Module 6 Responses

I have been trying to post to Wanda and Christine's blog since Tuesday, but the comment would not post it kept returning to the sign-in page.  This morning I tried again and saw that Wanda posted the comments to her blog.  So here are my comments for Wanda Ardoin-Bailey and Christine Rand.

Response to Wanda

I like your philosophy, a lot!!!  I agree with you children are coming to us with different backgrounds and at different learning levels.  Teaching is not like it was in the “old days”.  As I reflect on my own educational upbringing, I don’t remember my teachers pulling students to the side for one on one instruction or differentiating the instruction in anyway.  It was a one shot deal.  Sadly, you either got it the first time or you were just out of luck.  Boy times have changed.  I am really looking forward to all that technology has to offer.   Technology has really enhanced my teaching practices and I enjoy using it in and out of the classroom. 

Response to Christine

Yes, Christine one of the biggest advantages about technology is the convenience that it offers.  However, that convenience has had a positive and negative impact on our society.  Using your example about the library, one of the negative impacts is that public libraries are being shut down because people are not utilizing the services.  I will admit that I am guilty of preferring the Internet over the library. The click of a mouse just sounds great when I think about gas prices.  It's like you said it is not about laziness it about options, using your time effectively, and what’s going to save time and money.   

Module 6

During my first year teaching, my mentor gave me a quote from an unknown author and it stated “All students can learn but not in the same way or on the same day”.  This quote has been the focal point of my teaching career.  When I get to a point of frustration, I remind myself that all my students are capable of learning the information that I present to them, I might need to change the way that I am delivering it.    

Technology is continuously changing the way that teachers deliver instruction and students learn information.  However, technology is not just making an impact in education it has changed the way that we function in our everyday living.  For example, now a person can bank online, self check out in the grocery stores, and keep in contact with family and friends through social networks and Skype.  Our students are growing up in a technology centered generation.  With that being said, what is critical and non-negotiable is preparation for the world beyond elementary school.  As an educator, I have to stay abreast of these constant changes in order to better prepare my students for the world outside of school.  My role as an educator is important.  I would like to take more of an of a constructivist approach to learning.    Anderson (2008, p. 20) writes that according to Ertmer and Newby (1993).  Constructivist strategies can be used to teach higher-level thinking that promotes personal meaning.  I have to make sure I’m providing opportunities for my students to engage in technology.  This can occur as an integral piece to my lessons/ activities or as student created activity.  In addition, I have to become comfortable with letting my students take the lead in the classroom and incorporate their knowledge and experiences into the learning environment.  But the bottom line is that the technology tools and skills learned need to be applicable to real world experiences.  Students need to understand how the skills they are learning will help them be successful in the world outside of school. 

Anderson, T. (Ed.). (2008). The theory and practice of online learning. (2nd ed.). Edmonton, AB: Athabasca University Press.

Module 5 Postings

I posted to Lauren Dart's and Bradley Gogan's blogs.

Module 5

Like all school districts mine is very data driven.  We have a set of benchmark assessments that we administer to students every nine weeks to assess their knowledge on the content.   Previously our students recorded their responses to the assessments on scantron answer sheets, which would be graded by a machine.  After the machine graded the answer documents, the teachers would sit and compile the data and send it in to the county office. This process would take hours to complete.  To rectify this tedious process, the school district rolled out iRespond.  iRespond is a handheld students response system that has been presented to the schools as a way to collect data on the county benchmarks quicker and in real time.  With iRespond we are able to immediately identify and track specific questions students missed on the assessments.  In addition, the results from the assessments are immediately sent to the county office for review. 

iRespond also is equipped with other features to assist with technology integration.  It can also be used as a teaching tool.  One of its features is that it has the capability to upload previous created PowerPoint presentations.  Once the presentations have been loaded comprehension questions can be added to the end of the PowerPoint for the students to answer using the iRespond system.  I upload all my previous PowerPoint presentations into iRespond and added comprehension questions to the end of the slides.  I shared with administration how easy this process was and the data that I would be able to collect.  Excited about the news, administration allowed me to do a demonstration at a staff meeting and they encouraged the faculty to utilize the features that iRespond had to offer. 

Some time had passed and I followed up with the faculty via email to see if anyone needed any help with iRespond and to my finding only three other staff members had attempted to use this feature in iRespond.  The teachers felt that it was something extra for them to do and only used iRespond to administer the benchmark test because it was required. 

According to Keller’s ARCS model (Driscoll, 2005) I needed to grab their attention first and could have accomplished this through arousing their curiosity. The next thing I needed to do was to relate the technology’s to personal goals (enhancing relevance) (Driscoll, 2005). For example, by uploading the PowerPoints into iRespond and then adding comprehension questions teachers are saving time of creating assessments, they are able to share among colleagues who again would be saving time because they could pull from a multitude of presentations stored, and they would be able to save time grading and receive instant results for future planning.  Third I needed to inform the teachers the pieces of data that could be generated from iRespond and how this could be useful to show how each student did in mastering specific content areas (building confidence) (Driscoll, 2005).  Finally, share with the teachers that by uploading their presentations into iRespond they are able to do file sharing which in return will save them time and reduce their workload (generating satisfaction) (Driscoll, 2005). 


Reference:
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson

Module 4 Postings

I responded to Christine Rand and Aisha Chadwick's blog.

Module 4

My network has made learning convenient.  I remember when I was working on my bachelor’s degree in the 90’s, I would have to go to the local or university library in order to conduct research or use a computer.  I remember spending endless hours sitting at a cubicle in the back corner of the library reading.  In addition, when it was time to collaborate, that consisted on my assigned group meeting in a public place in order to have discussions.  Now I am able to acquire knowledge at any given time or place with the help of my Smartphone or mobile hotspot.  Both of these tools allow me the ability to connect to the internet and retrieve whatever information I need instantaneously.

One digital tool that facilitates my learning is a blog.  Prior to becoming a student at Walden University, I had very little experience using blogs.  I like how my program not only discusses the usefulness of the blogs but provides numerous assignments that require me to utilize the tool.  I access blogs related to my course at least four times out of the week.  Blogging allows me to share my ideas and thoughts and gain perspectives and ideas from others around the world.  In addition to viewing blogs related to my courses at Walden, I also frequent teacher education blogs.  These blogs have been very resourceful.    

When I have a question, I usually go directly to the internet.  It is a quick way to look for answers.  Once I am on the internet I typically go to Google.com and do a search.  Google provides me with multiple options to answer my question.  By using the internet, I am able to receive an array of answers and perspectives.  I usually end up with more than enough information. 

Module 3 Postings

I responded to Wanda- Ardoin Bailey’s Blog and Bianca Lochner's blog

Module 3

Rheingold (2005) states that we can succeed through collaborative efforts and when we all work together as one. I agree with his statement, however I do not think that people have a basic instinct to work together as one or as a group.  In reflecting on my own personal work habits, I am what they call a “loner” or you can say I have a shy personality.  I like working alone because I am able to work at my own pace and work without any interruptions during my thinking.   Do not get me wrong, I can also work well in collaborative environments.   To sum up my thoughts, my first instinct is not to rally together a group to complete a task but to see if I can successfully complete the task independently.   Another point I would like to make is that as humans we also have a competitive nature.  When competition is involved then everything becomes a solo effort.  In my opinion, Rheingolds’ theory is pertinent when survival is at stake, then a person’s basic instinct thrust into interacting and working as a group. 

One technology tool that facilitates collaboration among learners based on the constructivist principles is a blog. Blogs allows students to provide reflections and allow students to make comments to their peers (Palloff, 2005). During third quarter, a fifth grade class I work with was finishing a unit on the Civil War.  My contribution to the unit was to create work stations for the students to engage in as a method to review the content before taking their bench mark.  One of the work stations that I created was labeled the Blogger in U.  The students had to answer the following question: Dear students you have been studying the Civil War over the last 8 weeks.  Reflecting on all of the information that you have learned answer the following question on Mrs. Simmons’ blog. How have the events that occurred before and after the Civil War impacted the way that you live today?  This question promoted higher order thinking because the students had to take all the information that they learned about the Civil War (prior knowledge) and apply it to their life as it is today.

Distance Education supports collaboration as an effective tool for learning. George Seiman, stated that more people are accepting the idea of participating in distance education (Laureate, 2008).  As distance education continues to flourish, new methods of collaboration are being developed and experienced in order to effectively communicate with one another.  In a face to face environment, you are only able to communicate with the participants that are in the room with you.  Collaborating in distance education allows participants to communicate outside of their normal parameters.  Participants are able to communicate with people around the world synchronously (Laureate, 2008).

Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.

Rheingold, H. (2005, February). New-way collaboration. Retrieved April 10, 2011, from http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html.

Module 2 Postings

I posted to Bradley Gogan's and Erica Ellisworth's Blogs.

Module 2 Posting

In the posting Kerr asked the question’” Should we stick to the -isms or be practical and just cherry pick different useful ideas out of the various theories” (Kerr, 2007)?  I think as teachers we are left with no other option but to be “cherry pickers”.  Children come to school now with multiple learning styles and teachers are challenged with accommodating those differences. 

I do agree that the –isms are necessary.  I see them as the foundations to the different strategies and instructional designs we currently use in the classrooms.  Here is another way to look at it.  Think about building a house, you cannot just start installing the roof or attaching the windows and doors without first creating a foundation that will hold up the house fixtures.   Theories are the foundation to the learning.  They are necessary in order for the current instructional designs and strategies to exist. 

This time of the school year is very hectic for teachers and students.  I think it is safe for me to say that almost all of Georgia is probably preparing for the CRCT (The Criterion-Referenced Competency Tests ) test.  This is a statewide standardized test that is used to measure the students’ knowledge on academic content.  I am mentioning this test because I believe that it goes along with comment posted that “Actions which are followed by rewards are often repeated” ( Kerr, 2007). Well looking at it from a teacher’s perspective if the students pass the CRCT the teacher keeps their job.  If the teacher does not then a consequence is passed down.  The reward is that the teacher gets to keep thier job, receive praise, and will continue to work hard each year to make sure that the students pass. 

References:
Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Module 1 Postings

This week I posted comments to:
Lauren Dart and Bianca Lochner

Module 1

What are my beliefs on how people learn best?

To start there is not a one shoe fits all when it comes to learning.  Working in the educational system has confirmed that for me.  As I have grown professionally, I have learned the positive impact that I can have in the classroom, by being able to identify the learning styles of my students.  About four years ago, I accepted a teaching position as a Special Needs Kindergarten teacher.  It was during this time in my teaching career that I realized the importance and the impact that differentiated instruction can have on children.  It was obvious to me that not much was expected from me or my students due to the disabilities.  Determined to prove that my Special Needs students had the ability to learn and retain academic content/standards just as well as a non-classified student, I spent endless hours coming up with creative ways to teach the standards to my students.  Yes, I put in a lot of time but it was worth it!!!  With all that being said, there is a quote that I always like to use whenever possible by an unknown author and it says,” All children can learn, but not in the same way or in the same day”.  This quote was the fuel to the burning fire I had to help my student’s succeed. 

What is the purpose of learning theory in educational technology?

I think that the learning theories play a very important role in the 21^st century and have the stage for how we prepare our children for a technological society.  Behaviorism, cognitivism, and constructivism theories are the foundation to the technology that we use today.  For example, Morrison’s formula of pretest, teach, retest, adapts and test (Saettler, 2004) is still being utilized in schools today.   ALEKS is an example of computer software that utilizes the mastery learning approach. 

Saettler, P. (2004). The evolution of American educational technology. Greenwich, CT: Information Age Publishing.