. With each addition of an online program to practice the basics, we add another way for our students to practice and get instant feedback, which reinforces their effort immediately. These programs are not limited to the classroom as more and more families join the online community. As we are connected, homework has also begun to change, with student able to work at home and email work to the teacher, or logging in to a site to take a quiz that can be accessed later by the teacher to be recorded in the gradebook. Students can work with programs that they feel successful using from home allowing them to continue practice at home.

Our world is changing and our schools need to access what is available to enhance our students' learning.

-Melissa

Reflection of Technology Course

Eight weeks has flown by quickly and shown several new pieces of technology that I haven't used before. I am at the end of a technology class for my master's degree. The class covered the use of technology in the classroom and how it can be used to make teaching more effective and meaningful. I have experienced blogs, podcasts, and wiki's, not to mention learned many ways to help my students.

At the beginning of the class, I was using the technology in my classroom to enhance my lessons and manage many routines that go with being a teacher (grading, attendance, etc.). In this class I have found new uses for some equipment and better uses for others. For example, I have added a passworded blog site to my class website, allowing my students to sign in and post to the morning's discussion question. This has worked as a warm-up and a way for my students to practice communicating in a safe manner on the internet. I have found ways to incorporate my current lessons so that I am using technology to teach my students 21^st century skills. These are the skills that they will need to enter the workforce and be contributing members of society.

As a teacher, I have always felt that the students should direct the learning and I should be facilitating and ensuring that my students are having quality learning opportunities. I had the opportunity to help a future colleague during this eight weeks by having a student teacher. While I was reviewing and learning in this class, I was able to help guide her in her own teaching and help her design lessons that increase the amount of student-centered time in the classroom.

The internet has opened a whole new world of collaborating with others about what they are using technology for in their classrooms and how we can use what we have to teach those 21^st century skills. Technology has always been of interest to me and I plan to continue to explore the technology I have in my classroom to enhance my teaching.

The two areas that I would like to focus attention to make better are redesigning lessons to meet 21^st century skills and incorporating more technology into my lessons. Both of these goals are held back by the same obstacle, time. Several lessons that I currently teach are close and do not need much tweaking, however there are always units that can be improved especially after learning about more best practice ideas. As I get ready to teach units this spring, I will be reviewing and changing lesson to meet the needs of the 'digital natives'. Over the next two years, I would like to transform more of my lessons to include the technology that is available and search ways to make more technology available to my students.

During the last eight weeks, I have found many ways to raise my level of teaching and new ways to use what I have available. I have been able to share with my colleagues and student teacher different ways that we can reach our students in all subject areas. My students will hopefully be able to see a change in the ways things are done and how they are learning. My favorite part about this class was that the lessons were designed so that the students facilitated their won learning and it was immediately applicable in the 'real world'.

-Melissa

21st Century Skills

Not long ago, my colleagues and I were discussing the students on our team and the skill that they need to build for their journey to middle school next year. No, we were not talking about the dictionary skills, or the math facts, we were talking about the skills that they would need to work their way through the organization and life skills needed to survive those dreaded Middle School years. This week, my masters class is discussing and learning more about the skills that our kids will need beyond school. Have we got our work cut out for us.

Luckily, there is a web site with numerous resources to help us along the way:
http://www.21stcenturyskills.org/ I spent some time this week taking a look at some of those resources and have a few reflections. The site is set up to link educators to in-house sources, as well as, sources submitted by viewers like you. I was intrigued by a website sponsored by Intel , set up to help educators foster skills that the technology based company is looking for in its employees. The programs that I looked at were designed to integrate the thinking skills needed into already existent curriculum.

As we move our students into an age where we are not sure what technology will bring us next (maybe a smoother transition to middle school?), we need to make sure they are ready with the thinking skills that will help them figure their world out.

Web Log classroom uses

As I learn more about blogs, I have been mulling over in my mind the need to take them one step further and how to implement a blog in my own classroom. My students love to use the computer and need the appropriate place to practice writing and thinking critically about other's thoughts and ideas. I think I have found a place where a blog would be appropriate and would allow my students to safely share their ideas with our class.

Each morning, we have about twenty-five minutes where the students are slowing trickling in as the busses shuffle through their first drop-off. My students are usually met with a warm-up for the day while they are getting ready for the day. I would love to have the computer lab across the hall open for them to stop in and respond to a 'blog question of the day'. Much like other writing prompts that I have used for my class, they could be responding to everything from what we have learned in class to a fictional story starter.

As the moderator, I would be able to see the students responses to the question, as well as their responses to each other. At first I would like to start with the requirement to respond one of the questions for the week and then move toward the students needing to respond to the question and to each other. Experiment week here I come, first though comes the search for a site to host the blog. If you have suggestions to a great site to start out a classroom blog, please let me know.

-Melissa

Week one-back!

The new year has taken me by surprise. I remember in high school writing a letter to myself as an assignment that would be delivered in 2010. That seemed like a million years away and here we are with less than a year to go until 2010. It should be interesting to see the thoughts of that high schooler that was ready to take on the world with no real idea of what that meant!

Well 2009 has had it share of new experiences so far. I have started the year with a new student teacher, a new master's class, and new set of reading curriculum to design.

My student teacher had been great so far; within the first week she has taken on teaching snip-its of math and social studies, and has helped design and layout our fifth grade research project. Teaching on a team of three has given her the challenge of ninety names to learn ( almost like teaching middle or high school) and she has our homeroom names down to within one or two... I am even trying to remember a few after break.

My master's class is the motivation behind the new blogging phenomenom. I would love to use a blog as a morning warm-up/communication activity, but would like to have a better handle on it myself before I set it up for my class. What a learning experience!! So here I blog.

The reading curriculum that is currently in place has been working for the last several years, then my new reading group showed up and they can not get enough of reading, discussing, analyzing and devouring books. They are keeping me on my toes. I have been redesigning the current curriculum to meet there needs and must continue to be one step ahead of them. So off I run to find something new to feed their hunger, if only I has this problem in all of my classes!

I wonder what the rest of the year will bring...