As a result of this course, there are some striking revelations I had about the teaching of literacy skills. It is made clear that not any question can form basis for a research project, not any question will lead to deeper learning. Asking a good question is a big challenge by itself. According to Dr. Thornburg (2004), “a good question is one for which: we do not know the answer, the answers are defensible, the door is opened for in-depth research and projects, the focus is on causes, and other questions emerge” (p. 3). Some strategies are helpful in making questions to serve more as research starters. “One approach is to formulate questions of sufficient depth to allow for new observations… Even on topics for which answers are well known, creativity can be encouraged” (p. 3). Then as the learning process goes, new questions come up naturally, knowing that it is very important to be careful to not let new questions pull the learners from their main quest. And “once the hook is set, the process of finding answers to these questions will naturally lead to greater in-depth exploration of the subject, often to levels beyond those expected of the school’s curriculum” (p. 7).I also learned using the “topic + focus” strategy (Eagleton & Dobler, 2007, p. 134) to locate target information more quickly. In addition to this strategy, I learned some interesting strategies like using the indexes or site maps. Another two strategies I learned were using “multiple words” and using –minus to remove some useless information.
The experience I had in this course by creating the “Inquiry-based Unit Plan” will influence my teaching practice in the classroom. I learned the steps and I have been in the process of developing a unit plan to conduct a research, assisting students in conducting an Inquiry-based research, assessing students’ work throughout the process of a guided inquiry and evaluating/grading the final product. From my experience in this course, it is made clear that “Project-based learning fosters students’ creativity and critical thinking, encourages responsibility for their own learning, and allows them to express their learning in diverse and meaningful ways” (Laureate Inc., 2009).
A professional development goal I would like to pursue is to learn strategies for choosing meaningful research topics in Mathematics, and create a folder containing Inquiry-based research ideas for different classes (Algebra, Geometry, and Calculus).
References
Eagleton, M. & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York, NY: The Guilford Press.
Laureate Education, Inc. (Producer). (2009). Program eight. Inquiry-Based Projects [Motion picture]. Supporting information literacy and online inquiry in the classroom. Baltimore: Author.
Thornburg, D. (2004). Inquiry: The art of helping students ask good questions. (Executive Briefing No. 402). Retrieved from http://www.tcpdpodcast.org/briefings/inquiry.pdf
Wednesday, December 23, 2009
Thursday, June 25, 2009
Conclusion: Effective Bridging of Technology and Instruction - Reflection
As the behaviorism theory of learning assumes that a learner is essentially passive, responding to environmental stimuli. I still believe that a learner starts off as a clean slate and the learner’s behavior is shaped through positive reinforcement or negative reinforcement. Both positive reinforcement and negative reinforcement increase the probability that the antecedent behavior will happen again. Learning is therefore defined as a change in behavior in the learner. I also believe that students learn better through social interaction, which plays a fundamental role in the process of cognitive development. Therefore, the use of group activities is a very effective strategy which provides the opportunity to think and share ideas among the group. Dr. Orey stated that “learner is active in the learning process regardless what your approach is” (Laureate Education, Inc., 2008b). Therefore, creating engaging activities in the classroom through presenting real life connection with what is being taught is another strategy I tend to use in my every day teaching practice. I will integrate more technology in the group activities to address students’ social needs, on the other hand, the teacher’s role will be to facilitate instead of being the only source of information in the classroom.
The immediate adjustment I will make to my instructional practice will be to focus on giving students feedback about how well they are performing relative to a particular learning goal so that they can improve their practice (Pitler & et al, 2007, p. 41). I will also be careful when I need to present a PowerPoint; I will have images instead of text to help them remember the information (Laureate Education, Inc., 2008a). Creating concept maps and establishing VoiceThreads are two of the technology tools that could be integrated in learning with the cooperative learning strategy. This strategy aligns with the principles of the Social Development Theory which argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior. I believe that we learn better when we interact with others and remember information better when it is associated with a social experience (Learning Theories Knowledgebase, 2009).
One of the goals I would like to accomplish within the next few years is having the students to prepare and present PowerPoints in class instead of teacher as an example of constructionist-based technology. My second goal is to incorporate more technology in my AP Calculus class, not to use graphing calculators and overhead projector only, but to be flexible creating concept maps and VoiceThreads online and having other students in the class to post comments accordingly. These two goals will give learners the opportunity to choose, plan, design, and construct artifacts as part of their learning outcomes. “The instructor facilitates by designing learner-centered activities, providing resources, and advising learners as they reflect on their learning process” (Han & Bhattacharya, 2001). Using technology “allow students to spend more time interpreting the data rather than gathering the data” (Pitler & et al, 2007, p. 203).
References
Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved June 24th, 2009, from http://projects.coe.uga.edu/epltt/
Laureate Education, Inc. (Producer). (2008a). Program thirteen. Technology: Instructional Tool vs. Learning Tool [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008b). Program three. Instructional Theory vs. Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Learning Theories Knowledgebase (2009, June). Social Development Theory (Vygotsky) at Learning-Theories.com. Retrieved June 24th, 2009 from http://www.learning-theories.com/vygotskys-social-learning-theory.html
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
The immediate adjustment I will make to my instructional practice will be to focus on giving students feedback about how well they are performing relative to a particular learning goal so that they can improve their practice (Pitler & et al, 2007, p. 41). I will also be careful when I need to present a PowerPoint; I will have images instead of text to help them remember the information (Laureate Education, Inc., 2008a). Creating concept maps and establishing VoiceThreads are two of the technology tools that could be integrated in learning with the cooperative learning strategy. This strategy aligns with the principles of the Social Development Theory which argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior. I believe that we learn better when we interact with others and remember information better when it is associated with a social experience (Learning Theories Knowledgebase, 2009).
One of the goals I would like to accomplish within the next few years is having the students to prepare and present PowerPoints in class instead of teacher as an example of constructionist-based technology. My second goal is to incorporate more technology in my AP Calculus class, not to use graphing calculators and overhead projector only, but to be flexible creating concept maps and VoiceThreads online and having other students in the class to post comments accordingly. These two goals will give learners the opportunity to choose, plan, design, and construct artifacts as part of their learning outcomes. “The instructor facilitates by designing learner-centered activities, providing resources, and advising learners as they reflect on their learning process” (Han & Bhattacharya, 2001). Using technology “allow students to spend more time interpreting the data rather than gathering the data” (Pitler & et al, 2007, p. 203).
References
Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved June 24th, 2009, from http://projects.coe.uga.edu/epltt/
Laureate Education, Inc. (Producer). (2008a). Program thirteen. Technology: Instructional Tool vs. Learning Tool [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008b). Program three. Instructional Theory vs. Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Learning Theories Knowledgebase (2009, June). Social Development Theory (Vygotsky) at Learning-Theories.com. Retrieved June 24th, 2009 from http://www.learning-theories.com/vygotskys-social-learning-theory.html
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thursday, June 4, 2009
Connectivism and Social Learning in Practice
“Social Development Theory argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior” (Learning Theories Knowledgebase, 2009). Pitler, Hubbell, Kuhn, & Malenoski (2007) recommend the use of informal, formal, and base groups. They recommend also to keep the groups to manageable size and to combine cooperative learning with other classroom structures (p. 139-140).
Cooperative multimedia project is a very effective tool to engage students in cooperative learning and cooperative teaching as well. Creating a video about the lives of famous mathematicians is a creative idea. As a math teacher, sometimes I ask my students to research and write reports about mathematicians. They might have attached photos or charts to their reports, but creating a video is more interesting and gives a great opportunity to the students to learn from each other and to think widely, not only to find the information needed for their project, but also to process the information in a collaborative environment.
In my opinion, the most important stage in this kind of projects is distributing the roles and dividing the responsibilities. If the students understood that each one of them is responsible for the task associated with his/her role, they will consider other’s ideas and listen to them with respect in order to complete their product. These thought, I believe, are applicable to any group project, however, it is essential that a rubric is provided to students so they would be aware of the grading system. The group roles chart is another great idea which may minimize any conflict and give the students a starting point.
References:
Learning Theories Knowledgebase (2009, June). Social Development Theory (Vygotsky) at Learning-Theories.com. Retrieved June 4th, 2009 from http://www.learning-theories.com/vygotskys-social-learning-theory.html
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Cooperative multimedia project is a very effective tool to engage students in cooperative learning and cooperative teaching as well. Creating a video about the lives of famous mathematicians is a creative idea. As a math teacher, sometimes I ask my students to research and write reports about mathematicians. They might have attached photos or charts to their reports, but creating a video is more interesting and gives a great opportunity to the students to learn from each other and to think widely, not only to find the information needed for their project, but also to process the information in a collaborative environment.
In my opinion, the most important stage in this kind of projects is distributing the roles and dividing the responsibilities. If the students understood that each one of them is responsible for the task associated with his/her role, they will consider other’s ideas and listen to them with respect in order to complete their product. These thought, I believe, are applicable to any group project, however, it is essential that a rubric is provided to students so they would be aware of the grading system. The group roles chart is another great idea which may minimize any conflict and give the students a starting point.
References:
Learning Theories Knowledgebase (2009, June). Social Development Theory (Vygotsky) at Learning-Theories.com. Retrieved June 4th, 2009 from http://www.learning-theories.com/vygotskys-social-learning-theory.html
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thursday, May 28, 2009
Consructivism in Practice
Constructivism posits that learning is an active and constructive process. The learner is an information constructor. People actively construct or create their own subjective representations of objective reality. New information is linked to prior knowledge, thus mental representations are subjective (Learning Theories Knowledgebase, 2009). Constructivism revolves around building stuff, and the example presented in this week’s readings about using Microsoft Excel Spreadsheet software to discuss the three plans of investing the money relates directly to the principles of constructivist/constructionist learning theories (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 204). The idea of considering the different scenarios and having the students to fill in their predictions before completing the project creates a state of disequilibration, which will motivate the students to get engaged then participate and complete the assignment (project). While they are working on their project, they will be going in an accommodation process where they will alter their beliefs and understandings to fit their findings (external reality), and finally reach the equilibration state (Laureate, 2008). Creating a line-graph chart for the project as an artifact that they can reflect upon and share with others is a wonderful idea from mathematics prospective.
A common misunderstanding regarding constructivism is that instructors should never tell students anything directly but, instead, should always allow them to construct knowledge for themselves. Constructivism assumes that all knowledge is constructed from the learner’s previous knowledge, regardless of how one is taught. Thus, even listening to a lecture involves active attempts to construct new knowledge (Learning Theories Knowledgebase, 2009).
References:
Laureate Education, Inc. (Producer). (2008). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Learning Theories Knowledgebase (2009, May). Constructivism at Learning-Theories.com. Retrieved May 28th, 2009 from http://www.learning-theories.com/constructivism.html
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
A common misunderstanding regarding constructivism is that instructors should never tell students anything directly but, instead, should always allow them to construct knowledge for themselves. Constructivism assumes that all knowledge is constructed from the learner’s previous knowledge, regardless of how one is taught. Thus, even listening to a lecture involves active attempts to construct new knowledge (Learning Theories Knowledgebase, 2009).
References:
Laureate Education, Inc. (Producer). (2008). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Learning Theories Knowledgebase (2009, May). Constructivism at Learning-Theories.com. Retrieved May 28th, 2009 from http://www.learning-theories.com/constructivism.html
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thursday, May 21, 2009
Cognitivism in Practice
Cognitive learning theory revolves around primarily information. It works in three-stage model, sensory input of information, short term memory, and long-term memory which is stored in networks of information (Laureate, 2008) Cognitive learning theory uses the metaphor of the mind as computer: information comes in, is being processed, and leads to certain outcomes (Learning Theories Knowledgebase, 2009).
Word processing program is a very effective tool in one way by creating an advance organizer for note taking. This tool correlates with the principles of the cognitive learning theory, because it helps students to organize their thoughts around the essential information. Creating a KWL chart can get students to think about what they already know about the topic and start to make the connections needed to store the new information in the long-term memory through the “Elaboration” process.
Inspiration is another wonderful too in note-taking process. Teachers also can use Inspiration to put together some notes; it also can be transferred to an outline version of the notes. “Some students are more comfortable dealing with text than with graphics” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 128). Inspiration tool in note-taking correlates with the principles of the cognitive learning theory for the organized format it provides which helps an individual to easily store the information.
According to Dr. Orey, a Virtual Field Trip is “one of the powerful things we can do from a cognitive theory prospective.” We can create a rich experience which can be the foundational experience in the network of ideas that students may have when they are learning in a content domain (Laureate, 2008). Finally, one of the guidelines that should be considered when constructing a learning activity in which cognitive tools are utilized is to evaluate the learning outcomes. Checklists and rubrics can serve as assessments in evaluating students’ effective use of them (Robertson, Elliot, & Robinson, 2007).
References
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Learning Theories Knowledgebase (2009, May). Cognitivism at Learning-Theories.com. Retrieved May 21st, 2009 from http://www.learning-theories.com/cognitivism.html
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 21st, 2009 from http://projects.coe.uga.edu/epltt/index.php?title=cognitive_tools
Word processing program is a very effective tool in one way by creating an advance organizer for note taking. This tool correlates with the principles of the cognitive learning theory, because it helps students to organize their thoughts around the essential information. Creating a KWL chart can get students to think about what they already know about the topic and start to make the connections needed to store the new information in the long-term memory through the “Elaboration” process.
Inspiration is another wonderful too in note-taking process. Teachers also can use Inspiration to put together some notes; it also can be transferred to an outline version of the notes. “Some students are more comfortable dealing with text than with graphics” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 128). Inspiration tool in note-taking correlates with the principles of the cognitive learning theory for the organized format it provides which helps an individual to easily store the information.
According to Dr. Orey, a Virtual Field Trip is “one of the powerful things we can do from a cognitive theory prospective.” We can create a rich experience which can be the foundational experience in the network of ideas that students may have when they are learning in a content domain (Laureate, 2008). Finally, one of the guidelines that should be considered when constructing a learning activity in which cognitive tools are utilized is to evaluate the learning outcomes. Checklists and rubrics can serve as assessments in evaluating students’ effective use of them (Robertson, Elliot, & Robinson, 2007).
References
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Learning Theories Knowledgebase (2009, May). Cognitivism at Learning-Theories.com. Retrieved May 21st, 2009 from http://www.learning-theories.com/cognitivism.html
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 21st, 2009 from http://projects.coe.uga.edu/epltt/index.php?title=cognitive_tools
Wednesday, May 13, 2009
Behaviorism in Practice
Behaviorism assumes a learner is essentially passive, responding to environmental stimuli. The learner starts off as a clean slate and behavior is shaped through positive reinforcement or negative reinforcement. Both positive reinforcement and negative reinforcement increase the probability that the antecedent behavior will happen again (Learning Theories Knowledgebase, 2009). Since the behaviorist theory studies the behaviors that can be directly observed, therefore using technology with classroom instruction can help teachers in having practical and immediately applicable solutions for their classrooms.
According to Pitler, Hubbell, Kuhn, and Malenoski (2007), not all students realize the importance of believing in effort (p. 155). Technology can help students to keep a track of their effort and achievement using spreadsheet software, and then to make the connection between effort and achievement using the chart and see the relation between their effort and grades they earned on the tests. “Students need consistent and systematic exposure to teaching strategies like this one in order to really grasp the impact that effort can have on their achievement (Pitler, Hubbell, Kuhn, & Malenoski, 2007. p. 159). The use of technology this way is supporting the instructional strategy of reinforcing effort, and also supporting the principles of behaviorist learning theory.
Technology correlates with the principles of behaviorist learning theory in a variety of aspects. Using Word spelling and grammar tool in a Word processing software gives an immediate feedback to the student on the his/her writing, which may be classified as a reinforcement in case the student does not find spelling or grammar mistakes. Other examples of technologies that give an immediate feedback for homework and practice are the Power Point games and the online games. The Battleship board was used before to improve students’ basic graphing skills, but using the Power Point version of this game will attract the students even more. Another game I used with my Calculus class earlier this year is the Calculus Millionaire online game, the students were really engaged, and they did not realize that they are reviewing what they have learned. I believe that the use of these types of games has an impact on improving the students’ skills, and they learn more when they make mistakes.
Learning Theories Knowledgebase (2009, May). Behaviorism at Learning-Theories.com. Retrieved May 13th, 2009 from http://www.learning-theories.com/behaviorism.html
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
According to Pitler, Hubbell, Kuhn, and Malenoski (2007), not all students realize the importance of believing in effort (p. 155). Technology can help students to keep a track of their effort and achievement using spreadsheet software, and then to make the connection between effort and achievement using the chart and see the relation between their effort and grades they earned on the tests. “Students need consistent and systematic exposure to teaching strategies like this one in order to really grasp the impact that effort can have on their achievement (Pitler, Hubbell, Kuhn, & Malenoski, 2007. p. 159). The use of technology this way is supporting the instructional strategy of reinforcing effort, and also supporting the principles of behaviorist learning theory.
Technology correlates with the principles of behaviorist learning theory in a variety of aspects. Using Word spelling and grammar tool in a Word processing software gives an immediate feedback to the student on the his/her writing, which may be classified as a reinforcement in case the student does not find spelling or grammar mistakes. Other examples of technologies that give an immediate feedback for homework and practice are the Power Point games and the online games. The Battleship board was used before to improve students’ basic graphing skills, but using the Power Point version of this game will attract the students even more. Another game I used with my Calculus class earlier this year is the Calculus Millionaire online game, the students were really engaged, and they did not realize that they are reviewing what they have learned. I believe that the use of these types of games has an impact on improving the students’ skills, and they learn more when they make mistakes.
Learning Theories Knowledgebase (2009, May). Behaviorism at Learning-Theories.com. Retrieved May 13th, 2009 from http://www.learning-theories.com/behaviorism.html
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, February 24, 2009
Week 8: Conclusion: A New Mind-set - Reflection
• In what ways has this course helped you to develop your own technology skills as a professional teacher?
- Prior to this course, my knowledge about integrating Web 2.0 applications in classroom was very little. It was a very interesting to learn many ways to integrate applications such as Blogs, Wikis, and Podcasts in education. These applications were never of my educational tools, but by completing this course, my technology skills in this matter have been improved and I feel that I can take the first step towards using technology in the classroom.
• In what ways have you deepened your knowledge of the teaching and learning process?
- This course has made a very clear point. Learning by doing is the best way that today’s students can learn, because when students get excited, they learn better without even knowing that the are engaged in a learning process. Using technology in classrooms will definitely get students excited because if a student likes music, it is there. If a student likes making videos, it is there. Graphics, pictures, sound recording, telling stories, and much more, they are all there and they all can be integrated in the classroom.
• In what ways have you changed your perspective from being teacher-centered to learner-centered?
- Being in the last week of this course, I learned that the best way to get students to work collaboratively is by using technology in their assignments. This method allows students to share information and communicate with each other. On the other hand, the teacher’s role will be to facilitate instead of being the only source of information in the classroom.
• In what ways can you continue to expand your knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement?
- For the fact that the world outside the classroom changes at a high speed, teachers who are willing and trying to use technology in their classroom may get overwhelmed. And the truth is that teachers who are lecturing while their students are only listeners are going to be like foreigners who speak a different language. But I am planning to expose myself to all possible opportunities, which may provide me with more knowledge about using new technologies in my classroom. Attend more workshops, professional development courses, read and research more about new technologies.
• Set two long-tem goals (within two years) for transforming your classroom environment by which you may have to overcome institutional or systemic obstacles in order to achieve them. How do you plan to accomplish these goals?
- One of the goals I would like to accomplish within the next two years is setting a blog space for each of my classes, where students can communicate about the subject content and their assignments. The blog also can be used to post announcements and assignments for students who were absent to school. My second goal is to incorporate more technology in my AP Calculus class, like planning lessons with my students on a Wiki page before teaching them in class. Actually, I am planning to start doing this second goal very soon, after my students take their AP exam this May, we will have about a month left in the school year which can be used for doing such projects. And it will be a good chance to use this technology in classroom with students who already completed the course, and have their feedback about what went well and what needs improvement before I use it with new students next year.
- Prior to this course, my knowledge about integrating Web 2.0 applications in classroom was very little. It was a very interesting to learn many ways to integrate applications such as Blogs, Wikis, and Podcasts in education. These applications were never of my educational tools, but by completing this course, my technology skills in this matter have been improved and I feel that I can take the first step towards using technology in the classroom.
• In what ways have you deepened your knowledge of the teaching and learning process?
- This course has made a very clear point. Learning by doing is the best way that today’s students can learn, because when students get excited, they learn better without even knowing that the are engaged in a learning process. Using technology in classrooms will definitely get students excited because if a student likes music, it is there. If a student likes making videos, it is there. Graphics, pictures, sound recording, telling stories, and much more, they are all there and they all can be integrated in the classroom.
• In what ways have you changed your perspective from being teacher-centered to learner-centered?
- Being in the last week of this course, I learned that the best way to get students to work collaboratively is by using technology in their assignments. This method allows students to share information and communicate with each other. On the other hand, the teacher’s role will be to facilitate instead of being the only source of information in the classroom.
• In what ways can you continue to expand your knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement?
- For the fact that the world outside the classroom changes at a high speed, teachers who are willing and trying to use technology in their classroom may get overwhelmed. And the truth is that teachers who are lecturing while their students are only listeners are going to be like foreigners who speak a different language. But I am planning to expose myself to all possible opportunities, which may provide me with more knowledge about using new technologies in my classroom. Attend more workshops, professional development courses, read and research more about new technologies.
• Set two long-tem goals (within two years) for transforming your classroom environment by which you may have to overcome institutional or systemic obstacles in order to achieve them. How do you plan to accomplish these goals?
- One of the goals I would like to accomplish within the next two years is setting a blog space for each of my classes, where students can communicate about the subject content and their assignments. The blog also can be used to post announcements and assignments for students who were absent to school. My second goal is to incorporate more technology in my AP Calculus class, like planning lessons with my students on a Wiki page before teaching them in class. Actually, I am planning to start doing this second goal very soon, after my students take their AP exam this May, we will have about a month left in the school year which can be used for doing such projects. And it will be a good chance to use this technology in classroom with students who already completed the course, and have their feedback about what went well and what needs improvement before I use it with new students next year.
Thursday, January 29, 2009
The Partnership for 21st Century Skills
The website is found to be very interesting and remarkable. Although my state –New Jersey– is a P21 Leadership State, but I have never heard about this organization before. The website provides educators with many resources and online interactive tools which can help them to incorporate teaching the 21st century skills into their classroom.
Just knowing that “to become a P21 Leadership State, a state demonstrates commitment from the governor and chief state school officer” is surprising me because the government is involved as well as business partners.
One of their standards is to engage students with the real world data, tools, and experts they will encounter in college, on the job, and in life. I think this standard meets the federal No Child Left Behind law which includes enhancing education through technology.
I couldn’t find any piece on their website to disagree with, but we need to be reached by them in our schools, not just to hear about a good idea or an amazing website only. Also the success stories are not available online, so I am assuming that there is not yet.
We need as 21st century educators to enhance our teaching practice using the new technologies we have around us. Our students do not need to see big gap between their life in school and at home. The state and the administration are not going to do everything we expect or hope about, but it is our responsibility to use technologies in the classroom to be able to prepare our students for the 21st Century world.
Just knowing that “to become a P21 Leadership State, a state demonstrates commitment from the governor and chief state school officer” is surprising me because the government is involved as well as business partners.
One of their standards is to engage students with the real world data, tools, and experts they will encounter in college, on the job, and in life. I think this standard meets the federal No Child Left Behind law which includes enhancing education through technology.
I couldn’t find any piece on their website to disagree with, but we need to be reached by them in our schools, not just to hear about a good idea or an amazing website only. Also the success stories are not available online, so I am assuming that there is not yet.
We need as 21st century educators to enhance our teaching practice using the new technologies we have around us. Our students do not need to see big gap between their life in school and at home. The state and the administration are not going to do everything we expect or hope about, but it is our responsibility to use technologies in the classroom to be able to prepare our students for the 21st Century world.
Thursday, January 15, 2009
Ideas for blogging in the classroom
As a high school Math teacher, I believe that my students will like the idea of Blogs to do some activities or assignments, and there will be a possibility for enhancing the student’s learning process using this technology in the classroom. I also believe that it will be easier for me to teach my students how to use blogs than it will be for a teacher of younger students, because kids in the high school these days know a lot about the new technologies, even more than their teachers.
I teach Algebra I for ninth graders, and AP Calculus for twelfth graders, and I found some ideas on how blogs could be used in my classroom such as:
1. To post communicating topics especially during long breaks. I found after the Christmas break that many of my students have forgotten much of what they already have learned, and I thought at the time that if we had some sort of communication, I would have posted reviewing assignment to refresh their memories.
2. To post links to web pages where they can do practice problems online that can help strengthen their skills.
3. To post projects or extra credit work, and let them communicate to share ideas and information.
4. To post summaries and assignments for students who were absent to school.
I feel that I am ready to apply these ideas in my classroom, but I am facing one problem that the majority of the students in my school do not have computers or internet access at home. They use the computers before/after school day or they use them at the public library. I think that this problem could create a disadvantage situation for those students. I am looking forward to hearing your suggestions on how to overcome this problem.
I teach Algebra I for ninth graders, and AP Calculus for twelfth graders, and I found some ideas on how blogs could be used in my classroom such as:
1. To post communicating topics especially during long breaks. I found after the Christmas break that many of my students have forgotten much of what they already have learned, and I thought at the time that if we had some sort of communication, I would have posted reviewing assignment to refresh their memories.
2. To post links to web pages where they can do practice problems online that can help strengthen their skills.
3. To post projects or extra credit work, and let them communicate to share ideas and information.
4. To post summaries and assignments for students who were absent to school.
I feel that I am ready to apply these ideas in my classroom, but I am facing one problem that the majority of the students in my school do not have computers or internet access at home. They use the computers before/after school day or they use them at the public library. I think that this problem could create a disadvantage situation for those students. I am looking forward to hearing your suggestions on how to overcome this problem.
Friday, January 9, 2009
Welcome to my blog
My name is Joseph Wisa and I am a high school Math teacher. I enjoy teaching my classes especially the AP Calculus class, those kids are amazing!
This is my sixth year teaching in New Jersey, and I taught almost all Math courses from Pre-Algebra to AP Calculus in the high school.
I am currently working on my Masters degree in integrating technology in the classroom at Walden University, and I created this blog to meet my assignment for this week: "Understanding the Impact of Technology on Education, Work, and Society". We are discussing how some technologies allow us to do things differently, while others allow us to do different things. Check back for more information, and feel free to leave your comment, and your ideas are greatly appreciated.
This is my sixth year teaching in New Jersey, and I taught almost all Math courses from Pre-Algebra to AP Calculus in the high school.
I am currently working on my Masters degree in integrating technology in the classroom at Walden University, and I created this blog to meet my assignment for this week: "Understanding the Impact of Technology on Education, Work, and Society". We are discussing how some technologies allow us to do things differently, while others allow us to do different things. Check back for more information, and feel free to leave your comment, and your ideas are greatly appreciated.
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