Constructionism and Hypotheses

This week I explored the constructionist learning theory and looked at some instructional strategies that correlate with this theory.  I am glad that I was able to get some insight into the difference between constructionism and constructivism, as I have heard these terms used interchangeably and never knew which was the right term to use.  In this content, I will be referring to constructionism, which is the learning theory that states that individuals learn best when they are able to construct something that can be shared with others (Laureate Education, Inc., 2011).  When we speak of constructionism and how it is applied in the classroom setting, we are often referring to project-based learning, or problem-based learning.  This is the theory that I identify with the most in my practice, and that is because it fits directly in line with the vision of the district that I work for.

In Using Technology with Classroom Instruction that Works, chapter nine focuses on generating and testing hypotheses.  At first glance, I wondered how this applied to subjects other than science.  But this chapter explains how this fits in to other subjects and it also correlates to the constructionist theory.  When I thought about it more, generating and testing hypotheses is really what we are asking our students to do when we engage in constructionism.  They are engaging in the problem solving process.  Generating hypotheses can often take the form of brainstorming using software such as Inspiration and Kidspiration (Pitler, Hubbell, & Kuhn, 2012).  Testing hypotheses really is the process that students take in order to create their final product.  Often in this process data analysis and collection is necessary.  In my own experience, Microsoft Excel has come in handy in a project where students had to analyze large amounts of data.  By using a program that does the calculations instead of having students do this manually, instructional time is maximized and learning objectives are met, while students gain deeper understanding and use critical thinking skills (Pitler, et. al., 2012).  These tools work seamlessly with the constructionist learning environment because they allow students to brainstorm and make predictions, as well as aggregate data in order to test hypothesis.  This can then result in better quality student work and final products, because students have been scaffolded to a higher level of thinking. 

Resources

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

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

Cognitivism in Practice

This week I had the opportunity to explore a number of instructional strategies involving technology and identify how these relate to the cognitive learning theory.  First, it is important to have an idea of the basic parts of cognitive learning theory.  According to Dr. Michael Orey, cognitive learning is how information is inputted, processed and stored by the brain (Laureate Education, Inc., 2011).  Information can either be stored in our short-term memory or long-term memory.  As educators, we should be looking for ways for our students to store information in their long-term memory.  One of the ways that we can do this is referred to as the elaboration theory, which is a primary way for storing information in long-term memory.  Elaboration provides opportunities to make numerous connections, which in turn builds "networks" of information in our brains (Laureate Education, Inc., 2011).  The more connections that are built, the easier it is to recall this information.  When we forget something, what we have really done according to Orey, is lost the connection to the information (Laureate Education, Inc., 2011).  So, how can we use technology to help students make these connections?  There are a lot of different ways, and some of these I have used without realizing exactly how much they impacted student learning.

Cues, questions and advance organizers are strategies that we can use to allow student to better "retreive, use and organize information" (Pitler, Hubbell, & Kihn, 2012, p. 91).  Cueing and questioning on the teacher's part will help frame the thought process that we would like students to take.  It scaffolds the students' line of thinking to the goal that we wish for them to reach.  As suggested by Pitler, et. al., it can take the form of a blog in which a teacher engages students in discussions by providing cues and questions on the topic being studied (2012)   It can also be as simple as using a drawing app on an iPad to create a graphic organizer (Pitler, et. al.,  2012).  There are several free apps that could be downloaded and used for organizing information such as MindMeister, Popplet Lite, and SimpleMind.  These advanced organizer apps provide an interactive, tactile way for students to organize ideas and make connections.  They also provides students the opportunity to activate prior knowledge by brainstorming.  This directly relates to cognitive learning and the need to make connections in order to be able to later retrieve the information.  By organizing and connecting big ideas, students can create an outline for the details to be filled in (Laureate Education, Inc., 2011).  This is in itself, the perfect model for the network model that we speak of when we talk about cognitive learning.  

The instructional strategy of summarizing and note taking is directly related to cognitive learning in that we allow students the means to synthesize and process information.  In order for information to be processed and stored in long-term memory, there must be many connections available to retrieve the information.  By intaking information, synthesizing it, and then outputting it in a new form, we are allowing this long-term storage to take place.  This is simple to achieve in the classroom, but as stated by Pitler, et. al., it does not seem to be a skill that is commonly taught in the classroom (2012).  Word processing applications are the simplest way to use this strategy in the classroom by providing the opportunity to easily type up a summary or take notes.  These skills must be explicitly taught in order to be effective.  Rule-based summarizing is a great way to ensure that students are learning and practicing this skill properly.  Note taking should be done in a variety of formats, which can be done using some of the same advance organizer apps mentioned above.  Word processing programs can also be used, with the addition of graphics or other media in addition to the text.  It can also be taken to the next level by using presentation software such as Powerpoint, Glogster, or Prezi which all allow the information to be shared with others.

These strategies all allow for the brain to process new information using different senses.  By using strategies such as these, we are providing extra opportunities for new information to be stored in long-term memory.  We also ensure that enough connections are made so that the information is easily retrievable at a later time.

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

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Technology and Behaviorist Theory

This week I learned about a lot of different instructional strategies involving technology in the book Using Technology with Classroom Instruction Works, 2^nd edition.  I also had the opportunity to explore some educational websites.  I can see how a lot of these resources correlate directly with the principles of the behaviorist learning theory. 

In chapter two of Using Technology with Classroom Instruction that Works, there were several ideas for using technology as a way for positive reinforcement.  Technology enhances the practice of positive reinforcement because you can take the recognition to a whole different level than you could without technology.  “With technology, teachers can easily make exemplary work available for the appreciation of peers, parents, and professionals across the world” (Pitler, H., Hubbell, E.R., & Kuhn, M. 2012).  Classroom websites, blogs and student portfolios are a few examples of ways that student work can be displayed for people outside of the classroom to view.  Evernote (https://evernote.com) is a free and easy way to create a free student portfolio by uploading pictures of student work. 

Another way that technology can correlate to the principles of behaviorist learning theory is by providing a way to for students to practice and do homework.  Homework provides students the opportunity to “familiarize themselves with new concepts” (Pitler et. al 2012).  Computer-assisted instruction is useful for students because it provides frequent feedback, is motivational, and allows students to move at their own pace.  At my school, we use Think Through Math (http://lms.thinkthroughmath.com/users/sign_in), a web-based program as a way for students to practice independently at home or at school.  This program provides individual tutoring as needed, as well as incentives for students to do well.  This program is a perfect example of how technology can be used in the classroom as a behaviorist strategy. 

References

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Course Reflection

This course has proven to be the most useful for me so far as I progress towards finishing my master's.  The resources and ideas are not new, but having to go through it as a student gave me a different perspective than I normally have as a teacher.  This should prove helpful as I plan to incorporate these tools in my classroom, since I now have the experience actually doing some of the things I am going to ask my students to do.  I have gained new insights on the learning process as a student as well as some of the roadblocks or questions that may arise for my students.  I have seen how technology can be used as one part of 21st century skill integration, and allows for a different type of collaboration and problem solving.  It really comes full circle when you think about how all of these 21st century skills, including technology skills, interplay with each other, as well as how this all has changed the role of the teacher.  In order to make sure that I continue to expand my knowledge and keep up with ways to integrate technology in my practice, I will continue to follow the blogs that we reflected on in this course.

I have come up with two long-term goals for transforming my classroom environment.  The first is to go completely paperless in everything I do.  This should not be very difficult, but I do realize that there may be a few obstacles to overcome.   I anticipate having parents and maybe even administrators question this method, however I think that this can be addressed by making sure to communicate how helpful this will be in the long run.  We will not have to worry about losing papers, homework, or parent reports, because everything will be accessible through the student's Edmodo accounts, which parents have access to.  My second long-term goal is to turn my classroom into more of a lab learning environment.  I would like to have a lot more student-led learning, where students are able to come in and work on different things of their choice and at their own pace.  I would like this to be a complement to the core content areas and the topics that are being taught in those classes.  I think this goal will be more difficult to meet, because of some of the administrative requirements that come with our job.  Some things such as recording grades and writing lesson plans may be more difficult to do in an environment where students might all be working on something different and at different paces.

Because of the time in which this course took place, we were too far in the end of the school year for me to see any changes in my answers to my checklist that I filled out in week 1.  However I do see where my answers could change next year as I take what I have learned in this course and apply it to the fresh school year.  Specifically I can see how I can be a better teacher leader at school in developing technology skills and a vision for technology integration.  I am also most definitely more comfortable now to be able to model technology integration practices for colleagues to learn from.

The Partnership for 21st Century Skills

This week I explored The Partnership for 21st Century skills website.  This partnership is an organization advocating for the transformation of education into a 21st century learning environment.  I have seen some of the ideas from this framework in conferences that I have attended, however I had not had a chance to explore the website.  I find it interesting that there is a coalition out there which recognizes the disconnect that exists between student's education and the world they will graduate into, and especially that they are so interested in addressing this issue.  I did not know that there were so many states that have done something that the Partnership would consider "promising."  I like that the Partnership has recognized the difficulty in balancing instruction in the core subject areas, and meeting standards, with the need to also incorporate life and career skills, technological, and learning skills.  The implications of this on myself as an educator and my students as learners are hard to predict.  It almost feels like an uphill battle, one which can't be fought without many others joining in.  I don't know how much the Texas Education Agency recognizes that this disconnect exists and needs addressing.  As only one teacher, the only difference I can make is in my own classroom by doing as much as I can to help close this gap, and hope that the policymakers soon realize that they hold a lot of the power in their  own hands.

Student Blogging

I teach a 6th grade computer class, and I have been very interested in student blogging for a while.  We had some setbacks this year, and went the whole first semester without access to computers or the Internet.  Now that we have moved into our new lab, we have been trying to play catch up with our required curriculum.  So at the end of this year, I decided to do a test-run with student blogging.  I know it's a great tool to use, but I just wanted to try it now so that I know a little bit more about implementation next year.

A blog can be such a great instructional tool, because it takes learning beyond the four walls of the classroom.  I know that my students take so much more pride in their work when they know someone else will see it, besides me.  You can use blogs as a way for students to communicate and discuss content, or you can use it for them to "show-off" their own work.  You can also put these two together and have students post their work, and then students discuss and give feedback on each others' work.
 
Currently, I have students blogging on a digital novel we are reading.  They have to post a blog entry after every chapter they read, and then comment on their classmates blog posts.  The first thing I have noticed (and this is new to me since I'm not a writing teacher) is that...well, students don't like to write.  So, I have had to really scaffold the process for them by giving guiding questions for their posts, as well as for how to give quality feedback.  So far, that is the only problem I have run into.  But this is not really a problem, as much as just part of the learning curve.  Students are so used to only turning in a writing assignment to a teacher, instead of having it viewable to other students and teachers.  I will be inviting their English Language Arts teachers to read and give feedback on their writing, for this year's blogs.  Next year, I am toying with the idea of doing quad-blogging, an idea I read about online.  In quad-blogging, you are put in a group with three other classes who are blogging, anywhere in the country.  Every week, a different group posts an original group, while the other three classes offer comments and feedback. The groups rotate so that every four weeks, your class is posting blogs and the rest of the time they are commenting on the other class blogs.  I really hoping that this will take the students pride in their writing to another level!

Back in December, I applied for a Lytle Education Foundation grant.  The grant addressed the need to raise awareness among Lytle Junior High students on digital citizenship.  In the grant, I budgeted for a green screen kit, studio lighting, camera and tripod, as well as video and photo editing software.  The idea is that the 6th graders will take what they have learned about digital citizenship and use our audio/video equipment to create different forms of media to spread the message around campus.  The four pillars of digital citizenship which will be addressed are: cyberbullying, safety/privacy, digital footprint, and copyright.  Students will create PSAs, flyers, and handouts to be distributed and viewed by our entire student body.  Everything that students create will be judged and voted on, and this is how we will decide what will be mass produced for distribution among our student body.  We started working on this project on Monday, and by Friday of this week, students should have a rough draft for their 90-second long PSA.  As we continue moving through this project, I will be blogging along the way and posting pictures of our progress.  I hope we can turn this into a yearly event, so I really would like to keep track of what works and what doesn't so that we can adjust for the coming years!