Reflection: Ideas Taken from this Class

There are a number of things this course has taught me that I will employ as a teacher.  One of the methods I will use is collaborative learning.  Students need to know how to work in groups for when they enter the work world.  Also, collaborative learning helps students teach themselves and their peers how to problem solve and seek answers to questions they may not know.  I will still employ the traditional Cartesian model because students need to know how to learn in both systems as they will encounter both styles in higher education and the work world.

Another idea I will employ is having students make meaning of what they are learning.  One of my frustrations in school was asking why certain subjects or subject matter were relevant.  If an answer was provided, it was either the teacher saying because he or she said so or that it was a requirement for graduation.  Providing relevance to subject matter makes it more meaningful and likely that the students will learn it.

An idea that I always had but this course reinforced was the need for students to develop deeper and more critical thinking, reaching the highest levels of Bloom’s Taxonomy.  My opinion is that regurgitating facts and information the teacher has stated is not teaching or learning.  I do not like vomit so why should I like vomit on a test.  In history class, I think an excellent project would be to divide students into groups, advise them that each group is a newly formed country and task them with developing their own government.  The students can easily relate this to the real world as what Iraq had to do with the overthrow of Saddam Hussein.

Related to deeper and more critical thinking is problem solving.  It is good that students know facts and definitions and have the ability to state them.  However, without knowing how to use this information, what have the students profited or learned?  Students need to learn how to approach a problem, view it from different angles, how and where to seek out assistance, and to solve the problem.  In the classroom, students can be divided into groups and presented with a problem or challenge to solve.  This type of lesson teaches students how to work collaboratively and to problem solve.

Reflection: Video Technology in the Classroom

Video technology can be an excellent tool for teaching students to work collaboratively.  Students can be given a task to create a movie for class.  An important parameter is that each student must be both an actor and director.  This will better ensure that students work collaboratively and not have them organize into a hierarchy.  With each student invested in both the acting and directing, the students will realize that no one person is more important than the others for the finished product.

However, working video technology into the present curriculum can be a challenge.  First, there must be enough digital cameras and computers for each group to work.  Otherwise, groups will have to work at different times on their projects which will split the classroom, instruction, and time of the teacher.  Second, with state content standards and the tremendous emphasis placed on standardized tests, many schools may not feel that a teacher has time to commit at least two to three days or more to a video project.  Video technology can be an extremely creative learning experience for students but challenging to implement in the classroom.

Smartboards are an emerging technology that combines a computer touchscreen with a whiteboard.  They are very useful in the classroom because class materials such as videos, powerpoints, concept maps, etc., can be presented to the class and saved on the computer.  The interactive nature of the smartboard allows for more hands on learning by the students.  Another emerging technology is an application for the ipad that allows a person with autism or other learning disability, who does not speak, to communicate with the people around them.  There is also text to speak software that reads texts for students who have learning disabilities such as Kurzweil 3000.

Reflection: Assistive Technology and Technology Standards

A class website is an excellent example of an assistive technology that can be used in the classroom.  The website allows both the students and their parents access to the same information concerning the class.  The website can have a calendar that lists the due dates of projects; rubrics related to the projects may be posted; lectures and powerpoint presentations can be uploaded to it; and a discussion forum can be maintained.  While the class website benefits all students, students with learning disabilities will be especially benefitted.  For example, if a student has ADHD and is prone to forgetting assignments, the student can access the class website to find out what the assignment is.  Students with attention span, auditory or visual problems can review the class material as much as needed.  The discussion forum allows students with learning disabilities sufficient time to formulate an appropriate response which may be difficult for them to formulate during class.  However, a website may be challenging or time consuming to set up and maintain.

A blog, on the other hand, can accomplish the same things as a class website.  There are a number of free blog websites and they are easy to setup and maintain.  Class materials may be posted or linked to them to provide easy access to the reader.  Teachers can establish meaningful discussions by blogging questions to the class.  The same benefits for students and students who are learning disabled as discussed above apply to blogs.  An excellent benefit to either a class website or blogging is that parents can easily involve themselves in activities of the class without having to find time to meet with the teacher or try to discover the information from their suddenly less than talkative teenagers.

The technology standards set out for teachers and students by the International Society for Technology in Education are obviously based on Constructivist principles rather than Cartesian principles.  Additionally, they are also forward looking in that they seek to prepare students to join a rapidly changing workplace. 

The traditional workplace has been very hierarchical and many sectors still are.  However, the growth of the technology industry is changing this model to a collaborative environment.  This is evident as discussed in videos viewed during class where executives of IDEO and Pixar describe their collaborative work environment.  Also, Web 2.0 allows anyone to add or modify content online.  Web 2.0 not only allows students to communicate with students globally but also allows students to collaborate on projects leading these students to view themselves as part of the global community.

The content standards are also designed for students to reach the top levels of Bloom’s Taxonomy; application, analysis, synthesis, and evaluation.  To reach these levels, students will guide themselves and their peers in obtaining the requisite knowledge and understanding for completing their projects.  Teacher content standards are connected to the student’s standards in essence by having the teacher become the facilitator and modeler of student learning.

However, as revolutionary as these standards may become for the education system, there still possess a couple of issues.  First, schools are not created equal in their access to technology.  Some schools are fortunate enough to have sophisticated computer labs, smartboards, and the ratio of computers to students is much smaller than other schools which may only have one computer in the classroom if they are lucky.  Also, some schools are able to connect to the internet at higher speeds than others.  For these standards to really enact change in the education system, the country must find a way to narrow the technology gap among schools.

Second, schools and students are currently being evaluated based on test performance.  Test performance is just one snapshot of what a student has learned throughout the school year.  The technology standards advocate for more of a project/portfolio system for assessing what students have learned.  This creates conflict when teachers shift to a portfolio system of assessment implied by the technology standards when the students are currently assessed by standardized tests.  This conflict will remain until there is a uniform decision on which method the country wants to choose.

Bloom's Taxonomy - Caitlin, Raleigh, Naomi, Nasa

Caitlin Raleigh Naomi Nasa

Knowledge: True or False:  How we view our roles as teachers influences how we teach with technology.

Understanding: In your own words what is the Constructivist Theory?

Application: Working in a group how would you apply a Constructivist theory to the classroom.

Analysis: How does Constructivist Theory differ from the traditional Cartesian Theory.

Synthesis: What are two things that Professor Edmund’s could do differently in the classroom using the Constructivist Theory?

Evaluation: Working in groups one group represents the Constructivist Theory while the other represents the Cartesian Way. Name the Pros and Cons to each of the theories. Be able to support your arguments.

Computers in the Classroom - Raleigh, Elizabeth, Caitlin

What would be interesting…ways to integrate technology into your class when you have 1 computer, 3, 6, 15, or for every student.  Pro’s and con’s….with ELLS or special needs

1 computer- project a screen for the entire class. You can use it to demonstrate concept maps that kids can help fill out. Desk top Tower Defense- Is a game of strategy and using graph paper students can plan out strategies, before demonstrating their strategy by playing the game. Class vocab games/ trivial pursuit are also interactive ways to check for comprehension when you only have one computer. There are many Interactive websites that can be explored as a class that discuss topics anywhere from geography to global issues like pollution.

One computer with multiple smaller devices can also be useful. Students can take quizzes on the hand held devices that can transmit data instantly to the computer. These devices can also be used for trivia games and class questions.

3 computers-  You can make students computer specialists for a week or a few days. Anytime they or their classmates need to access a computer these are the students who would do so. If you only have a limited number of computers they could also be a class resource that is always available, and teachers can make photos or other digital media part of the requirement for longer class projects.  ELLS can access dictionaries and translators so that they can better communicate in English. Students with Special needs can also have access to these resources.

6- Power point projects, video projects, podcasts, anything that can be done in small groups.

15-all of the above suggestions plus indepth projects that include multimedia elements.  skype- between classes or around the world   Kurzweil 3000 allows Ells and Special access to a program that will read and help you write papers, they help with grammar, vocab, and reading so students with learning disabilities and ELLS get the help that they need.

All- constant access, email with people around the world, blogging, wikis, twitters, collaborative projects between students with separate works, like a web page. Research projects, college essays. ELLS and Special Needs students can work at their own pace and don’t have to be rushed.

Don’t always have to use all the computers even when doing projects!

Pros- Wider access to information and programs. They feel a sense of responsibility. They have a chance to go beyond the classroom when looking for resources.

Cons- Kids don’t use the technology appropriately or responsibly. If they break it or loose it. They spend so much time on the technology aspect that the content becomes secondary or none existent.

Literacy Concept Map - Raleigh, Nasa, Sarah

Minds of Fire Concept Map - Raleigh & Sarah

Concept Map - Traditional vs Innovative Learning - Raleigh & Alex

Reflection: Web 2.0 and Learning 2.0

John Seely Brown and Richard P. Adler define “Learning 2.0” as using the resources of Web 2.0, such as open source collaboration, social networking, and interactive education tools, to create an open, participatory learning environment which will support the learner’s passions. The goal of this style of learning is to build upon the knowledge and practices students acquire in school but to instill in them a passion to continue to seek learning on their own.

Learning 2.0 has opened the door for so many ways students can creatively learn.  For example, students may be given a task to create their own movie depicting an era or a specific event in history.  For example, students could create a five minute movie covering an aspect of the Civil War.  The students could cover topics such as the major issues, the major battles, weapon technology, medical advancement, or the toll on society of the Civil War.  Students would be placed in groups of four and given the freedom to create their movie.  The students could be actors in their movie writing their own script.  They could also search the internet for pictures and add music of the era or provide voiceover work.  As an additional item, students could go to www.readwritethink.org and use the timeline creator to create a timeline that corresponds to their movie.

Going outside of education specific software, I believe that an excellent problem-solving or strategy activity could be built around Desktop Tower Defense Pro.  Students would be divided into groups to work collaboratively to determine the best arrangement and upgrades of the towers to prevent the creeps from reaching their goal.  Each student could be given graph paper to sketch out their ideas on the best arrangements.  Then, each student in the group would be allowed to try his or her arrangements within the group.  The group will then look for ways to improve each student’s arrangement before deciding on the arrangement that the group likes the best.  Finally, each group will present their arrangement to the class and see which designs were more successful.  The variables of the game can be adjusted to make it more challenging.

Reflection: Favorite Class

Kindergarten was my favorite class in school.  The reasons should be obvious; it was designed with the student in mind, provided practical education, and was fun.  First, think of the set up of kindergarten.  How easy was it to make friends? You arrive at school and meet your classmates who quickly become your friends.  There was no liquid encouragement as many grownups need to meet people or judging people by their clothing labels to make friends; if your classmate did not physically attack you or have snot hanging out their nose, you were friends.  This is analogous to dogs sniffing each other’s butts, as long as the smell is pleasing to you, you do not get humped, everything is alright.

Educators today are trying to reform the education system to move away from the Cartesian view of learning where the teacher lectures and students learn.  This reform is directed at engaging students to become active learners instead being the passive learners of the Cartesian system.  This reform includes social learning where students work in groups and use technology to teach each other and spur interest in subjects.  It also includes tapping into students’ prior knowledge to make connections with this knowledge and the subject matter as well as allowing students to learn through doing.  This is kindergarten my friends.

To illustrate, who does not remember the ABC song that we all learned in kindergarten?  Why do we remember it?  Because it was interactive.  The letters of alphabet were introduced to the students in a group through visual displays and the students practiced the name, sound, and writing the letter.  After all the letters had been learned, closure was provided with a group sing-along in which all students participated.  Kindergarten lessons allow students to see, hear, and practice the lesson objectives as well as working together and they provide closure to ensure the student remembers it.

The biggest reason I regard kindergarten so highly is so much emphasis was placed on practical skills and doing so in a fun way.  (The rest of my education was conducted through the Cartesian system which may explain that while intelligent, I was frequently bored.  Also, I did not like school because it was the same thing almost every single day.)  One of the skills kindergartners learn is how to use scissors.  Do we as adults not look very suspiciously at the intellectual abilities of our fellow adults who do not know how to use scissors?  Another important skill is how to paste and tape.  Without this skill, I do not think there is the same level of production of duct tape than with it.  Just pointing out that duct tape manufacturing jobs are on the line here people.  A third important skill is learning how to draw.  Seriously, could business meetings and the like ever be conducted without doodling?  I think not.  The great thing about these three skills is that the students could use all of them to create a tangible product to show their parents and have it placed on display in the greatest display place of all time, the refrigerator.

In sum, the author of All I Ever Needed to Know, I Learned in Kindergarten got it right.  I just wish I thought of it before he did.  Then, I could have the copyright to it as well as the sales and proceeds of the book and merchandise.  However, given the way that technology has changed the game, this principle may not longer apply.