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!

New beginnings

While I am not new to the idea of blogging, I am new to the role of the blogger.  As a self-proclaimed technology "geek" and technology teacher, I felt it was time that I played the role and practice what I preach.  After all, I will be asking my students this year to utilize blogging as a way to communicate beyond the walls of the classroom.  We will be moving into our brand new computer lab in our brand new school within the next few weeks, and should be up and running upon our return from the holiday break.  This will be a welcome change from what our classroom has come to be as a result of the delayed construction and our temporary housing.  While I love to read, and the kids have adapted well, it will be nice to put the paper, pencil, and books away and power up the computers, iPads, and iPods.  Some of the things I have planned for my classes are way beyond what any of them might have imagined doing in the 6th grade, but I feel that kids will always rise to the expectations we set for them.  So, I look forward to the transition and until then I will continue to find ways to engage these kids with the resources I have!