Looking for answers...

So, research never goes as planned, especially in the beginning stages. My experience with my topic has not been any different. As a matter of fact, I thought I had created a really specific topic, but it turns out that it's not quite as specific as I originally thought, and it's slightly outdated. So once again, I had to narrow my topic, and my research actually led me to a much better, useful topic for myself. I'm very excited about what I've found so far!

My new problem statement:

I plan to determine if blogging in the classroom affects student success with the writing process.

I will be using the quantitative research method, focusing on the comparative design, and here are the questions that will guide me in my research.

• Does blogging affect the length and quality of a writing assignment?
• Given the use of blogs, is there a difference in student motivation to complete assignments?
• Do students prefer blogging on the internet over using the pencil/paper method?

And here are questions added from the discussion board that will also be useful in guiding my research.

• Does using the computer lead to more collaboration and peer feedback in the writing process?
• Does using the computer lead to more and/or quicker feedback from the teacher?

I'm excited that I have already found research to answer some of my questions which will help me in my fight to use this in my classroom!

Bethanne

Since I have problems to resolve..

My first problem statment was as follows:

I plan to determine if computer access in the classroom increases student achievement compared to classrooms with limited access to computers.

Who: students

What: using computers in the classroom

Why: increasing computer access increases student achievement


I have narrowed my topic significantly due to the amount of research I have found on my much broader topic.

I plan to determine if computer access in the classroom affects student success with writing process compared to classrooms with limited access to computers.

Who: Students

What: using computers in the classroom

Why: affects students success with the writing process

A sigh of relief...

I have to be honest. I was quite intimidated with this course when I first started. I have only been out of college for five years and teaching in my own classroom for three years, which seems like a short amount of time. But when I started reading learning theories, I almost had a panic attack. For one, I could name only a handful and remember the parts of each if I looked them up online. And my major source of stress is a lack of professional development and fear that I’m not meeting my students’ needs because I can’t name the learning theories!

Good news! The course was a nice refresher for me, and everything came rushing back to me. Even though I might not be able to remember every single learning theory word for word, I’m still using them in my classroom! This is when I can let out a sigh of relief!

So, when we started, my main learning theory was based on Gardner’s Multiple Intelligences. I believe that all students learn in different ways. I know this from firsthand experience, and I stick wholeheartedly by this method. In every lesson, I try to meet the needs of every single student in my classroom by providing them with different types of learning experiences and choices. I feel as though this is a very general theory, and many of the other theories we learned in this course fall under the umbrella of this theory, and actually fit perfectly for me. I already focus on the constructionist/constructivist approach, and I really enjoy incorporating social learning into my classroom.

Based on those theories, I have learned that technology needs to be a major contributor to my classroom. No “buts” about it, I need to find a way to use technology in every unit, if not more! The best part about this course is that I learned how easy it is to integrate technology in a fundamental way.

I would definitely like to try to use VoiceThread with my students. In fact, it appeals to me more as a way to get a discussion started outside the classroom, and it also seems like a fun tool for presentations when you run out of time to share them with the class. It’s always nice for students to get to see each other’s work and be able to comment on them. It’s perfect! The other tool I know I’ll use is concept mapping. Just from trying it on my own, I can tell that it’s very useful in helping students learn information. As a matter of fact, I can still remember facts from my virtual field trip to the sun! Plus, it’s a motivator because it’s a “fun” way to take notes.

As I have been taking these courses, I have noticed that parents are very apprehensive when I bring up the subject of technology, so as a goal, I would like to provide more information to give more validity to my use of technology in the classroom. This could be in the form of blogs or letters to parents giving them an explanation of my goals and objectives in using technology in my classroom. My next goal is to make sure I continually use technology in every lesson. It’s important to know that all of these technological tools relate to teaching theories, and if I start off the year immersing my students in different types of technology, I will be able to promote appropriate use of that technology while also meeting all standards.

Let's give them something to talk about...

The social learning theory is all about making connections with other individuals to create meaning in learning.

Cooperative learning is defined as students working together to "attain group goals that cannot be obtained by working alone or competitively" (Johnson, Johnson, & Holubec, 1986). This is part of social learning theories because it involves the interaction between two or more students, and together they create their own meaning from discussions and collaboration on a project. In cooperative learning groups, students are each responsible for their own learning, but they can use their other group members to expand on that learning through discussions and conversations.

Some of the social networking tools described, like Voice Thread and even Facebook, provide an opportunity for students to interact with outside participants who may have the same interests and talents as them. They require students to learn based on who they are in a more authentic way, via discussion posts, etc.


I have created my first Voice Thread, and I have to admit that I really enjoyed making it because it was so ridiculously easy to use! I like that once students learn how to use the program, they can even use it for their own personal reasons.

The following VoiceThread was made based on a project I would like to complete with my 7th graders after they read, Stargirl by Jerry Spinelli! The VT itself has all the information I want to get out to the students, but I think it's still missing something.

Stargirl: A Project

Let's build something to remember...

In our resources this week, the use of a spreadsheet program was discussed in relationship to working with students on creating a project to demonstrate learning. Although I teach English and would find limited use in this program, I can see how it would be extremely useful in a science or math class.

From the constructionists point of view, students learn best when they are creating or building something to share with their classmates or even a larger audience. By using Excel, students are not only learning the facets and capabilities of this program, but they can also use the program to enter data an analyze information. With so much technology readily available with the click of a button, it seems ridiculous to spend so much class time with a pen and paper in hand when students can input information and within a short time have data available to analyze! The program is just the vehicle to learning, coming to their own conclusions, and deciphering their data. From that information, students can then move on and create something bigger and better based on that information.

This type of project also supports the constructivist theory by allowing students to come to their own conclusions and create their own meaning based on the information at hand. More specifically, allowing students to make and test hypotheses gives students the opportunity to do the same. They can determine what they would like to focus on based on the given information.

It's all in your head...

Some of the instructional strategies discussed in this week’s resources are perfect examples of how to accommodate the cognitive learning theory. A couple of examples that truly correlate to the cognitive learning theory are the concept mapping and the virtual field trip.

I cannot believe that I hadn’t thought of this sooner although I have a feeling the lack of technology in my school plays a significant part. Concept mapping as a form of note taking is the most ingenuous and efficient use of note taking and class time I have ever heard of! Based on the dual coding hypothesis the brain can function more effectively when given an image and words to help remember and learn the incoming information. They are creating a physical image that they can use to remember their notes they take on any given topic.

Another use for this concept mapping is in the form of advanced organizers to trigger prior knowledge. The best way for students to learn new pieces of information is to connect the new content to something they already know and can relate to. Using the network model of cognitive learning theory, teachers can create paths to new learned information by giving students concepts they already learned and creating that connection to new information. Using concepts maps allows students to brainstorm about information they already know, activating that prior knowledge, so they will be ready to take on new information at that time. It is then the instructor’s job to make the connection between the two topics to allow students to truly understand the information. For instance, Mr. Corum’s class uses Inspiration as a way to brainstorm a concept map of beliefs about the causes of the Civil War. Not only are the students able to activate prior knowledge—anything they previously knew about the war—but they also can see a visual representation of the class’ ideas, doubling up on cognitive theory and representing the dual coding hyposthesis.

The virtual field trip is also an excellent example of using cognitive learning theory. It is always easier to reflect on memories connected to important and exciting events in our lives. So based on the human tendency to remember these types events more clearly, the virtual field trip allows teachers to “create” an event in the students’ memory to help them learn the information. This episode in their brains allows students to recall information because it’s connected to some exciting event that a teacher created as a pathway to learn new content. Learning is turned into an experience rather than a simple lesson.

All of these instructional techniques represent the use of the cognitive learning theory. However, when the theories are combined the results are greater for the students. Many different avenues can be created to help students learn!

Check out the following website for a cool virtual tour of Auschwitz for a Holocaust experience.

References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author

Take a seat, Skinner. You're here to stay!

The effort rubric described in Chapter 8 of Pitler’s Using Technology with Classroom Instruction That Works (2007) directly connects to the behaviorist theory first discovered by Skinner and Watson. Using the effort rubric facilitated by the Microsoft Excel program allows students to log their current effort based on categories like homework, participation, and attention which are set up in a rubric ranging from a total of 4 points (proficient) to a score of 1 point (not acceptable). Students can then simultaneously log assessment scores. In each time period, the student can track the obvious relationship between the two scores.

This activity reflects the behaviorist theory, showing the reinforcement students receive by seeing the correlation between the scores. When they log more effort points, they can see the scores on their assessments rise, and when they log a lower amount of effort points, they see a drop in scores on their assessments. They are positively reinforced with high scores on assessments, increasing the likelihood in continuing the behavior of participating in class more and asking questions, attempting homework questions and using class notes, and paying attention in class. When they receive lower scores on assessments corresponding to their lower effort scores, they see the consequences of a bad grade. Being able to use a spreadsheet program to easily enter scores, helps students to realize the positive and negative effects of their effort.

I, too, have tried something similar to this; however, I tried it without the use of technology. Every year, I use writing portfolios in my classroom, so students can see their growth from the first essay they write in September to the last essay they write in June. For me, the evidence was clear. It proved to be interesting to see the growth of students, but without the visual and concrete data to back up my opinion, students were less likely to take my opinion for truth. The valid evidence was not straight forward enough for them to make a change in the behavior because they were just simply relying on my professional opinion.

So, what would I do to make it work? Simple. I need to create a clear rubric with expectations of effort, and instead of just keeping the assignments in their folders until the end of the year to see change, we can see change all year long by tracking it (even if we have to do it manually!) It seems simple enough, so why haven't I tried this before!?

This site gives some insight into using this type of achievement tracking in your class. The number one tip on this page:

• Students do not necessarily realize the correlation between effort and success.

And if you are not completely convinced of the positive effects of showing students that effort matters, possibly more than the outcome, I'll leave you with the trascendental words of Sophocles, "Success is dependent on effort."