Voice Thread Idea for First Grade Writing

Here is a link to a voice thread I created:  http://voicethread.com/share/1260377/

Please feel free to leave comments for improvement and other ideas.

Thanks!

Connectivism and Social Learning in Practice

This week Dr. Orey discussed social learning theory in our resources video.  He stated that social learning theory has “context and culture are critical in constructing knowledge and understanding of the world around us.”  (Laureate Education, Inc., 2009)  According to this theory students work together to create artifacts while conversing with each other to deepen their understanding.  Cooperative learning is very similar to this theory. Our text, Using Technology with Classroom Instruction that Works, says, “Cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning.”  (p. 139) Essentially this can be social learning theory.  To ensure that it is also social learning theory, students need to create an artifact while they are communicating with each other throughout the assignment.  “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing groups to communicate even if they are not working face to face.” (p.140) I love the idea of using WebQuest in the Searching for China example in our book.  I would like to use WebQuest with third graders this year to explore Canada or Mexico.  I think students would enjoy learning about these countries much more through this tool.  They can research the countries and design a WebQuest with their group.  They are actively engaged in a social setting while creating an artifact online.  This would fit the definitions of cooperative learning and social learning theory.  Creating a web site, wiki, or blog site with a small group are also fabulous ideas that support cooperative and social learning theories.  They all promote social interaction, keep students actively engaged, and create an artifact that can be shared.  Many of these tools provide face to face social interaction, but also social interaction online around the world.  What great resources for students to use to broaden their educational experiences!     

Laureate Education, Inc. (Producer). (2009). Social Learning Theories [Motion Picture]. Baltimore: Author.

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

Constructivism in Practice

The course text, Using Technology with Classroom Instruction that Works, Chapter 11, addresses the use of hypotheses.  It states, "When students generate and test hypotheses they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content." (p. 202)  It further explores the use of spreadsheet software, data collection tools, and Web resources to guide students through generating and testing their hypotheses.  The text also points out that the advances in technology have made it possible for "students to spend more time interpreting the data rather than gathering the data." (p. 203)  This correlates with constructivist/constructionist learning theories in that students analyze, problem solve, research or investigate, and make decisions based on their findings or feedback.  It also aligns in the fact that these tools: spreadsheet software, data collection tools, and Web resources, all create artifacts that can be shared and reflected upon.  Creating artifacts to share with an audience is a crucial part of contructionist learning theory.    In all these instructional strategies, students are actively engaged in creating something that is student-centered learning.  The teacher becomes the facilitator to guide students in their explorative journey.  

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

      

Cognitivism in Practice

There were interesting points in the chapters “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking” from Using Technology with Classroom Instruction that Works. In the chapter “Cues, Questions, and Advance Organizers” the authors describe ways to use word processing applications, spreadsheets, organizing and brainstorming software, and multimedia applications to connect student learning. All of these tools connect with cognitive learning theories. They provide visual representations of what they are learning and organization to the material. Both of these components are essential to creating multiple connections in a student's brain. The multiple connections encourage the information to be stored in their brain. They can use many of these technology tools to create concept maps that organize the topic they are studying. When students create assignments using these tools they have moved past the recall or reproduction of learned materials and into a deeper level of thinking for what they are learning.

One thing that stood out to me in the chapter “Summarizing and Note Taking” is when they stated, "Although note taking is one of the most useful study skills a student can cultivate, teachers rarely teach it explicitly as a skill in itself." (p. 120) I do not remember a teacher ever teaching me how to take notes. If this skill is truly as important as they say, why aren't more teachers teaching it? I was also surprised to see one of the recommendations was to provide teacher-prepared notes for students. I have seen teacher-prepared outlines for notes, but never full notes. Once I thought more about this, it does make sense. As teachers, we are constantly modeling for our students. Why not model how notes should look? I was also impressed to discover that you can summarize information using Microsoft Word. I had no idea this was possible. This feature would be very beneficial for middle and high school students. The idea I liked the best in this chapter was the inverted T for taking notes. I think this method could work for elementary through high school levels. It aligns with cognitive learning theory in that students have key words, create their own visual representation, and provide a summary at the bottom. There are three connections in their brain that are created just with this type of note taking. There is an even stronger connection created because they used their own personal connections to produce their visual representations. They are more likely to remember this information by taking notes this way.

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

Behaviorism in Practice

There are many factors that one might say make a person successful. One that my course text says we all have control over is effort. Keeping this in mind, educators need to find ways to motivate students to be aware of, put forth, and reinforce effort. The internet provides many websites that make it easy to create rubrics. I had never really thought about making a rubric for student effort. When I first read this idea I was not so sure it would make sense to my students. As I read further, I realized that an effort rubric followed with a personal chart or graph truly could make an impact on students. Students use an effort rubric, chart how they believe they rated for the week, chart their grades they received for the week, and finally create a graph of the results. When they do this procedure over the course of a few weeks they see the correlation between effort and their grades. This is a source of behavior reinforcement for each student. They see that their grade is going up or down depending on the effort they produce and are reinforced by an improved grade, or a dropped grade. If the grade is improved from their improved effort, they will in theory, continue to work hard. If their grade has dropped, they know they need to produce more effort to bring the grade up. I think this strategy could even work for third grade students.

Homework has been used in schools for many years to practice the skills being taught at school. It is still used for this purpose. "As an extension of the classroom, homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills." (p. 187) Much of the homework that is assigned today is still paper and pencil work. In the future I think it will be more technology based. There are so many wonderful websites that provide opportunities for students to practice the necessary skills to become proficient. At this point in my teaching career, I want to focus on using technology to enrich my students learning and homework assignments. I have to admit I am one of those people that think of word procession programs strictly for word processing. It really can do more than that. I want to use it to explore research with my third grade students this year. I like the idea that they will not have as much information to search through if they had used an internet search engine. I also love the idea of having students complete programs and print or email the end completion certificate for credit. This ties into behaviorist theory using tutorials. By completing the tutorial program, they have been positively reinforced with a certificate of completion. If they do not complete it, they have more chances to try again to receive the certificate. The idea that students can collaborate on a project using communications software is getting easier all the time. There are more and more programs out that are becoming very user friendly. This is a great way for students to receive feedback from each other and their teacher. The main problem I see with these types of assignment is that not all students have computers in their homes. In the future this may be different, but for now, they may have to be in class assignments. Either way, they are great ideas for incorporating technology into our classrooms.

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