Sunday, December 19, 2010

6714 Course Reflection

The course, Reaching and Engaging All Learners through Technology, has reinforced the notion that students are diverse in their in their interests, learning styles, intelligence, and learning profiles. Because of student variances, this course has also reinforced the implementation of Differentiated Instruction (DI), Universal Learning by Design (UDL), and technology tools to reach and engage all students. I have learned many new technologies to Differentiation Instruction and learned how to adapt instruction using UDL to meet the needs of diverse learners. Dr. Carol Tomlinson discussed that the goal of UDL is to reduce barriers for all learners; whereas, the goal of DI is to open the classroom to provide more avenues for students (Laureate, Inc., 2009). The technology tools that I have gained from interacting with my colleagues through the Differentiation Station assignments will help me provide many new avenues for students to learn content so that I can meet their diverse needs. I am excited to implement new tools such as Prezi and Microsoft Photoshop that was shared through the Differentiation Station. These tools will give my students another avenue when creating digital stories other than using the traditional Microsoft PowerPoint program. My students will be motivated and engaged when learning these new technology tools and I will be able to activate their recognition, strategic and affective brain networks as they use these tools to complete summative assessments at the end of a lesson.

An immediate adjustment that I will make in my classroom as a result of this course will be to implement my Learning Profile that I created through Survey Monkey located at http://www.surveymonkey.com/s/5TSTH9Q. Students will complete the survey at the beginning of each semester so that I can gather and evaluate data to understand my students’ interests, learning styles, intelligence, and learning profiles. Lauria noted, “Identifying students’ individual learning styles and showing students how to capitalize on their strengths can empower learners…” (2010). To increase my students’ successes it is important that I gather and analyze data to help me plan how to differentiate content, process, and product according to student’s readiness, interests, and learning profiles (Hall, Strangman, and Myer, 2003).

On a final note, I am grateful for all of the resources shared by my colleagues through the Differentiation Station located on our wiki at
http://reachingalllearnersthroughtechnologygroup3.wikispaces.com/. I will continue to visit this valuable resource as needed to help me further differentiate instruction for my students.

References

Hall, T., Strangman, N., & Meyer, A. (2003). Differentiated instruction and implications for UDL implementation. Retrieved from http://www.cast.org/publications/ncac/ncac_diffinstructudl.html.

Laureate Education, Inc. (Executive Producer). (2009). Program 11. Learner Differences. [Motion Picture]. Reaching and Engaging All Learners Through Technology. Baltimore: Dr. Carol Tomlinson.

Lauria, J. (2010). Differentiation through learning-style responsive strategies. Kappa Delta Pi Record, 47(1), 24-29. Retrieved November 12, 2010, from ProQuest Central.

Wednesday, October 27, 2010

6713 Course Reflection

GAME Plan Reflection
As I reflect on my GAME Plan that I implemented at the beginning of this course, I realize that setting goals, taking action, monitoring progress and evaluating my progress has taught me to remain dedicated and focused on the goals that I want to implement with my classes. In addition, introducing the GAME Plan to students will help students meet the goals of problem and project based learning activities.

New Learning and Impact on Instructional Practice
Although I have put my goal of creating a blog on hold temporarily, I feel confident that I will have success with this endeavor in the spring semester. Furthermore, I believe that implementing a blog into my classes will motivate students to improve their writing skills. My goal of researching copyright laws has given me new information about copyrights, and I have several ideas of how I can teach this new information to my students. In addition to learning how to use the GAME Plan with students, I have also learned how I can implement digital storytelling when assigning projects as another means of assessing student learning. Having students create a digital story about the importance of observing copyright laws maybe an alternative assessment that I may use in the future.

Immediate Adjustment to Instructional Practice
The immediate adjustments that I will make in my instructional practice will be to include blogging as another avenue to improve student writing and to teach the GAME Plan to my students when they are involved in problem based and project based learning activities.

Wednesday, October 20, 2010

Using the GAME Plan Process with Students

In my content area, Business/Computer Technology, I am already addressing the National Education Standards for Students (NETS-S). Many of the NETS-S are incorporated into the Tennessee course content standards that I teach my classes. Because I teach students how to use different software programs, my students are required to complete several problem/project based learning projects. Ninety percent of the works my students complete are problem/project based learning activities. Teaching students the GAME Plan process is easy for me to implement. Using the acronym for GAME and then teaching students what each letter stands for will make it easier for students to remember the step-by-step process for any project/problem they complete. For example, if I want students to conduct research on a country that my students would like to visit, they would go through the process of setting goals, taking action, monitoring their progress, and then evaluating their learning. Part the assignment would require them to create an artifact such as a newsletter or brochure and finally share their information to the class through a digital story. This example demonstrates how I can meet all of the NETS-S which are: (1) Creativity and Innovation, (2) Communication and Collaboration, (3) Research and Information Fluency, (4) Critical Thinking, Problem Solving, and Decision Making, (5) Digital Citizenship, and (6) Technology Operations and Concepts. As a technology teacher, attending professional development seminars, and completing coursework through Walden, I am able to stay current on the latest technology and instructional strategies. The National Educational Teacher Standards (NETS-T) is my guide in directing my instruction and is used daily in my computer classroom. These standards help me think about the different types of learning experiences that I can implement for my students to meet the NETS-S.

Tuesday, October 12, 2010

Revising My GAME Plan

Last week proved to be successful in locating more copyright resources. I asked my school’s librarian for help and she located and shared the following resources:

University of North Carolina at Chapel Hills Library- Introduction to Copyright and Fair Use Tutorial

American Library Association

Crash Course in Copyrights

Medical University of South Carolina Music Department of Library and Informatics

Application to Instruction Practice
I have not seen much improvement to my instructional practice because of limited time to review resources and set up a class blog. I do foresee my students benefiting from these new activities when I implement them in the spring. My focus now is to catch up on teaching content standards.

Goals Still in Progress
My goals to promote student reflection through a class blog and to locate copyright resources so that I can teach students about safe and ethical use of using digital information will be in progress throughout this semester. It is my hope that during the Christmas holidays that I will be able to set aside time to work on these goals more and be ready to implement them in the spring semester with my students.

New Learning Goals
Due to limited time this semester, I am not ready to implement any new learning goals. I have been thinking about how I can teach copyright information to students. I am considering locating or creating a webquest. In the future I would like to implement more digital technologies that my students' are not familiar with such as creating a delicious account to bookmark sites and/or creating a digital story using other software programs other than PowerPoint.

Learning Approaches to Improve Learning
To improve my learning, I need more time. Instead of putting myself under more stress, I am modifying my plan to set aside time during the Christmas holiday for my Game Plan goals. I am looking forward to becoming more confident and prepared to implement my goals in the spring semester.

Wednesday, October 6, 2010

Evaluating My Game Plan

Game Plan Effectiveness
During the weekend I was able to take some time to look at copyright resources to use with my Desktop Publishing class in the spring. As far as my class blog, I have not set one up yet. I am behind in my course standards and do not see any way that I can implement a blog this semester. Up until the weekend, I did not feel as if I was making any progress toward my Game Plan. However, during the weekend I saw a small light at the end of the tunnel. Although my Game Plan has not progressed as I initially thought it would, I am making progress slowly.

Application to Instructional Practice
So far I have learned from another colleague that I can use Twitter to illicit resources and ideas from other professionals. I plan to set up an account soon. I also learned from my school’s librarian that there is a video on copyrights that I can check out and show my classes that is a newer version than the video I have been showing to students.

More to Learn
I still have to find more information about copyrights before I feel comfortable teaching a more in-depth lesson to students than what I have briefly touched upon in the past. Hopefully, I can connect with other professionals that will share their copyright lesson plans with me along with their best instructional practices. As far as setting up a blog, I feel fairly confident. Although I know that I can create and access a blog at school, I need to check with school administration and make sure it is okay for students to participate in a blog. I may need to have signed documentation from parents stating that their child can participate in a blog.

Arising Questions
What type of instructional strategy and/or technology tool should I use to implement my goal of teaching copyrights to students? How and what type of activity should I use to teach students about blogging on line and the appropriate language to use? How do I want my students to request permission to use copyrighted materials?

Adjusting My Game Plan
My Game Plan is a work in progress. I will continue to locate copyright resources through the Internet and through my network of colleagues. I plan to teach my Desktop Publishing students all about copyrights in the spring. In addition, I plan to implement my class blog in the spring. Further adjustment to my Game Plan will include evaluating my lesson plans and seeing where I can fit in instructional time to teach students about blogging.

Wednesday, September 29, 2010

Monitoring My Game Plan Progress

My goals to promote student reflection through a class blog and to locate copyright resources so that I can teach students about safe and ethical use of using digital information is currently on hold. I have briefly reviewed the resources that I posted in my blog last week, but have not spent the time that I need to become comfortable and familiar with them as I would like. I have the information and resources that I need, but I need more time to put my Game Plan in motion. I am already behind in what I should be covering in my course standards with students. Football homecoming activities this week and reviewing for mid-term exams that are scheduled for next week are preventing me from implementing a blog at this time and doing in-depth reading about copyright laws. Furthermore, I think I need to take a classmate’s suggestion and plan time to teach students the appropriate things to say in a blogging environment. My question is, “How am I going to fit in teaching students how to write appropriately in a blogging environment when I am having trouble covering my course standards because of the additional duty of ACT prep testing?” Because my Desktop Publishing class is taught in the spring, I have until then to research copyright laws and to put this part of my Game Plan in action. As far as putting my blogging idea into action, I think I may need to put it on hold until after Christmas as well.

Wednesday, September 22, 2010

Carrying Out My Game Plan

In order to achieve my first goal to promote student reflection using a collaborative tool, I will need to set up a class blog. I know that I want to use Blogger with my classes. I also know that I want to have control over viewing student comments before they are actually posted for the entire class, so I will have to take time to refresh myself on how to use this option. Initially I thought that this is a technology tool that I could bring into my classroom without having to spend too much time setting up. However, another colleague posted last week that she recommends that I spend a lot of time modeling the appropriate language to use in a blogging environment. As of today, I have not had the opportunity to set up a classroom blog account and I do not know when I will be able to do so. Because of a new push in my school system to prepare all students for ACT testing and the 11th grade writing assessment, I am behind in what I should be covering with my students. Our midterm exams are given October 6-7 and I have to spend time catching up on standards that I should have already covered but have not been able to because of additional classroom time being devoted to ACT and writing assessments.

In regards to my second goal which is to model and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of resources, I have not had very much time to explore resources. There are two resources that I have looked at briefly, but I need to spend more time exploring and gathering information. These two sites are Copyright Guidelines and Keeping it Legal: Questions Arising out of Website Management .I teach Desktop Publishing in the Spring and want to do a better job of teaching students about copyrights, plagiarism and fair use than I have done in the past. I also need to find additional information about scenarios that I can present to my class, so they can analyze and recognize what the law says about violating copyrights. In addition, students need to learn how to request permission to use copyrighted materials. If anyone can refer me to additional resources, I would greatly appreciate it.

Wednesday, September 15, 2010

Developing My Personal GAME Plan

As a business technology teacher, I have a classroom lab equipped with 25 student computers, three printers, one scanner, Interwrite Dual Board with an Elmo (document camera), and digital cameras. Each day I teach students to use Microsoft Word, Excel, Access, Publisher, and PowerPoint so that they learn to use these programs effectively and efficiently to meet content standards. However, there are many digital technologies that my students may use outside of the classroom that they are not using in the school setting. The two indicators in the National Educational Technology Standards (NETS-T) that I would like to strengthen my confidence in are the following: (a) Facilitate and Inspire Student Learning and Creativity, and (b) Promote and Model Digital Citizenship and Responsibility.

My GAME plan to Facilitate and Inspire Student Learning and Creativity is specifically focused towards improving performance indicator 1.c. promote student reflection using collaborative tools to revel and clarify students’ conceptual understanding and thinking, planning and creative processes is as follows:

Goal—I want students to learn to record their thought processes when they are involved in project based learning assignments.
Action—I plan to create a class blog so that my students will be able to post their reflections during and after completing projects.
Monitor—I will monitor the class blog to ensure that all students are participating and to alert me to any potential problems that may occur as well as what is working well for students.
Evaluate—I will evaluate the blog postings so that I can understand students’ thinking processes through their reflections. Students will receive a participation grade.


My GAME plan to Promote and Model Digital Citizenship and Responsibility is specifically focused towards improving performance indicator 4.a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources is as follows:

Goal—I want students to learn about copyright laws and trademarks and how to obtain permission to use digital images. I briefly touch upon this area, but need to provide students with more learning opportunities in seeking permission to use copyrighted material.
Action- I want to research and locate more information about copyright laws and the steps to follow to obtain permission to use digital images and relate this information to students effectively.
Monitor—I will monitor students ethical use of digital images by requiring students to turn in e-mails or letters of their request to obtain permission to use copyrighted material.
Evaluate—I will evaluate students’ request of permission to use copyrighted material through their submitted documentation of letters or emails and ensure that they are using copyrighted images and/or materials properly.

Tuesday, August 17, 2010

Reflection of Course 6712

The most striking revelation that I have had about teaching the new literacy skills to my students as a result of the course, Supporting Information Literacy and On-line Inquiry in the Classroom, is that my students must be guided through inquiry-driven projects through a series of steps. Instead of providing students with questions to answer, it is important that I have my students develop their own essential questions. When students develop essential questions, learning becomes more meaningful to them because they become immersed personally and make connections with prior experiences. By having students create their own questions, I am teaching them to think critically. After students develop essential questions, they must also be taught to conduct research effectively through the use of search engines. Most of my students use Google or Yahoo! and never have experienced other search engines that will help them narrow down the scope, focus, and topic of a question. By supplying students with other search engine options to explore, I can help provide them with additional tools they need to effectively answer questions. Students also need to be taught how to effectively credit a web resource and to avoid copyright and plagiarism issues. Although I touch upon these skills to students, I think I need to spend more time teaching students to understand and apply these skills when completing projects. Finally, it is very important that my students learn how to synthesize information before creating a final product. If students cannot synthesize information, then they do not really understand it and fail to make connections to it. Using various modes of communication, such as a Voicethread, screencasts, and other artifacts like a brochure artifact, can help me understand my students’ process of synthesizing of information. In addition, Dr. Douglas Hartman asserted, “There are numerous ways to communicate online and that students need to know what is available and know how to learn from the new things that may come along” (Laureate Inc., 2009).

The knowledge and experience that I have gained in this course will influence my teaching practices by helping my students reach new heights of using 21st century technology tools. Not only will my students learn to use software related to my course standards, but I can pull in other technologies such as VoiceThreads and screencasts to supplement activities. Teaching students how to use these tools appropriately and effectively will help them in future careers.

One professional development goal that I would like to pursue that builds upon my learning in this course and that develops my own information literacy skills is to become more effective at teaching students how to observe and apply ethics in citing resources. I would like to review the following websites more in-depth: Copyright & Fair Use by Stanford University Libraries and Copyright and Fair Use in the Classroom, on the Internet, and the World Wide Web by University of Maryland University College . Once I increase my knowledge about the copyright laws, then I can more effectively teach my students how to recognize and apply them in their coursework and lives.

Reference:

Laureate Education, Inc. (Producer). (2009). Program 2. New Literacies. [Motion Picture]. Supporting Information Literacy and Online Inquiry in the Classroom. Baltimore: Dr. Douglas Hartman

Wednesday, April 21, 2010

Reflection of Course 6711

The course, Bridging Learning Theory, Instruction, and Technology has helped me to reflect on my personal theory of learning. Student experiences and intelligence limitation demand each student to have his or her own preferred cognitive and learning style (Lever-Duffy & McDonald, 2008, p. 19). It is my job to employ the instructional tools and methods that best meets each student’s learning needs. During the first week in this course, I developed my theory of how students learn and indicated that I have a predominantly constructivist theory of learning. My learning theory has not changed, but I have come to realize that I employ the behavior and cognitive learning theories as the need arises. All learning theories are important depending on learner needs.

An immediate adjustment that I will make to my instructional practice is that I will provide students more opportunity to practice homework outside of class. “Multiple exposures to material help students deepen their understanding of content and become proficient with skills” (2007, p. 188). Several of my students could practice keyboarding skills at home to increase speed and accuracy. I will provide them with a game site link, www.typershark.com, so that they can practice keying skills at home. Another immediate adjustment that I will make to my instructional practice is that I will have students do more summarizing and note-taking using Microsoft Word. I usually require students to take notes using the pencil and paper method, but students could benefit greatly from using Microsoft Word when note-taking and summarizing information. They could save their notes on a flash drive or send the notes to their email accounts that can be accessed anywhere, anytime. Games and utilizing the summarizing tool in Microsoft Word are two technologies that will support and enhance my students’ learning immediately.

The two long-term goal changes that I would like to make to my instructional practice regarding technology integration is the implementation of cognitive maps and VoiceThreads. Each of these tools will support my students’ cognitive, constructive and social constructive learning styles. Students will create their own meaning to make connections and will produce artifacts through collaboration. Many of my students use Inspiration for concept mapping in other classes, and I do not foresee problems with students using this technology in my class. If needed, students can become peer experts and help others to learn the software as needed. When I implement VoiceThreads, I will provide students with a walk-through demonstration of how to set up an account, upload documents, and leave voice and written comments. This technology is fairly easy to use, and I do not anticipate students having any problems using it. I am excited to try these new tools to make learning more meaningful for my students. Spending adequate time planning and preparing for the implementation of these tools will lead to success.

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

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

Wednesday, March 31, 2010

Voice Thread

This is my first voice thread about McKenzie High School's Dress Code. Click on the link below to read more about the dress code that we adopted in the fall of 2009. Please feel free to share your thoughts and comments.

MHS VoiceThread

Tuesday, March 30, 2010

Social Learning Theory and Instructional Strategies

According to Dr. Michael Orey, the social learning theory focuses on the idea that students are actively engaged in constructing meaning through their conversations with others and their interactions with the environment (Laureate Education, Inc., 2009). This week I explored an instructional strategy “Cooperative Learning” that embeds technology. This instructional strategy supports the social learning theory.

Cooperative learning is essentially a strategy teachers use that requires students to “interact with each other in groups in ways to enhance their learning” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 139). Technology tools can enhance the cooperative learning experience. When I assign a cooperative learning project, most often students will opt to create PowerPoint Presentations using the Internet as a resource. One of my favorite assignments is to have students research five leaders and analyze their leaders’ leadership style and contributions to society. After research is gathered using the Internet, students work together to develop a team presentation. Although PowerPoint is a good technology tool to use for cooperative learning projects, there are many other tools that are not being implemented or not being effectively used in classrooms. Pitler, et al, 2007 asserted, “Technology tools can play a vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face.” Our course text Using Technology with Classroom Instruction that Works discussed WebQuests, Web site creation, shared calendars, social bookmarking, web-enabled multiplayer simulation games, wikis, and blogs as tools that increase the social interactions among students. These tools can be implemented to enhance the cooperative learning experience and reinforce social skills that 21st century students need to be successful in a global world.


Laureate Education, Inc.(Producer).(2009). Program 8. Social learning theories. [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: Dr. Michael Orey.

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

Sunday, March 28, 2010

Reflections on Constructivism/Constructionism and Classmates Responses

The learning theories of constructivism and constructionism indicate that students construct their own meaning through building of artifacts. Problem and project based learning helps students increase their cognitive skills. The teacher's role must change and become that of a facilatator for these instructional activities to be effective.

I enjoyed discussing the different ways that I implement problem and project based learning in my classroom. I appreciate the kind comments my classmates gave me in my posts and the questions asked about how I teach concepts about money. I gained some valuable insights and ideas in how to make my lessons better for my students. It is always good to get reinforcment from colleagues. I believe it is important to teach our students the 21st Century Skills of problem solving and collaboration with the intergration of technlogy. Our students learn best when we bring in real world activities to help them make connections to their learning.

Tuesday, March 23, 2010

Constructivism, Constructionism and Instructional Strategies

Constructivism and Constructionism are learning theories that are being employed in today’s classrooms. There is a slight difference between these two theories. Constructivism is grounded in the idea that students construct their own meaning of knowledge, whereas constructionism builds on constructivism and is grounded in the idea that students are actively engaged in constructing or building an artifact to demonstrate learning (Laureate, Inc., 2009). Project-based and problem-based instructional strategies support these types of learning theories in the classroom. This week I have explored an instructional strategy that involves technology: “Generating and Testing Hypotheses”. This instructional strategy supports the correlation of the constructivist/constructionist learning theories.

In our course text, Using Technology with Classroom Instruction that Works, the authors discuss using technology in “Generating and Testing Hypotheses” in which students “are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubble, Kuhn, & Malenoski, 2007, p. 202). When students use technology to “Generate and Test Hypotheses,” they are involved in a constructivist/constructionist learning environment. Software programs such as Excel or Google Spreadsheets and data collection tools such as the Internet can help students make predictions, collect data, and analyze data when generating or testing hypothesis to answer questions or even to create new questions (Pitler, et al., 2007, p. 204). Furthermore, using Web resources such as games and simulations provide engaged learning opportunities to “allow students to use background knowledge, make decisions, and see the outcome of their hypothesis, often in virtual situations that would be impossible or financially unfeasible in real life” (Pitler, et al., 2007, p. 212-214).

As I reflect on the constructivist/constructionist learning theories, I see evidence of these theories applied in my classroom each day. Since I teach computer classes, students are involved in constructing, building, and producing artifacts through project-based learning. Project-based learning encourages students to gain deeper knowledge of the subject through being actively involved and engaged in the learning experience. (Edutopia, 2008). I incorporate many opportunities for students to connect the “real world” into their projects that gives them freedom to be creative and construct their own meaning. Researching a career and creating a PowerPoint, creating a school-wide newsletter, creating personal budgets, and participating in mock job interviews are only a small sample of the projects that my students participate in to demonstrate constructive learning. An example lesson in which I use the instructional strategy "Generate and Hypothesis" is when students create personal budges. They are given a fixed income amount and a fixed amount for some expenses to use in their budget. Students must generate numbers to use for other expenses that are not fixed, and then must anaylze different senarios to predict or test the hypothesis of what their profit or loss will be for the month. Creating a personal budget demonstrates using the constructivism and constructionism learning theories as well as the “Generating and Testing Hypotheses” with the integration of technology.

Edutopia Staff. (2008). Why tech project learning?: Providing Students with a Well-Rounded Classroom Experience. Retrieved March 22, 2010 from http://www.edutopia.org/project-learning-introduction.

Laureate Education, Inc. (Producer). (2009). Program 6. 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.

Sunday, March 21, 2010

My Reflections on Classmates Cognitive Learning Theories Respsonses

This week I explored the cogntive learning theory and different cognitive tools that can be used in the classroom to enhance student learning. One colleague noted that she used alot of cues, but needed to improve on questions. This is an area I see for improvement in my classes also. Two other colleagues asked about what they types of cognitive tools I use in my classroom. I discussed that I have never used a cognitive map, but that I see how they can help students organize and understand relationships. I teach classes geared toward learning Microsoft Word, Excel, PowerPoint, Publisher, and Adobe Indesign. In these classes students create brochures, budgets and many other types of progects that encourage cognitive thinking. I believe my students are learning 21st century skills and I am very fortunate that I do not have to worry about students having to pass a state test in the area that I teach.

Tuesday, March 16, 2010

Cognitve Learning Theory and Instructional Strategies

The cognitive learning theory focuses on thinking or the mental ability that a student performs when he/she receives information, stores information, and then processes information to be used when involved in a learning activity (Lever-Duffy & McDonald, 2008, p. 16). Each student has a different cognitive preference, and it is the teacher’s responsibility to use instructional strategies to best help students learn. In the DVD program, Cognitive Learning Theories, Dr. Michael Orey discussed the importance of presenting information visually and through audio as well as integrating other senses to improve learning (Laureate, Inc., 2009). “Cues, Questions, and Advanced Organizers” and “Summarizing and Note Taking” are two instructional strategies that I have explored this week from our course text, Using Technology with Classroom Instruction that Works, which can help teachers present information in different ways to improve learning. My insights of how these instructional strategies relate to cognitive learning are discussed in this blog.

“The instructional strategy cues, questions, and advanced organizers focuses on enhancing students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 73). Technologies such as word processing, spreadsheets, organizing and brainstorming, and multimedia can help students organize and process information. These different tools engage students in different ways to help students focus on concepts. Brochures, tables, charts, rubrics, and videos from United Streaming are examples resulting from technologies to help students activate prior knowledge so they can make new learning connections.

“The instructional strategy summarizing and note taking focuses on enhancing students’ ability to synthesize information and distill it into a concise new form” (Pitler et al., 2007, p. 119). Software such as Inspiration can be used to help students create concepts maps. A concept map can help scaffold information and help students organize information to facilitate their understanding (Novak & Canãs, 2008, p. 7). Text and graphics that students add to the map will help them organize ideas and make connections to their learning. A software program such as Microsoft Word has a Track Changes feature embedded into it that students can activate to help the summarize text that makes it easier for them to understand. Collaboration tools such as Wikis and blogs allow students a way they can come together to share resources and synthesis information.

When using appropriate instructional strategies as the ones I have mentioned above, teachers can engage students into making connections that further their understanding about a topic. Activating students’ prior knowledge will enhance students’ cognitive abilities. Furthermore, the integration of technology helps to motivate students and helps to support students’ cognitive learning.



Laureate Education, Inc. (Producer). (2009). Program 5. Cognitive learning theories. [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: Dr. Michael Orey.

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

Novak, J. D. & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

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

Sunday, March 14, 2010

Reflecting on Classmates Comments on Behaviorism and Instructional Strategies

As I reflect on behaviorism and effort in the classroom for this week's learning, I realize that effort is a difficult behavior to reinforce for some students. In the course text, Using Technology with Classroom Instruction that Works, the authors discussed using a spreadsheet with a chart to show students the correlation between effort and achievement. One classmate indicated that she though that this strategy would create high achievers and there would be an emotional response that would make a difference within students. She also indicated that it could depend on grade level taught. Another classmate indicated that her students were not motivated and would not respond to effort. I shared with them that that parental involvement helps motivate some students and that allowing extra time for computer games was a motivator for me to instill effort. In conclusion, each teacher must get to know his/her students to implement a strategy that works to help motivate his/her students in putting forth effort. A strategy that will work for one teacher may not necessarily work for another teacher.

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

Tuesday, March 9, 2010

Behaviorist Learning Theory and Instructional Strategies

Behaviorism is essentially behavior that results from stimuli in the environment which is reinforced through positive, negative, or neutral rewards (Lever-Duffy & McDonald, 2008, p. 15). This week I explored two instructional strategies that involve technology: "Reinforcing Effort" and "Homework and Practice". I have reflected on how these strategies correlate with the principles of the behaviorist learning theory, and my insights are discussed in this blog.

In the first instructional strategy, “Reinforcing Effort”, technology software can be used to help students see that efforts on their parts can lead to achievement. In the course text, Using Technology with Classroom Instruction that Works, the authors discussed that many students do not understand the link between effort and achievement. Pitler, Hubble, Kuhn, & Malenoski noted, “The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (2007, p. 155). The authors suggest that having students use a software program, Microsoft Excel, to track their efforts on a project on a weekly basis, and then having students creating a chart would help students see a graphical representation of their efforts toward a project and help them realize that effort leads to achievement. The course text also discussed using online surveys to gather data about a group of students. Once the data is collected, it is shared with a class to show how previous students in classes before them have overcome difficulties and succeeded because of effort that was put forth on their parts.

In the second instructional strategy, “Homework and Practice”, the authors in the course text assert, “Multiple exposures to material help students deepen their understanding of content and become proficient with skills” (2007, p. 188). Using technology such as Excel, Word, PowerPoint, and Internet resources allows students different avenues to practice and reinforce skills. These different technologies allow students to not only practice and review, but to apply learning in an engaged way as well as receive feedback for their efforts in the learning process through a visual representation of a final product. Futhermore, when Web resources such as games or tutorials are accessed, students are engaged through the rich multimedia content which provides additional reinforcements for learning. In a game, the program will collect data based upon student responses and will produce a reinforcement, either positive or negative, as its response. A tutorial program will walk the student through a series of steps to teach a concept.

When I reflect upon the correlation between the behaviorist learning theory and instructional strategies that involve technology, it is important to take into account B. F. Skinner’s, early behaviorist, operant conditioning model. The concept of operant conditioning is the idea that responses are conditioned or rewarded based upon a desired behavior (Orey, 2001). Instructional strategies that use technology adhere to the behaviorist theory based upon the operant conditioning view of B. F. Skinner. A student’s response is conditioned through reinforcement provided by technology that takes place over time.


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

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved on March 10, 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.