Walden Course Reflection

When I first started this Walden course I described my personal learning theory as being one that combines many theories into one while putting a greater emphasis on the latest brain research. I still believe in my personal learning theory, but it has broadened to incorporate a better understand of how technology can support my personal and many other learning theories. I understand how to better utilize the technology that is present in my school and aid student learning by connecting the tools appropriately to specific learning theories and practices.

Integrating technology with classroom learning does not mean technology is present for the students, a teacher should be able to explain why they are using the technology and what makes it appropriate for the lesson they are teaching. I am anxious to use Voicethread more often with my students and enhance their learning. This tool gives the learner advantages over other learning tools by allowing the learner to choose their method of answering. Students can demonstrate their understanding through multiple tools that play to their individual strengths. Another tool I am eager to use more often in the classroom is concept mapping on computers. This allows the students to display their ideas and make connections between learned and new information.

The long term goals I have put into place that involve integrating technology stem from a greater need to make connections outside of school. One is to establish a class website that will allow not only the students, but family members, the opportunity to make stronger connections with physical education. The second goal I have in place is to teach my students how to become successful bloggers, so they can learn another form of communication and learning that is appropriate for the twenty-first century.

My First Voicethread

I really like this new tool and its diverse capabilities.

http://voicethread.com/share/2092063/
 I definitely need to take back the headset I bought at Fry's, the audio doesn't sound very good, my apologies.

Social Learning Theory

I believe social constructionism most appropriately fits the direction of teaching towards the present and future.  We live in a world that is based on global communication working towards solving problems that are too complex for a single individual to handle on their own.  It is vital that our student learn to work collectively and be able to communicate effectively with one another.  In the book, Using Technology with Classroom Instruction that Works, chapter seven is about cooperative learning.  The authors give many examples that support social learning theories as well as constructionism.  The authors describe cooperative learning as making sense and constructing meaning of new content through the interaction of others, just like social learning theories believe learning takes place by collaborating with peers and society (2007). 

The book gives many prime examples of cooperative learning that supports the social learning theories.  Students can create multimedia projects in groups, such as PowerPoints, they can create websites that display the information they discovered through a particular project.  Having the students create their own website not only supports social learning theories, but the constructionism theory as well.  Students can also work on projects such as wikis or use document sharing websites that allow them to work on a project in one area at anytime.  Whether the students are at school, home are anywhere with internet access they can contribute to their group's assignment.  There are many cooperative group activities that support social learning theory, but the most beneficial also allow the student to create final project that can be shared with others.  Incorporating technology with collaborative projects is one of the best ways to prepare our students for college and the working world.

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

Constructionism Theory

Dr. Michael Orey explained the difference between the constructivism theory and constructionism theory and how the constructionism theory applies more fittingly to the classroom.  The main idea is that students build external artifacts to support their learning (2010).  Project-based approaches can support the constructionism theory, by allowing the students to create, solve and share their findings with others.  The constructionism theory wants students to assimilate and accommodate new information based on their discoveries.  Either way the students are learning to retain new information and in some cases altering their beliefs and understanding of the world around them. 

In the book, Using Technology with Classroom Instruction that Works, chapter eleven focuses on generating and testing hypotheses.  Many of the examples used in this chapter support the constructionism theory.  First off, generating hypotheses allow the students to use the information they all ready know to be true.  Whether they are solving a problem, investigating or analyzing, they will need to make assimilations or accommodations for the information they discover.  Students can use spreadsheet software, data collection tools and web resources to interpret data.  Using these technology-based tools allow the students to spend more time interpreting data as opposed to gathering it (2007).  Having the students generate hypotheses, collect and analyze data, then edit their original predictions allows the student to experience what constructionism theory describes as disequilibration.  In the end, the goal is bring the brain back to equilibration by successfully having the students make sense of their external reality and their schema (2010).

Laureate Education, Inc. (Executive Producer). (2010). Program nine. Connectivism as a learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

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

Nutrition Concept Map

Stemming Question:

How do the six essential nutrients correlate with the nutritional food groups?

Click on the image to see enlarged version
Created with Bubbl.us

Cognitive Learning Theory and Supportive Classroom Strategies

The cognitive learning theory strongly focuses on how our brains process information, from sensory input, to short-term memory and eventually long-term memory.  In Laureate Education Inc. videos Dr. Michael Orey explained four ways a teacher can support the cognitive learning theory in their classroom (2010).  First we need to make sure we do not over give too much new information at once, the average person's short term memory can only absorb seven new pieces of information at a time.  We also need to elaborate, use images effectively and create episodic experiences.

After reading chapters four and six in the book, Using Technology with Classroom Instruction that Works, I found some strategies that support the cognitive learning theory.  Chapter six focuses on summarizing and note taking.  Summarizing allows students to delete, substitute and keep information throughout the process.  Note taking is effective in many forms, but it is always better when there is graphic representation, which also supports the cognitive learning theory.  By summarizing and note taking the students must elaborate and have the opportunity to add pictographs or other forms of visual representation.  Chapter four focuses on advanced organizers.  This can correlate with the cognitive learning theory's principles by elaborating on a certain topic (2007).  The cognitive learning theory believes elaboration is important due to the connections it can make with other pieces of information, which makes a person more likely to store the new information in their long-term memory.

When students use summarizing, note taking or advanced organizing skills and teacher presentations the information in appropriate amounts, the cognitive learning theory would suggest the students have a good chance of making connections, understanding the information on a deeper level and are more likely to store it in their long-term memory.  The teacher can even further support this theory by presenting the information in creative ways that create episodic experiences.  Letting the students experience their learning through new methods of teaching will allow the students to hold on to memories and connect the information to a particular situation, moment or episode in their life.

Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

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

The Behaviorist Theory in Twenty-First Century Classrooms

Looking at the behaviorist theory and applying it to today's classroom is still appropriate and current with twenty-first century skills and objectives.  In the book, Using Technology with Classroom Instruction that Works, the authors give concrete examples in ways to implement technology-based projects that support the behaviorist theory.  For most teachers we think of behavior management when it comes to the behaviorist theory.  We want to reinforce positive behaviors and set consequences for negative behaviors.  The book gives a prime example of a positive way to reinforce effort.  They suggest creating an effort rubric that allows the teacher, or even better, the students to reflect and evaluate their performance in the classroom.  Teachers know that effort has a major impact on student success and this is a great way for the students to learn the importance of effort.  If the students use the rubric to evaluate their effort and are given the scores to corresponding assignments they can chart this data in excel and eventually create graphs that will display the effect effort has on their assignment grades (2007).  This strongly supports the behaviorist theory of reinforcing effort and can easily incorporate technology to support twenty-first century skills.

The behaviorist theory also believes that the drill and practice method to learning can be highly successful; I believe, if it is used in the right setting it can be.  The book gives many suggestions in chapter ten that focuses on homework and practice when technology can be used to support the behaviorist theory and its stress on programmed instruction and tutorials.  Students can use computers to complete PowerPoint tutorials, educational games or another form of step-by-step learning (2007).  Allowing the students to learn at their own pace and practice a particular skill in a drill-like manner, can increase the student's success in the classroom.  As educators we recognize the importance of learning through discovery and being creative, but some fundamental skills need to taught and learned through drill and practice, this is when the behaviorist theory can support certain methods of instruction.

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

Walden Technology Course Reflection

This course has helped me expand my technological knowledge and current forms of communication in the 21^st century.  Although I consider myself technologically inclined, pervious to this class I had not practiced using the newest additions to internet, referred to as “Web 2.0.”  I had never blogged, created a podcast, used my computer video cam or contributed to a wiki.  These are all new technology tools that I have been exposed to and given the opportunity to learn for my benefit throughout this course.  I feel more in sync with today’s methods of communication and collaboration, and understand the benefits of teaching our students these exact same skills to support their future learning.

My experiences through class have enriched my knowledge of what teaching towards the future really means.  I understand the direction today’s workforce is heading in and the skills that are vital for our students to learn in order to succeed in a world that is transforming daily.  The teaching and learning process is changing with the times and we must recognize the change.  Our students learn differently because they are exposed to technology at the very beginning of their developmental stages of life.  It is a new learning style that teachers must understand and teach towards.

Since this is only my third year of teaching it is easy for me to adapt and adjust my style of teaching, I do not feel set in my ways, or overwhelmed transitioning to a student-centered classroom.  I understand that it could be difficult for more experienced teachers to make the change from a teacher-centered style of teaching to student-centered.  It is a drastic change, but a necessary change.  Letting the students discover and explore on their own is the most appropriate way to teach the students the skills necessary to solve the future problems of the world.  They need to learn how to find the information they need on their own and discover the best ways to go about it.  They need to learn to use the teacher as resource, just like the internet, and realize that the teacher is not the only way to get the answer to a question. 

Just like the other technological resources that our students can use in the classroom, we must update and stay relevant with the times.  Staying connected with fellow educators and current with the most updated technology is the best way to expand my knowledge and methods of teaching technology to my students.  As Will Richardson stated, “The coming years will be marked by a flood of new innovations and ideas in teaching, most born from the idea that we can now publish and interact in ways never before possible (p. 155).”  By using the tools that were presented in this class I can stay connected with colleagues, share information, and discuss important topics of education.  I can also stay current and familiar with newest forms of technology and ways to integrate them in the classroom. 

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin.

My First Podcast!!!

Here is the link to my first ever podcast

http://djkeniston.podomatic.com/entry/2011-04-03T20_47_42-07_00

Core Subjects and 21st Century Themes

The Partnership for 21^st Century Skills demonstrates ways to implement and teach 21^st century skills to students in all grades across the United States.  There website http://www.p21.org/index.php supports the infusion of cores subjects and 21^st century skills.  They provide current information about their efforts to implement their lessons, strategies and resources to aid classroom teachers and schools looking to provide their students with the skills needed to succeed in a the ever-expanding technology-savvy world of the 21^st century.

Their mission http://www.p21.org/index.php?option=com_content&task=view&id=188&Itemid=110 to combine teaching the “three R’s” with the “four C’s” (Critical thinking and problem solving, communication, collaboration and creativity and innovation) helped me development a better understanding of what it means to prepare our students for higher education and a workforce that demands technology skills that exceed the typical classroom today.  Teaching the “four C’s” within the core subjects is crucial for our students’ success after high school and supports collaborative efforts between schools and business.

I have one major issue with the organization’s idea of core subjects http://www.p21.org/index.php?option=com_content&task=view&id=57&Itemid=120 .  The problem I have is my subject area does not exist on their list.  They do not indicate the importance or even recognize physical education or health as a core subject.  However, they acknowledge health and wellness awareness as being one of the most “significant” and “emerging” 21^st century content areas.  If businesses and future jobs are looking for healthy and wellness aware individuals, wouldn’t physical education and health be a core subject in a student’s K-12 studies?  I thought the United States received a wake-up call when we became the most obese country in the world (now just one of the most), but people still question the importance of physical education and the lessons students are learning to develop and maintain healthy lifestyles.  It surprises me that experts in the field of education still do not understand the significant impact physical education has in aiding students to not only lead healthier lives, but cognitively support them in their other subjects.  Not only does physical activity support learning by engaging the cognitive, developmental and memory portions of the brain, making the most opportunistic time to learn anything being directly after vigorous activity, but the students are learning skills in the gym setting that 21^st century businesses are looking for.  Teamwork, collaboration, communication skills, leadership, self-direction, professionalism, life-long learning and social responsibility are all qualities, skills and assets that almost anyone would agree are critically important for the 21^st century.

I can go on forever about the important of physical education and health, because I teach these subjects so I obliviously understand the value of the lessons being taught and the importance of the skills being learned and how they directly support the needs of the 21^st century, but until people outside of the gym setting start looking at the improvements made in our subject area, they will continue to view at as the “roll the ball out” meaningless class they seem to think it is.

Stay active, eat healthy, feel healthy for the 21^st century!

Using blogs to expand the classroom

I teach eighth grade physical education at a middle school in Renton, Washington.  Although I am a complete novice to blogging, I feel confident enough to use this technology as a way to enhance my classes and expand the borders of the classroom.  Being a physical education teacher, I am constantly encouraging students to continue or become physically active outside of school.  The world we live in today has blessed us with tons of new and exciting forms of technology to make things easier or entertaining for us.  However, it has also made us lazier and sadly lazy does not equal healthy.  I would have my students showcase their outside school activities and use the blogging sites as a way for them to share their achievements with their classmates and myself.  I can post weekend goals/activities for the students to accomplish over the days off and they could respond before we see each other on Monday.  Another great time to make use of the blogging sites is during the extended breaks.  I generally see setbacks in students' fitness levels after breaks; holidays, large meals, vacations, tend to lead to less exercise.  I could post motivating messages, even if they are just reminders to get an hour of physical active everyday!

Finally a blog site that fits my taste

Hello blogging world!

This is the third blogging account I have created in a week and I finally feel comfortable; not to say the other sites were bad, this one just feels better for me.  For my colleagues that may be confused, this will be my final and more "official" blogging site for assignments, discussions and things of that nature.  Now it is time for more homework.