It is hard to believe that seven weeks have passed of this course which discussed the numerous ways in which student's brains process and learn content with the incorporation of technology. In this being the final week, it is customary in this Master's program to reflect upon material learned and aspire to use what was taught in our classrooms in the future.
Personal Learning Theories
At the onset of this course, my personal learning theories revolved around the idea that student learning should be geared toward what they will be tested on later in the year for state assessments. In doing so, they must use techniques that would help categorize what they learned into its appropriate function (Essay writing & scaffolding questions for example). However, throughout this course, the use of technology and finding meaning and resourcefulness within what is being taught has pushed the limits and expectations of my students beyond doing well on state assessments.
Technology Tools In the Classroom
There were a number of great tools discussed throughout this course that i certainly have saved and added to my bookmarks in hopes of using them in the coming years. These tools include the PowerPoint presenter Prezi, Webspiration software online & VoiceThread. What was unique about these tools and resources that can be used in the classroom, is that teachers use these types of technology in a different way then someone else. Finding more unique ways to using this technology opens students to the possibilities of what they're learning each day.
Long-term Goals
Since I am halfway through my first full year of teaching, I am glad that I have a foundation to build upon next year and the years after that. I would like to try and implement two to three new types of technology or alter the way I currently do it for each marking period next year and then build upon that. The school district I currently work at offers various summer programs in becoming familiar with Web 2.0 tools and other types of technology that were used throughout this course. Keeping an open line of communication between myself, fellow department members and the technology facilitators is key to ensure that growth and awareness occurs throughout the district.
Monday, December 20, 2010
Monday, December 6, 2010
Social Learning & Technology
In almost every facet of the working world, collaboration and support is needed in come form to acheive an objective. Whether that means running for political office or cultivating student growth, social learning is essential for success in the real world.
"Cooperative learning is when students work together to attain group goals that cannot be obtained by working alone or competitively" (Palmer, Peters, and Streetman, 2001.) This statement expresses the notion that students and teachers alike are not an island, where learning isn't to be only internalized by the student without any interaction whatsoever from others, but in fact, should be discussed and debated among their peers.
A key part of today's efforts to branch cooperative learning and technology is the use of Web 2.0 tools. These tools such as blogging, wikis and video chats enable users to collaborate on a digital level thus creating a world for them to flourish in because these tools are encouraged in the real-world setting. (Pitler, Hubbell, Kuhn & Malenoski, 2007).
One particular practice that I like to use when incorporating cooperative learning groups in my class is a tool for actually getting them into groups: I pass out slips of paper that are cut into various sizes that used to be pictures and students must find the pieces that fit their particular picture. A jigsaw puzzle essentially, but students use the warm up as a way to review class rules and procedures before beginning the activity when they are in groups.
References
Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved November 29, 2010, from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
"Cooperative learning is when students work together to attain group goals that cannot be obtained by working alone or competitively" (Palmer, Peters, and Streetman, 2001.) This statement expresses the notion that students and teachers alike are not an island, where learning isn't to be only internalized by the student without any interaction whatsoever from others, but in fact, should be discussed and debated among their peers.
A key part of today's efforts to branch cooperative learning and technology is the use of Web 2.0 tools. These tools such as blogging, wikis and video chats enable users to collaborate on a digital level thus creating a world for them to flourish in because these tools are encouraged in the real-world setting. (Pitler, Hubbell, Kuhn & Malenoski, 2007).
One particular practice that I like to use when incorporating cooperative learning groups in my class is a tool for actually getting them into groups: I pass out slips of paper that are cut into various sizes that used to be pictures and students must find the pieces that fit their particular picture. A jigsaw puzzle essentially, but students use the warm up as a way to review class rules and procedures before beginning the activity when they are in groups.
References
Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved November 29, 2010, from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Sunday, December 5, 2010
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