General Problem Statement

Week 2: Purpose/Problem Statements
EDUC-6653I-2 Introduction to Educational Research
Instructor: Kathryn Arnold

While thinking of the issues that arise in my classroom and which ones would be of most interest the one I kept coming back to was the issue of technology use in my classroom and how it effects my students. From experience, I know that students almost always react well to lessons that include technology, but I have never compared grades to those of classes who didn't have the use of technology. Students use computers constantly at home and I believe that in order to catch their interest, we need to give them something to relate to. Studying the government and culture of Ancient Egypt is not always relateable, so why not teach it through technology, which is? I look forward to diving deeper into this topic, even when this class is over, to explore all I can offer my students. In doing this, I would like to share my results with my peers and perhaps change the way we look at teaching!

My problem statement is as follows:

I plan to determine how map skills lessons taught with technology such as power point and interactive map sites, such as maps101, will effect students assessment scores differently then those those taught through basic teaching including lectures and book work.

Who: 7th grade SS students
What: use technology such as power points and map websites
Why: have higher scores on end of the unit projects and tests

Reflection

In week one I addressed my "Personal Learning Theory". While most of this has stayed the same through this class, some of it has changed. I still believe that reinforcing effort is very important, but now know that I can do this through use of technology. Students love to use the computer and I can reward the effort students put into assignments by allowing them to use technology to complete projects or assignments. I feel like this reinforcement will benefit both the students in many ways by allowing them to enjoy the material they are learning. The topic of homework was also brought up. As I said before, homework should not be "busy work" but work that allows the students to review what they have learned for that day or lesson. This allows the student to prove to themselves and the teacher that they know the material. I would like to create a blog or wiki that would allow students to post questions, thoughts, or ideas about homework and which would maybe create a classroom community that would be there for the students. Support is always critical.

Because of this class, once school starts, I would like make a lot of technological adjustments to my lessons. I feel that this class has been the most influential class I have taken so far at Walden. This class has shared SO many things that I would like to use in my classroom. I will use Voicethreads, hopefully on a weekly basis. This should get the students so used to seeing them that they are able to create their own and share them with their classmates. Students always learn better when they do the teaching themselves! Another tool I will be using come August is Skype. As a Social Studies teacher, I would like to be able to hook up with students from the areas of the world that we study. My students can learn so much more from having actual conversations with students just like them. I think that Skype would be able to show my students that children all over the world are just like them and create more tolerant, knowledgeable students.

There are two long term goals I would like to reach in my instructional practices. The first one would be to get my county to allow more online social websites. While this will most likely not include Facebook or Myspace, I would like to have access to Skype and Wikis. In order to have access to Wikis, I will create my own and share it with my school technology leader. My hopes is that she will share it with administration and then the county and this can show how beneficial Wikis can be. I am not sure how long this will take, but I am willing to work on in until I get a definite answer.

The next goal I have is to integrate much more technology into my classroom. While this goal seems basic, there are important reasons behind it. The technology class at my school has been cancelled due to budgeting. This happened during my time in this class. During this class I also realized how important technology truly is and how I can take the loss of this class and help my students. I would like to teach my normal course of studies, but also teach technology. I can integrate the two and the students will truly benefit. I will create lessons that include basic technology programs such as Word and Power Point, but also have lessons that have newer technology programs like Voicethread and Blogs. Hopefully this will guide my students in the right direction and prepare them for a world that relies heavily on technology.
I have loved this class. At first I was scared of all I didn't know, but now I embrace it. As in all of my technology classes so far, I look forward to taking all I have learned and sharing it with my students and peers. I think they will both benefit so much from all I can now share. School is still a month and a half away, but I am already planning lessons in my head. Thank you so much for this!!!

VoiceThread

This is my voicethread. I hope you enjoy it. http://voicethread.com/share/524112/

Cooperative Learning

Social learning is the idea that people learn best when actively engaged with others. You cannot expect a student to learn while sitting at a desk, reading a book silently. Think about all the times you have sat with a book that was not interesting and read 10 pages only to find out that you do not remember anything that you read? This is because you were not engaged. Read the book with a partner or friend and you'll better remember what was said!
This week we discussed instructional strategies that will help the teacher and the student incorporate more social learning techniques into the classroom. To me, these are very interesting and I look forward to trying some of them when school starts again in the fall.
The first strategy that was discussed in this weeks readings was multimedia. In using this technique, students create a project that includes "many roles and responsibilities" (Pitter, Hubbell, Kuhn and Malenoski, 2007). These type of activities naturally lead to group work. When doing these types of activities, it is important to stay organized and provide the students with exactly what you want from them. In doing this, you cut down on some of the mayhem that tends to arise with cooperative learning. Organization can include rubrics, job duties, and responsibilities. This allows students to take on ownership of the assignment which will lead to higher quality work.
The next instructional strategy discussed in this weeks resources is the use of web resources. This is an awesome strategy, yet one my school is slow to pick up on. Web resources, such as Epals and Keypals (Pitter, Hubbell, Kuhn, Malenoksi, 2007) are ways to connect with students all over the globe. If students learn best from others, imagine how much they can learn by interacting with the many different cultures and beliefs on the web. Sadly, my school believes this is unsafe. I believe that if we can teach our students the correct way to use the Internet then good things will happen! It is up to us!
Going along with the use of web resources are web quests. In web quest "students in a class or from multiple locations work together to learn about a particular subject or to tackle a particular project or problem" (Pitter, Hubbell, Kuhn, and Malenoski, 2007). Once again students can work with other students from all around the world to create one project. The amount of input and imagination that could be put into a project like that is amazing!
The last web resource that I really like is the use of communication software. Programs like Skype allow students to talk, chat and even communicate face to face at no cost. What used to happen in slow pen pal letters now happens instantainously over the web. Students can combine the use of communication software with one of the previously mentioned stragies and create a seem less project. The web is an amazing place.
To end this post I must say that while I do not look forward to going back to school yet (summer just started!!!), I do keep thinking of cool lessons that I can teach using all I have learned. I believe that my students will be more engaged, as I will be a better teacher and guide. Can't wait to see all this may bring!

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

Constructivism in Practice

Constructivism is the idea that each thing we learn is "uniquely constructed" in order to be learned. Constructionism is the idea that in order for us to learn and maintain the new information we must have "first hand experiences" and build something in order to learn in. The two ideas go together because both of them make the learning experience personal.
The instructional strategies discussed in this week's resources go well with both of these ideas. Technology plays the part of the tool that helps our students create and all of the techniques shared with us in this reading were technology related.
The first strategy shared is spreadsheet software. I use Excel in my classroom. Students are able to take data, enter it into the spread sheet, and with the correct formulas, get immediate results. One of the examples given in this reading, a economics assignment given by Mrs. Omar, reminded me a lot of the assignment I did at the end of the year with my students. Our topic of study was budgeting. Students were given a salary and then the many costs that come along with being an adult. Simply through entering these into the spreadsheet, students were able to see the cost of living. This assignment really helped my kids learn the basics of Excel, while also meeting our state standards. They were also able to create something of their own which we know is important to remembering the material later on. (and how important is it to learn to budget????)
The second strategy shared with us are data collection tools. I have never used these tools in my room, but can see where they would be very helpful. Students create (one again using that important word!) their own. Students first make the prediction of what the outcome of the assignment will be (maybe how many people in your class are each religion...I am SS, so things like this normally pop into my mind) and then do the research. They are given a simple chart to fill in and then can very easily see the results. With these results, students are able to graph. This can be done very easily using the right computer programs. Students simply enter the information into a chart, click a button and have a graph! How easy and what a great way for students to see the results in a variety of ways!
The last strategy shared with us is using web resources. I found the "Calm and the Storm" website very interesting. Students actually get to run a country. I did this in my class, but did not use any technology. Students were given a job duty or government position and had to run their country. Calm and Storm allows the students to get deeper into the material. Studies showed that the students who were able to use the technology learned more and enjoyed the lesson more. I cannot wait to try it with my class!!
I think the ideas of constructionism and constructivism are very important to the classroom teacher. Like many things I have learned through this program, I am already implementing these ideas partially without even knowing it! This class will help me help my students really learn through doing...and enjoy it!

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

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Cognitive Learning Theories

Dr. Orey says that cognitive learning theories "revolve around information processing" (Laureate Education, 2008). In my own words, cognitive learning theories focus on understanding and processing the material given to you. Have you ever read a page in a book and then had to read it over because you found you did not absorb any of the information? Obviously, the way you were reading was not working well cognitively. Learning and maintaining the information you learn needs to be done through a process. Orey says that only about seven pieces of information can be stored in your short term memory at one time. This is why we often forget phone numbers or addresses. I even forget names when I meet a lot of people. Cognitive learning theories work to move the information from short term to the long term memory bank. In order to do this, we need to make connections. Connections allow branches to form and create easier paths to locate the memories. If I wanted to remember that Jon Smith was from El Salvador, in my mind I would say "Sal next door has a friend name Jon Smith". This would help me recall the information later. Connecting the information to real life events allows students to store it in a way that will be easily recalled later when needed.



The technology aspect of cognitive learning is important. Today's kids work so much with technology. Whether it be watching TV, playing video games or playing on the computer, technology plays an important part in these kids lives. The one resource that I already use, but have never thought of in terms of technology, is concept maps. Normally we do this with paper and pencil. The idea of doing the research online, taking a "virtual field trip" is so much better then just having them read out of the book and take paper and pencil notes. The students can use the concept map as a guide through the field trip. This concept map will allow the students to take what they know, and have learned, and "build a network" with it (Laureate Education, 2008). This network, or map, will allow the students to see how the material all connects with each other. As we all know, creating links allows for easier recall of the information later. In a concept map, in order to help even more with recall, students can include pictures. The program Inspiration allows students to substitute the bubbles with actual pictures. This could allow the students to customize the information to what helps them remember. It also allows for creativity that is sometimes stifled when working with computer programs.



I think there is so much we can do to address cognitive learning theories through technology. I look forward to learning more about this through this class!



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

Instructional Strategies

There are many different ways to better the use of behaviorism in the classroom. This week we learned about two different ways that will lead us to be more effective teachers. The first technique is reinforcing effort. Not all students believe in the value of effort, but they"...can learn to operate from a belief that effort pays off..." (Pitler, Hubbell, Kuhn and Malenoski, 2007). It is up to us as teachers to show that a little effort can go a long way. The second technique is homework and practice. Like effort, not all students see the value of homework. Homework requires assistance from all parts of the students life to be completed correctly and be the valuable piece of work you intend it to be. Homework should never be busy work but, "...give the students a chance to review and apply what they have learned" (Pitler,Hubbell, Kuhn and Malenoski, 2007). Homework proves to the student and the teacher that they have really learned and are able to use those ideas and strategies.

Behaviorism focuses on positive and negative consequences and the outcome you wish to receive from them. One of the instructional strategies presented this week is "Reinforcing effort" which in my mind goes hand in hand with behaviorism. "Reinforcement increases good behavior" (Orey, 2001) by either taking away something or giving something as a reward. One great way to do this is by using a spreadsheet. Spreadsheets, or charts, using Excel, allow the students to see in an easily understood way, what is expected of them or what they need to do. This follows the idea of rubrics which I use very often in my classroom. Nothing is left to the imagination and students have no excuse to not act the right way. You can also use bar graphs. In Social Studies, we work on map and graphing skills. Students know how to create and read graphs. I think it would be beneficial for students to both read graphs that share their effort and grades as well as create them.

The second resource that was discussed in this weeks resources is "Homework and Practice". Homework can be, as stated by Orey, "a measurable and observable aspect of human behavior" (Orey, 2001). We must make sure we make the reward for doing homework at least a little enjoyable or the students, as proven in my Social Studies class, won't always do it. Students "repeat pleasurable acts and stop unpleasant acts"(Orey, 2001). I often praise students out loud for doing their homework, or give stickers or treats. I sometimes feel, though, that homework is something that should be done no matter what the reward and that the unpleasurable act of getting a zero should be enough to prevent them from not completing it again. This is a constant internal struggle I have. Using technoloy can be rough when it comes to assigning homework. In my school, I have to avoid this totally because not many students have computers at home. If they did, I might use sights like Brainpop or Flashcardexchange.com to help them review the previous days work. This would allow for that instant feedback while also being enjoyable for the students. I would also like to have a school blog that students could submit work to. Maybe someday I will be able to incorporate all of this into my classroom.

I believe that all of these techniques can be used with technology. Students and teachers can use software programs that allow them to create graphs and charts to map their levels of effort and how they relate to their grades. They can also use online assignments for homework in which they can get immediate feedback. Technology is easily integrated into all aspects of the classroom and really fits in neatly with behaviorism. I look forward to working more with learning theories and learning how to better integrate them, and technology, into my classroom.

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved
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.