Final Reflection:

            As my current Walden course draws to a close, I have taken some time to reflect on what I have learned and how it will affect my ability to effectively and appropriately integrate technology in my classroom.  In Week 1 of this course I was asked to describe my personal learning theory of learning.  Through that application, I described my personal learning theory as a fusion of elements influenced by several other learning theories.  The theory I felt was most heavily represented amongst them, was the constructivist perspective.  Constructivists, view learning as “an entirely unique product for each individual based on the experiences within which those mental processes occurred” (Lever-Duffy & McDonald, 2008, p. 17).  Although I still feel that the constructivist learning theory is prevalent in my teaching, I have come to realize that it is not alone. In some way, shape or form, the behaviorist, social, and cognitive learning theories are also present in my teaching. 

          This course has helped me to deepen my knowledge and understanding of learning theory and the use of educational technology.  As we continue to move forward into a digital age, it is imperative that we as educators embrace technology and incorporate it into our daily teaching.  Through this course, I have learned about and explored several new technology resources.  Moreover, I was able to interact with these new resources, and learn first hand the benefits they provide.  Some of the technology resources I utilized in this course include a blog, interactive concept mapping tools, and voicethread.  These technology tools allowed me to cooperate and collaborate with my colleagues in a way I had never experienced.

          I am excited to make some immediate adjustments and incorporate new technology tools into my instructional practice.  Two technology tools that I would like to begin with are a blog and the use of voicethread.  A blog and voicethread, are tools that will greatly help me in both supporting and enhancing student learning.  By creating a class blog, I will be more easily able to communicate and collaborate with my students.  As stated in the course text Using Technology with Classroom Instruction that Works, “using a blog is similar to facilitating a focus group online” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 34).  Initially, I am looking to use the blog as a way to get to know my new upcoming students.  As the year progresses I would like students to work in small groups to create their own group blogs.  In addition to incorporating blogs I would also like to use voicethread.  VoiceThread, is similar to a PowerPoint in that it allows its creator to generate slides that can include images, documents or videos.  Futhremore, VoiceThread incorporates comments from the creator and its visitors, which can be made by audio, typed text, or phone.  I have already created a voicethread to welcome my new students, and posted it on my webpage.  As the year progresses, I would like to use voicethread as a project option for students to choose from. 

          My repertoire of technology tools and instructional skills has truly expanded as a result of this course.  Although I used a variety of the instructional skills prior to this course, I was not utilizing them as effectively as I could have been.  Now I have gained the knowledge needed to employ these instructional strategies to engage students and truly enhance their learning.  To do so, I have written two goals to work on throughout the year.  My first goal is to make a more conscious effort to create lessons that are student center.  While lesson planning, I will estimate the amount of “teacher talk” per lesson and cut it in half.  I can do this by replacing some “teacher talk” with more student centered activities, and project based learning activities.  My second goal is to include one form of technology in each of my lessons. 

          I have learned so much through this course!  I am excited to apply what I have learned with my students and use it to become a better teacher.

References:

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.

Connectivism and Social Learning in Practice

            This week, in the course text Using Technology with Classroom Instruction that Works, I explored an instructional strategy that embeds technology: “Cooperative Learning”.  While investigating this strategy, I reflected on how it correlates with the principles of social learning theories.  This week, through my Walden University resources, I studied two main social learning theories.  These social learning theories include social constructivism, and connectivism.  Moreover, I examined several social networking and collaboration tools and reviewed their correlation to cooperative learning as well as the social learning theories that I explored.

            As described by Dr. Michael Orey, in the media segment Social Learning Theories, social constructivism addresses the significant roles culture and collaboration play in student learning (Laureate Education, Inc., 2011). Social constructivism, “emphasizes the importance of culture and context in understanding what occurs in society and constructing knowledge based on this understanding” (Kim, 2001, para. 8).  Social constructivism roots from constructivist ideals, and requires students to become actively engaged in constructing external artifacts.  Additionally, social constructivism emphasizes the importance of creating artifacts through conversation and collaboration with others (Laureate Education, Inc., 2011).  The origins of social constructivism were first articulated by social learning theorist Lev Vygotsky.  Vygotsky, and fellow social learning theorist Albert Bandura, believed that learning resulted from the “collaboration of a group of learners in an effort to construct a common core of knowledge” (Lever-Duffy & McDonald, 2008, p. 18).  Vygotsky’s theory centered around two main learning components, the zone of proximal development and the more knowledgeable other.  The zone of proximal development, or ZPD, is the level at which a student is able to learn.  Based on their readiness and ability, each student has acquired their own ZPD, a place where learning is most comfortable.  The more knowledge other, or MKO, is an individual who can assist a student or students, in understanding and learning beyond their zone of proximal development (Laureate Education, Inc., 2011).  Dr. Orey states that a more knowledge other can be a teacher, parent, peer, or in some cases a computer (Laureate Education, Inc., 2011). 

            Social learning theories place a strong emphasis on collaboration, which is a key component of cooperative learning.  Cooperative learning is an instructional strategy that “focuses on having students interact with each other in groups in ways that enhance their learning” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, 139).  Cooperative learning groups should be small in size, and can be organized in a variety of ways both formally and informally (Pitler et al., 2007).  When facilitating cooperative learning in my classroom, I use a variety of strategies and criteria to group my students.  At times, I create groups at random by picking popsicle sticks, with students’ names on them, out of a cup.  Other times, I group students by ability, placing a high, medium, and low student in each group.  Later in the year, I sometimes allow students to form their own cooperative learning groups.  I find it best to use a variety of strategies to pick my cooperative learning groups.  The strategy I choose is often dependent on the type of activity students are going to do.

            One structure of grouping that I enjoy implementing most is Jigsaw groups.  As described by Dr. Michael Orey, Jigsaw grouping allows the students to become the teachers (Laureate Education, Inc., 2011).  When structuring these types of groups, students must first be placed into a main or central group.  Afterward, they are then split up into what I call “expert” groups.  While in their expert groups, students are given a topic to study or research.  After researching the assigned topic and creating a correlating artifact with their expert group, each student must report back to their central group.  Once back in their central groups, students take turns using their artifact to teach their fellow group mates.  Students are excited to have the opportunity to teach their peers.  In the media segment Social Learning Theories, Dr. Orey reminds us that one of the most powerful ways to learn something is by teaching it (Laureate Education, Inc., 2011). 

            Several forms of technology can be integrated into cooperative learning, including multimedia, web resources, collaborative organizers, and communication software (Pitler et al., 2007).  Blogs and wikis are just two examples of communication software that can assist students in collaboratively working together.  Both blogs and wiki spaces give students the ability to work together, while being physically apart from one another.  With new technology, students are able to work with others outside their class, and are given limitless possibilities which allow them to stretch the boundaries of communication to other students around the world. 

            This week I utilized a technological tool that is ideal for cooperative learning, a VoiceThread.  VoiceThread, is similar to a PowerPoint in that it allows its creator to generate slides that can include images, documents or videos.  Futhremore, VoiceThread incorporates comments from the creator and its visitors, which can be made by audio, text, or phone!  Below is a link to my VoiceThread which discusses issues that surround cyber bullying.  Check it out, and let me know your thoughts!

VoiceThread Link:http://voicethread.com/share/3269703/  

                         

            Below my list of references I have included some additional resources related to social learning theories and cooperative learning.  Please scroll down  and enjoy!

References:

Kim, B. (2001). Social Constructivism.. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <July 2012>, from http://projects.coe.uga.edu/epltt/

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.

Additional Resources to Explore!

(To view, please click on the blue links)

VoiceThread.com: If you would like to make your own VoiceThread, click the VoiceThread link and sign up for free.  The site is user friendly and is a great tool to collaborated with others.

Wikis: Wikis provide students and teachers with a fun and easy way to work together, even when you can not physically be together!  I utilized a wikis in my last grad school course, and I loved it!

The Jigsaw Approach Brings Lessons to Life: This article, from Education World, goes into further dept regarding the use of Jigsaw groups.  It discusses the benefits of Jigsaw grouping and gives some excellent examples of how other teachers have implemented this cooperative learning strategy in their classrooms.

Constructivism in Practice:

            This week, in the course text Using Technology with Classroom Instruction that Works, I explored an instructional strategy that embeds technology: “Generating and Testing Hypotheses”, and its correlation with the principles of constructivist-constructionist learning theories. Jean Piaget, perhaps one of the earliest constructivist, theorized that “children construct mental maps as they encounter information” (Lever-Duffy & McDonald, 2008, p. 17).  These mental maps, or schemas, are created and altered when new information is assimilated or accommodated.  (Lever-Duffy & McDonald, 2008).  As described by Dr. Michael Orey, in the media segment Constructionist and Constructivist Learning Theories, information is assimilated when an individual is able to process information and fit it into what they already know.  In contrast, when individuals are presented with a new way of thinking, and are unable to fit in into a preexisting schema, that information must be accommodated (Laureate Education, Inc., 2011). 

            Constructivist and constructionist learning theories promote teachers as facilitators and a “learner-oriented learning environment” (Han & Bhattacharya, 2001, para. 15).  Constructivist theorists, such as the late Jean Piaget and current theorist Seymour Papert, believe that “knowledge is a constructed element resulting from the learning process . . . [and] is unique to the individual who constructs it” (Lever-Duffy & McDonald, 2008, p. 16).  Thus, each individual’s schema and learning is specialized and based on their own life encounters and experiences.  Currently, constructivism ideals are the “most influential force in shaping contemporary education” (Lever-Duffy & McDonald, 2008, p. 17). 

            The constructionist approach is similar in that “constructionism supports the constructivist viewpoint--that the learner is an active builder of knowledge” (Han & Bhattacharya, 2001, para. 11).  Moreover, constructionist learning theorists support the idea that individuals learn best when they create something they can share with others, a product known as an artifact (Laureate Education, Inc., 2011).  Thanks to new technology, the degrees of artifacts are seemingly endless.  From word processing documents to PowerPoint presentations, technology has opened doors to an array of artifacts that promote creativity and student engagement.  In addition to the production of artifacts, construtionism also sustains the employment of specified goals and expectations.  By doing so, students are better able to understand relevance of a lesson as well as the level of achievement that must be met.  Additionally, learners must be introduced to multiple strategies that will aide in solving problems that may be encountered (Han & Bhattacharya, 2001). 

            One instructional strategy that correlates with the constructionist approach is generating and testing hypotheses.  Although generating and testing hypotheses is generally associated with science is can be utilized in across all content areas (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Through this instructional strategy students are engaged in “complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of content” (Pitler et al., 2007, 202).  Constructionist views of learning, and generating and testing hypotheses support experimental inquiry, analyzing data and problem solving.  When generating and testing hypotheses, technology has the ability to play a fundamental role in reducing time spent on gathering data, while allowing more sufficient time for data interpretation (Pitler et al., 2007).  Through the use of spreadsheet software, online data collection tools and various web resources students are able to effectively manage their time and apply it to the skills that matters most.  Interpreting data is an essential 21^st century skill that is imperative in the world outside of the classroom.

            An additional educational technology resource that can help support generating and testing hypotheses and the constructionist learning approach are WebQuests. WebQuests are “inquiry-oriented activities that allow students in a class or form multiple locations to work together to learn about a particular subject or to tackle a particular project or problem” (Pitler et al., 2007, 145).  Not only can students venture on WebQuests but they can create WebQuests of their very own!  By incorporating WebQuests teachers can take on the role as facilitator while actively engaging their students in problem-based activities.  This week, I explored WebQuest.Org.  This site, which was recommended by my professor, provides educators with various links to find, create, and share WebQuests.

            Next year, I am looking forward to implementing new technology to help my students take control of their learning.  I hope to maintain the ideals of constructionists and help elevate learned helplessness amongst my students.  To do so, I will challenge them with problem and project-based instruction and provide them with the knowledge to undertake multiple instructional strategies such as generating and testing hypotheses. 

            Please check out some additional resources related to constructivist-constructionist learning theories as well as generating and testing hypotheses.  They can be found after the reference list. Enjoy!

References:

Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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.

Additional Resources to Explore!

WebQuest.Org – This site, which was suggestion by my professor, is an excellent resource which can be used to find, create, and share various WebQuests.

Elementary Student WebQuests – This site provides a list of links that lead to various interactive web pages and WebQuests that are geared toward students grades K-6. 

Prezi – Similarly to PowerPoint, Prezi allows teachers and students to display and present information in a creative way.  Although similar to PowerPoint, Prezi is more free form and can accommodate images as well as videos.  I highly recommend making your next presentation with Prezi!

Cognitivism in Practice:

           This week, through my Walden University resources, I explored several instructional strategies that correlate with the principles of cognitive learning theory.  Cognitive learning theory focuses on “learning as a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored and is finally used” (Lever-Duffy & McDonald, 2008, p.16).  Unlike principles of behaviorist learning theory, which focuses on measurable external behaviors, cognitive learning theory highlights mental activity (Lever-Duffy & McDonald, 2008).  Located at the heart of cognitive learning theory is the information processing model.  As described by Dr. Michael Orey, the most important pieces of the information processing model, for learning, instruction, and technology, is short and long-term memory (Laureate Education, Inc., 2011). 

            In the course text, Understanding Technology with Classroom Instruction that Works, I studied a variety of instructional strategies that help store information in the short-term memory as well as transfer that knowledge into the long-term memory.  To start, cues, questions and advanced organizers are key instructional strategies used to help students “retrieve, use and organize information about a topic” (Pitler et al., 2007, p.73).  Often times, teachers use cues and questions to guide students through a lesson, while assisting them in “accessing prior knowledge” (Pitler et al., 2007, p.73).  In my own classroom, I often pose questions and cue students by performing a Think Aloud.  By doing so, students are better able to connect new content to preexisting knowledge stored in their long-term memory.  Often times, I am able to access students’ prior knowledge by working with them to create a KWL.  The KWL draws upon what the students know, what they what to know, and later what they have learned.  Though cueing and questioning, I am able to effectively facilitate and complete the KWL with my students. 

            In addition to cues and questions, advanced organizers help students to hone in on essential information.  Advanced organizers are “structures that teachers provide to students before a learning activity to help them classify and make sense of content” (Pitler et al., 2007, p.73).  With the use of technology, advanced organizers are easy to create, organize, and manipulate.  Software such as Excel, Kidspiration, Word, PowerPoint and Inspiration allow advanced organizers to be more interactive and visually appealing (Pitler et al., 2007).  As stated by Dr. Orey, in the media segment Cognitive Learning Theories, Paivio’s dual coding hypothesis indicates that individuals store things as images and text (Laureate Education, Inc., 2011).  Utilizing advanced organizers also helps students to elaborate or make connections.  Research shows that elaboration is a primary mechanism for storing information in one’s long-term memory (Laureate Education, Inc., 2011).

            Advanced organizers are frequently utilized in my classroom.  During Word Study, for example, students are required to complete an advanced organizer for each new word list.  Within the advanced organizer, students must write the word, its definition, and draw an illustration.  While illustrating, the students are free to draw their own representation of the word.  Thus, the illustrations are individual to each student.  For instance, if the word was “awesome”, I might decide to draw fireworks, while someone else might choose to draw a huge ice cream Sunday, it is based purely on the experiences of that individual. 

            Advanced organizers can also be used when summarizing and note taking.  “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). While summarizing and note taking, students must be able to decide and analyze what information to delete, substitute and keep (Pitler et al., 2007).  For many students, summarizing and note taking can be a challenge.  Fortunately, technologies such as word processing applications, organizing and brainstorming software, and a multitude of web resources are now available to aid students in this process (Pitler et. al., 2007).  With the use of technology, students are more easily able to manipulate, add and delete information.

          One organizer that can help students while summarizing and note taking, is the concept map.  Concept maps are graphical tools used to organize and link knowledge (Novak & Canas, 2008).  “They included concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line” (Novak & Canas, 2008, p.1).  According to Dr. Orey, concept maps replicate the network model of memory (Laureate Education, Inc., 2011).  By creating a concept map, students are better able to connect and visualize information, placing it in their long-term memory. 

            This week I created a concept map, centered on a virtual field trip to Ellis Island.  Virtual field trips, allow students and teachers to travel to desired destination within the confines of the classroom.  While constructing the concept map I first established an essential question, pertaining to the subject matter, and then determined a central node.  A node, as defined by Dr. Orey, is a box that represents one idea (Laureate Education, Inc., 2011).  To complete the concept map, I implemented the virtual field trip with a small group of students.  Students enjoyed the virtual field trip as well as the concept map activity.  With the use of the virtual field trip and concept map, students were able to learn and experience the concept, Ellis Island, while creating an episodic memory.  

            The instructional strategies presented in this week’s learning, correlate with the key principles of cognitive learning theory.  Each strategy is able to assist students in shifting information from their short-term to long-term memory, create relevant connections, and deepen understanding.  Listed, below the references, are some additional resources that I encourage you to check out, including the virtual field trip to Ellis Island!

References:

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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.

Additional Resources to Explore!

(Please click on the italicized links in blue)

• Virtual Field Trip to: Ellis Island! – If you would like to venture to Ellis Island please click on the term “Ellis Island” which has been linked to the scholastic virtual field trip)

• Holt Interactive Graphic Organizers – This page includes TONS of advanced graphic organizers, including a KWL (scroll to the very bottom).  You can type directly into the graphic organizers, and display them using an interactive whiteboard or projector.  You can also print the organizers out for student use.  Click “Hold Interactive Graphic Organizers” above to check it out!

Behaviorism in Practice:

           As I continue my journey as a Walden University graduate student, working toward a master’s degree in Integrating Technology k-12, I have since completed the course Understanding the Impact of Technology on Education, Work, and Society.  Moving forward, I am now enrolled in the course Bridging Learning Theory, Instruction, and Technology, and have already gained a great deal of valued information.  Thus far, through this course I have researched processes of the brain, a variety of learning theories, and their relationships with technology.

                This week, in the text Using Technology with Classroom Instruction that Works, I explored two instructional strategies that embed technology: “Reinforcing Effort and “Homework and Practice”.  Reinforcing effort is an instructional strategy that “enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler et al., 2007, 155).  All too often, teachers are struggling to motivate their students to put forth their best effort.  Unfortunately, “not all students realize the importance of believing in effort” (Pitler et al., 2007, 155).  Many students hold external or outside factors responsible for their successes or failures (Pitler et al., 2007, 155), and need to be explicitly taught the significance of effort.  To do so, teachers need to provide students with opportunities to “keep track of their effort and achievement” (Pitler et al., 2007, 155). 

            The second instructional strategy I explored this week is homework and practice.  Homework and practice gives “students a chance to review and apply what they have learned” (Pitler et al., 2007, 187).  When designed effectively, homework provides students with additional practice needed to “deepen their understanding of the content and gain proficiency with their skills” (Pitler et al., 2007, 187).  Homework can often become a controversial strategy, but can be heightened with the use of technology.  Word processors, spreadsheet software, multimedia and various web resources can all serve as channels for homework and practice.       

            Reinforcing effort, and homework and practice, are two instructional practices that correlate with key principles of the behaviorist learning theory.  Although frequently criticized, the behaviorist learning theory lies deep within the history of education and continues to be utilized today. Behaviorist learning theory is “primarily concerned with observable and measurable aspects of human behavior” (Strandridge, 2002).  In the media clip Behaviorism in Today’s Classroom, Dr. Michael Orey explains that behaviorism within the classroom, revolves around operant conditioning with reinforcement and punishment as its two primary mechanisms (Laureate Education, Inc., 2011).  Leading behaviorist, B.F. Skinner developed his theory of operant conditioning in the late 1920’s and later implemented operant conditioning through programmed instruction (Lever-Duffy & McDonald, 2008, 16).  Programmed instruction continues to be a key instructional strategy ubiquitous in online education and it is implemented today through online tutorials (Laureate Education, Inc., 2011).

            When analyzing the instructional strategies reinforcing effort, and homework and practice, it is plain to see that they both draw parallel to the ideologies of the behaviorist learning theory.  To begin, immediate feedback is a key component of the behaviorist learning theory and the effective execution of reinforcing effort.  Behaviorists believe that students learn through a series of behaviors and consequences, similarly to reinforcing effort which shows students how their effort correlates to achievement.   In the case of reinforcing effort, effort is the measureable behavior and achievement, or lack of achievement, is the consequence.  Consequences, as described by behaviorist, “may be positive or negative, expected or unexpected, immediate or long-term, extrinsic or intrinsic, material or symbolic” (Standridge, 2002).  Likewise to reinforcing effort, homework and practice is comprised of behaviorist ideals.  As stated in the article, The Behaviorist Orientation to Learning, practice and repetition is a key component of the behaviorist learning theory.  “Frequent practice, and practice in varied contexts, is necessary for learning to take place” (Smith, 1999).  Homework, when created effectively is essentially just that. 

              There are several types of behavior-based technology resources that can support and facilitate the implementation and management of reinforcing effort and homework and practice.  Online tutorials can be used for either instructional strategy.  Online tutorials present students with information and guide them through a series of essential questions, with immediate feedback dependent on their answers (Laureate Education, Inc., 2011).  Online educational games and apps, lend themselves to repetition and practice.  These games can be modified to review specific knowledge taught in class, ideal for homework assignments.  Moreover, many online educational games are capable of saving and recording scores.  They enable students to track their progress over time and in turn reinforce effort and achievement.

            Moving forward, it is clear that reinforcing effort and homework and practice are two instructional strategies that correlate with behavioral learning theories.  With the use of technology, both homework and practice and reinforcing effort, can transform and sustain active engagement amongst our students.

****Make sure to scroll down below my list of References to check out some additional resources I found related to reinforcing effort, homework and practice, and behaviorist learning theory.  Enjoy, and let me know your thoughts! **** 

References:

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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.

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

Additional Resources to Explore!

(Please click on the italicized links in blue)

• Learning Styles and Student Perceptions of the use of Interactive Online Tutorials : This article, found through the Walden University library, discusses benefits of online tutorials through a recent study performed with students in Britain

• Class Dojo: Class Dojo is an interactive behavior management system.  Class Dojo has SmartBoard capabilities and can also be downloaded as an iPad app.  I will be using this next year!

• MathBoard: MathBoard is a must have app for your iPhone or iPad!  This app is good for students k-5, and tests various types of math skill.  When using MathBoard students are able to save their scores and track their progress over time.  I recently downloaded this app, and LOVE it! MathBoard is a great resource for practice and reinforcing effort. 



Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning,  teaching, and technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/

Reflection:

         Through the course, Understanding the Impact of Technology on Education, Work, and Society, I have developed new technology skills, deepened my knowledge of the teaching and learning process, and in many ways have altered my perspective from teacher to learner-centered.  Prior to this course, I considered myself an average technology user.  After completing a short technology survey during week one, I concluded that I was a moderate technology user, in both my personal and professional life. In a mere seven weeks, I have learned how to blog, construct a wiki, and create a podcast.  With help from my professor and classmates, I have been able to expand my knowledge of relevant technologies and learn ways to effectively integrate these technologies into my classroom.

          As educators, we often strive to be experts of the content we teach.  Seven weeks ago, I considered myself far from an expert technology user.  In turn, I was somewhat uncomfortable integrating new and upcoming technologies into my daily teaching practices.  I often wondered how I, as a Digital Immigrant (Prensky, 2001, 3), would teach my students innovative was to use technology, when the knowledge and technological skills they possessed well outweighed my own.  Now, I am more confident and feel secure in my abilities to teach and engage my students through fresh technological avenues. 

          Through this course, I have taken the appropriate steps along the path of a life-long learner striving to successfully integrate technology into the classroom.  Through this graduate course, I myself have become an accomplished blogger, who now follows other blogging educators through a Google reader.  By doing so, I am currently able to collaborate and learn from educators around the globe, while expanding my opportunities for professional development.  In addition, I am a recent co-creator and collaborator of a wiki space, experiencing first hand its uses and benefits.  Lastly, I am a director of a podcast, recording students’ voices as well as my own to report collected class data.  Through these new experiences, I can not help but feel a sense of accomplishment and growth. 

          While experiencing new types of technology, I have opened my eyes to a new age of learners.  An age of students dubbed Digital Natives, who learn in different ways and at rapid speeds.  Students who are “used to the instantaneity of hypertext, downloaded music, phones in their pockets, a library on their laptops, beamed messages and instant messages (Prensky, 2001, 4).  With this in mind, I now know the importance of fostering a learner-centered environment to engage and motivate my students.  I have learned that it is necessary to stretch beyond the assigned curriculum and teach students the 21^st century skills that they will need to succeed outside of the classroom.  Students need a facilitator who will provide them with opportunities to problem solve, and take ownership of their learning. 

          As this school year comes to a close, I have already begun to set goals to transform my classroom environment for next year.  One goal I have is to create a class blog, and introduce it to my new set of fourth grade students in September.  Initially, I plan to have students post about themselves and their summer.  Therefore, in the beginning, the class blog will serve as an outlet to get to know one another.  As the year goes on, I foresee continuing to use the class blog as an area for homework questions, reading assignments, and much more! 

          A second goal I have for next year is to introduce the students to wikis.  Although familiar with Wikipedia, many students are unaware that they can create and collaborate on their own wiki space.  I would like to have the students create wiki spaces, in pairs, as part of a required research unit.  Within this unit, students will create several pages on their wiki for resources, images, and a page to draft and edit a collaborative research paper.  To ensure that I achieve these goals, I have included them as part of my Professional Development Plan for the 2012-2013 school year, which I have shared with my administrators.  Although I expect challenges, I also anticipate successes.

          Week one of this course, I completed a short technology checklist gagging my employment of 21st century skills as well as my use of technology skills for the school and workplace environments.  Much has changed since I completed this checklist, particularly under the area of developing technology skills.  Previously, I did not have a clear vision for technology integration.  Now, I not only have a clear vision as how to integrate technology across the curriculum but I am communicating that vision to my colleagues.  

          I am grateful to have taken this course, and look forward to continuing this journey.  Thank you to my both professor and colleagues for their guidance, advice and support.  

Resources:

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).