The Journey for Student Interaction

VoiceThread is a great social learning tool for your classroom. Each "thread" or slideshow is a collection of images/video plus voice and text comments. You can create them as part of a lesson and have students leave comments. Or instead, students can create a thread and receive feedback from their peers. Our school is focusing on social-emotional learning, so I made my first VoiceThread about kindness. Check it out. Feel free to sign into VoiceThread with Google and leave your comments. Share your thoughts about possible uses for VoiceThread in your own classroom. https://voicethread.com/share/11584037/

The Journey to Constructivism through Technology

Constructivists, following the work of Jean Piaget, believe that learning occurs when new information is attached to previous knowledge (Han & Bhattacharya, 2010). Constructionists, like Piaget’s student Seymour Papert, follow this line of thought and then add that learning occurs when students construct artifacts of their learning (Han & Bhattacharya, 2010). According to Orey (Laureate Education, 2015), the two terms are usually considered synonymous. Technology tools can help to achieve learning goals in the constructivist classroom.

A constructivist-based classroom is student-centered and lively. The engagement level is high as students grapple with new information. Students move about the room as needed. The teacher confers with individual students and conducts small group lessons. Students work in partnerships to learn what they need to know to create solutions to open-ended problems. Students rely on analytic rubrics for self-assessment and to determine their next steps (Sulla, 2013). Finally, student create and present artifacts of their learning (Han & Bhattacharya, 2010) for real-world purposes. The students in a constructivist classroom are not the compliant students of the traditional classroom; they are engaged in learning as they assimilate their new knowledge creating new artifacts, according to Orey (Laureate Education, 2015). Constructionism allows learners to build their knowledge while they are making products that they have chosen to create.

Technology provides a myriad of ways students can construct artifacts of their learning. Students can use word processing programs to create presentations and put their ideas in writing. They can track and graph real-world data in a spreadsheet program to test their understanding (Pitler, Hubbell, & Kuhn, 2012). They can easily publish their work to a worldwide audience on the web. Students can build prototypes on 3-D printers and revise their models. Students can create projects using coding programs and share with an online community. They can record a short video to teach others about a math concept. The possibilities for integrating technology in a constructivist environment are endless.

I teach using the Learner-Active, Technology-Infused Classroom approach of Sulla (2013). Students are motivated to learn by a “felt need” (p. 15). Students are empowered to learn because they feel passionate about making a change or helping someone. For example, my students love writing letters to those who have the power to make change. The act of creating an artifact of their learning in conjunction with fulfilling that felt-need is very powerful. Creating artifacts of learning through technology is also supported by the International Society of Technology in Education (2018b) standard three for students. In the LATI classroom, students learn by working on authentic, open-ended problem-based tasks (Sulla, 2013). They use Seesaw to post short pieces describing their creations or explaining a new concept that will be seen by their classmates and families. They create PowerPoint and Sway presentations of their new knowledge. My students are about to embark on a journey to create through coding. It is imperative that students create products that demonstrate and reinforce their learning.

            Mitchel Resnick (2014) believes all levels of education should be more like kindergarten, full of peers, play, passion, and purpose. Resnick’s ideas (2014) show he is a proponent of constructionism. He posits that students should not only receive information from technology but rather, use it to form knowledge (Resnick, 2014), as constructivist also believe. Damyanov and Tsankov (2018) also recommend that students use programs such as Canva to understand and convey information in a visual format. Christa Flores (Twitter, n.d.) posts frequently about the maker-movement and students’ creations for learning. Designing and making artifacts using technology is a standard for educators set by the International Society for Technology in Education (2018a). Supporters abound for constructionism coupled with technology.

            Today’s educators are especially fortunate to have a variety of digital media to put in the hands of their students. Technology tools allow students to form and test their ideas and to share their learning with others. Technology integration in the classroom supports the ideals of constructivism and constructionism by allowing learners to add new learning to their schema and to build models and artifacts of their learning.

References

Damyanov, I., & Tsankov, N. (2018). The role of infographics for the development of skills for cognitive modeling in education. International journal of emerging technologies in learning (IJET), 13(01), 82-91. https://doi-org.ezp.waldenulibrary.org/10.3991/ijet.v13i01.7541

Han, S. & Bhattacharya, K. (2010). Constructionism, Learning by Design, and Project-Based Learning. In Orey, M. (Ed.). Emerging perspectives on learning, teaching, and technology. Retrieved from http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Twitter. (n.d.). Christa Flores. Retrieved from https://twitter.com/sciteach212

International Society for Technology in Education (ISTE). (2018a). Standards for educators. Retrieved from http://www.iste.org/standards/for-educators

International Society for Technology in Education (ISTE). (2018b). Standards for students. Retrieved from http://www.iste.org/standards/for-students

Laureate Education (Producer). (2015). Constructionist and constructivist learning theories [Video file]. Baltimore, MD: Author. Retrieved from Walden Library.

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.

Resnick, M. (Producer). (2014). Rethinking Learning in the Digital Age [Video file]. Baltimore, MD: Author. Retrieved from https://www.youtube.com/watch?v=IfvgVpQI56I

Sulla, N. (2013). Students taking charge: Inside the learner-active, technology-infused classroom. New York, NY: Routledge.

The Journey of a Virtual Field Trip

This week, our class took a virtual field trip as part of our engineering unit. We are studying how engineers work to solve problems. A fine example of this is the Bosco Verticale (Vertical Forest), tree-covered residential towers built to absorb air pollution in Italy. Episodic memories, created through elaborate memorable experiences, are more powerful than those stored in declarative and procedural memory, according to Orey (Laureate Education, 2015). Cognitive learning theory is applied through the combination of field trip and graphic organizer (shown above) with sketches and labels. The virtual field trip was very effective.

Reference:

Laureate Education (Producer). (2015). Spotlight on technology: Virtual field trips [Video file]. Baltimore, MD: Author.

The Journey to Understanding Behaviorism in Educational Technology

The behaviorist learning theory has a poor reputation among educators today, but if teachers take the time to understand it better, they will see that it provides a valuable underpinning to what they frequently do to meet the needs of their students. Behaviorism goes far beyond Pavlov (1928) and his salivating dogs. Each learner has a collection of unique experiences, strengths, and weaknesses, and according to Hickey (2014) is a “co-creator of knowledge” (p. 17). Behaviorism, when combined with instructional strategies and today’s technology, can help all students increase knowledge.

Behaviorism is based on operant conditioning, which predominantly uses reinforcement, according to Orey (Laureate Education, 2015). The behaviorist approach favors a single, correct answer for assessment questions (Keramida, 2015). This concept can be applied using technology to provide differentiation for learners at different stages of readiness. In the classroom, when working on telling time, for example, all student can practice by playing an online game. For those needing remediation, the settings are adjusted to half-hour increments, on-level students practice telling time to the minute, and more advanced students work on determining elapsed time. The fifth student standard of the International Society for Technology in Education (ISTE, 2016) is met by the students using digital resources to test their knowledge and to practice skills. The fifth teacher standard (ISTE, 2008) is met when teachers plan for the differing needs their learners present.

Formative assessment, another application of behaviorism, is an important aspect of student-centered learning. Teachers can use technology to create online quizzes to determine student application of knowledge and next steps for teaching. Plickers and Socrative provide data in my classroom on a regular basis. By collecting information to inform instruction, I am meeting the International Society for Technology in Education (ISTE, 2008) Standard seven. Students who do not demonstrate mastery with the correct response are given additional instruction. This follows behaviorism in helping students to produce the desired action.

Asynchronous instruction is another way to use technology using a behaviorist approach of mostly one-way communication from teacher to learner (Hickey, 2014). This week, my students will be taking a virtual field trip to Italy. Rather than presenting the online trip to all students simultaneously, thereby keeping some students waiting while others complete the graphic organizer more slowly, students will take the trip asynchronously. Students can work at their own pace by playing and pausing the screencast as needed. The graphic organizer, an artifact of student learning, can be saved for review by the students at another time, providing another behaviorist use of technology (Laureate Education, 2015).

During our Genius Hour time, we will be applying behaviorist concepts. I will encourage students to learn to code. I will facilitate learning by meeting with students to discuss its real-world applications and assisting when they meet with challenges as they learn from Hour of Code or Khan Academy videos. Tutorials, such as the coding videos offered by Khan Academy (2018), are based on Skinner’s behaviorism model of programmed instruction (Laureate Education, 2015). Today’s online tools use branching theory but are based on Skinner’s programmed instruction (Keramida, 2015). In these instructional modules, students are recognized for their correct answer, or given additional instruction until they produce the desired result.

Behaviorism uses operant conditioning by providing positive reinforcement of the desired response (Laureate Education, 2015). In our class, students use often use the Seesaw app to demonstrate new skills. Teachers can use technology to offer feedback for effort, delivering positive reinforcement, and as well as providing examples of good work for other students (Pitler, Hubble, and Kuhn, 2012).

Today’s teachers use the behaviorist learning theory in many applications of educational technology. Behaviorism is valuable in its application of asynchronous learning, assessment of student knowledge, reinforcement of desired outcomes, and in providing positive feedback for learners.

References:

Hickey, G. (2014). The impact of learning philosophies on technology selection in education. Journal of Learning Design, 7(3), 16-22. Retrieved from the Walden Library databases.

International Society for Technology in Education (ISTE). (2008). Standards for teachers. Retrieved from http://www.iste.org/standards/standards/standards-for-teachers

International Society for Technology in Education (ISTE). (2016). Standards for students. Retrieved from http://www.iste.org/standards/standards/for-students-2016

Keramida, M. (2015, May 28). Behaviorism in instructional design for e-learning: when and how to use. Retrieved from https://elearningindustry.com/behaviorism-in-instructional-design-for-elearning-when-and-how-to-use

Khan Academy. (2018). Learning programming on Khan Academy. Retrieved from https://www.khanacademy.org/computing/computer-programming/programming/intro-to-programming/a/learning-programming-on-khan-academy

Laureate Education (Producer). (2015). Behaviorist learning theory [Video file]. Baltimore, MD: Author.

Pavlov, I. P. (1928). Lectures on conditioned reflexes: Twenty-five years of objective study of the higher nervous activity (behaviour) of animals. New York, NY: Liverwright Publishing Corporation. Retrieved from the Walden Library databases.

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.

The Journey to Meaningful Learning is through Engagement, Collaboration, and Efficacy

Learning theories are the backbone of effective teaching. Having a learning theory helps teachers develop strategies and objectives that will guide them in facilitating student learning (Kivunja, 2014).  Each teacher can combine parts of major learning theories such as cognitivism, constructivism, and social constructivism, and apply the resulting paradigm to their own students. My personal learning theory is that meaningful learning occurs when engagement, collaboration, and efficacy are all present. Without all three parts, learning is compromised, and teaching is therefore ineffective. The best way to achieve these three necessary parts is through technology.

The first facet, engagement, is necessary for meaningful learning because students thrive when immersed in learning (Laureate Education, 2015).  According to Orey (Laureate Education, 2015), a commonality between the behaviorism, cognitivism, constructionism, and social constructivism is that the learner is active. Without the learner’s active engagement, meaningful learning does not result.

The second element vital to student learning is collaboration. According to the social constructivist theory, students learn best when they interact with each other (Beaumie, 2010). Students take on ownership and develop self-worth by working together (Beaumie, 2010). Richardson (2015) implores teachers to have students collaborate outside the confines of the school. Vygotsky, a proponent of social learning, would suggest students work with those they can model themselves after (Lever-Duffy & McDonald, 2015).  Collaboration enriches a student’s learning experiences.

Priede and Vigule (2016) found that a student must feel that they have a “certain influence on the surrounding world” (p. 77). Students are motivated by having the power to affect situations they deem important. It is my belief that learning that lasts can be achieved when students are engaged, working in collaboration, and feeling empowered. I believe that all students can learn most effectively when all three characteristics of learning are combined.

In working towards my degree, specializing in educational technology integration, I have come to recognize the fundamental value of a technology-rich environment. Today’s students are tech-savvy, spending more time online than any before them. In 2015, 83% of children, age 3-18, used the internet at home, up from 2010 (NCES-National Center for Educational Statistics, 2017). Technology is part of almost every aspect of their experiences in the present world. Therefore, I believe it is essential to use technology to enhance learning and to give students the skills to learn with technology (International Society for Technology in Education (ISTE), 2018). Every year, I will continue to seek more ways to use technology to teach students meaningful content in a way that promotes student engagement, collaboration, and efficacy.

My students have been using technology on a regular basis in a myriad of ways, including leveled instruction and practice, research, word processing, and presentations. This year, my third graders will begin blogging and using a class Twitter account. In both experiences, students are engaged by authentic audiences and feedback to their posts (Richardson, 2015). Additionally, technology provides engagement through opportunities for local and global problem solving (Sulla, 2018). According to Petty (2018), the ability to collaborate with peers and experts across the world.  Engagement can be attained with technology.

By next year, it is my plan that my students will digitally collaborate with partners at other schools across the United States and that they will reach out to experts for further information. Technology also affords students the ability to collaborate with classmates or to work asynchronously with people around the world. Digital choices exist that will help students reach goals with just right challenges, which can promote self-efficacy (Wang, 2010). My students regularly use technology to work on open-ended problem-based tasks where they seek ways to better the world, whether through writing, creating, giving, or researching.

All children can learn, and it is the teacher’s duty to prove this adage true for every student every year. An educator must create activities to facilitate learning, taking into account key differences including student readiness, culture, learning styles, interests and more (Laureate Education, 2016). Not accounting for these key individual factors will negate engagement because students will become frustrated. Collaboration cannot occur on an equal basis if students feel disrespected or academically inferior to their classmates. Students will not feel powerful if teachers see limitations instead of endless possibilities in all their students.  It is the mission of Walden University (n.d.) to promote social change through the university community. I extend positive social change by creating a class environment based on understanding, where students respect each other and embrace differences.

Although “currently, there is no complete, perfect theory of education,” according to Henson (2010, p. 180), each educator must create one that feels right for them. My personal learning theory is that meaningful learning requires engagement, collaboration, and efficacy and is best achieved with the support of technology.

References:

Beaumie, K. (2010). Social constructivism. In Orey, M. (Ed.). Emerging perspectives on learning, teaching, and technology. Retrieved from http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Henson, K.T. (2010). Curriculum planning: Integrating multiculturalism, constructivism, and education reform [Kindle edition]. Long Grove, IL: Waveland Press, Inc. 

International Society for Technology in Education (ISTE). (2018). Standards for students. Retrieved from http://www.iste.org/standards/for-students

Kivunja, C. (2014). Do you want your students to be job-ready with 21st century skills? Change pedagogies: A pedagogical paradigm shift from Vygotskyian social constructivism to critical thinking, problem solving and Siemens' digital connectivism. International Journal Of Higher Education, 3(3), 81-91.

Laureate Education. (2016a). RWRCOEL Diversity Proficiencies. Retrieved from https://class.waldenu.edu

Lever-Duffy, J., & McDonald, J. (2015). Teaching and learning with technology (custom edition for Perdue University) [etextbook]. Boston, MA: Pearson Education.

NCES-National Center for Educational Statistics. (2017). Children’s access to and use of the internet. Retrieved from https://nces.ed.gov/programs/coe/indicator_cch.asp 

Petty, B. (2018). Illuminate: Technology enhanced learning. San Diego, CA: EdTechTeam Press.

Richardson, W. (2015). From master teacher to master learner. Bloomington, IN: Solution Tree Press.

The Journey to Evolve in Technology

Technology is beckoning at the door of your classroom, let it in. I am returning to school to improve technology integration in my classroom because I believe that all students need to have access to learning in the digital world. There are still a handful of teachers who avoid technology due to lack of understanding or interest. That has never been my style. I agree with Richardson (2010) that for the sake of student learning, teachers should embrace technology and use it to transform their practice. Teachers and students are both more effective when they learn to implement technologies (Richardson, 2012). I believe teachers need the opportunity and the time to learn how to bring about change in this ever-changing world. Through my most recent class at Walden University, I have read research on pedagogy relating to digital tools and had the chance to practice using them as a learner.

Technology equals change. At first, technology seemed confined to industry, then it took over retail, and permeated almost every form of entertainment. Now it is finally revolutionizing the classroom. I have always viewed technology as an important resource in my classroom. Students use technology for research and presentations, as well as typing of their final copy for writing. As the teacher, I use technology to gather data and present information to my students. After taking this class to better understand the impact technology can have on the learning process, I realize that technology use must be even more constant than in my classroom. Tucker (2014) found that with Web 2.0 students “are engaged in collective learning by helping, supporting, and encouraging each other as they work on problems and seek new forms of knowledge” (p. 169). I want to create a classroom culture that celebrates curiosity and collaboration and where students are developing technology skills while learning curricular content.

Teachers should not think What are some ways my students use technology in this unit? Instead, they should consider How can students use technology throughout the learning process? Technology can help to make the world a better place by allowing students to work on authentic problems locally or globally while creating artifacts for an authentic audience that also demonstrate their learning. Students can use technology to collaborate with each other and with people around the world. What students learn is no longer limited by classroom resources.

This year, my third-grade students will write and post to a blog regularly and will have a class Twitter account for microblogging. One of the greatest benefits of blogging is critical thinking. Vance (2015) found that blogging promotes the development of “critical reading and thinking skills as a result of giving and receiving feedback in an authentic writing situation” (p. 2). To provide a consistent audience of peers for feedback, we will be blogging with a group of three other classes from outside our area. Communication, an important skill for 21^st-century learners, is another great reason to blog. According to the International Society for Technology in Education (2016), students should be able to communicate well using a variety of digital media to advance their learning. It is also important, according to Richardson (2015) that students have exposure to a steady stream of ideas from others. On Twitter, we can get information regularly from NatGeoKids, NASA, author Kevin Henkes, Defined STEM, and a wide variety of others. Additionally, students can reach out to expert, pose questions, post their work, and inspire kindness. Blogging is a tool that enables students to have an audience beyond their teacher (Richardson, 2015). Producing work for others engages students in the learning process. Through blogging and Twitter, I can show students how to connect safely and communicate effectively online, meeting the International Society for Technology in Education Standards for Teachers (2008).

The only roadblock I anticipate in implementing blogging and a class Twitter account is parents who may have concerns about internet safety. Parents will have the choice to have their student blog under a pseudonym if they prefer them not to be identified by name. I prefer that students are not recognizable in photographs, but some parents may not want their child’s image shown at all on social media. We can comply without compromising the important benefits of being on the Web. I do not anticipate any parents refusing to allow their student to blog, but this is possible, and may only be temporary. In this case, I would request the parent to share the child’s writing directly with several family and friends and share the feedback with the child. I do not foresee any insurmountable problems implementing the two programs.

The next technology step I would like to implement is to have my students begin creating wikis by February. Wikis, websites that are editable, are beneficial because they are designed to promote collaboration. They also help children to develop problem-solving and critical thinking skills.

For the 2019-2020 school year, I expect to continue with Twitter, blogging, and wikis. I also plan to add social bookmarking to our repertoire of technology skills that fall. Social bookmarking services like Delicious and Diigo offer a group discussion feature and the ability to share resource links. Social bookmarking would allow asynchronous collaboration with students from our blogging partner classes across the United States on topics of shared interest. Bookmarking also improves digital citizenship by having students collect and organize their resources, (Richardson, 2015) as well as give credit to their sources.

Homework is becoming a hot-button issue I would like to investigate further. Some schools (Kirk Elementary, 2018) are abandoning traditional homework and promoting family time and book talks. Custom and common sense tell us homework is effective, but new research shows that it can be detrimental. Research by Viljarana et al. (2018) shows the more mothers help with homework, the more difficulty students have in staying on a difficult task in class. I do not want to continue assigning homework if it work may compromise student self-reliance in school. I would like to investigate what role technology can play in students doing effective work at home, collaborating with classmates instead of getting help from mothers. If homework is assigned, it must always be meaningful to that child.

Taking classes regarding technology has given me the opportunity to make major changes in my classroom. As new digital tools become available, I will continue to evolve in my role as a facilitator of learning, not the focal point. I am looking forward to improved technology integration to meet students’ widely varying needs, to spark their curiosity, and to extend the walls of our classroom infinitely.

I'm excited to enjoy the journey!

References

International Society for Technology in Education (ISTE). (2008). Standards for teachers. Retrieved from http://www.iste.org/standards/standards/standards-for-teachers

International Society for Technology in Education (ISTE). (2016). Standards for students. Retrieved from http://www.iste.org/standards/standards/for-students-2016

Kirk Elementary (2018) Top 10 things you need to know #2: Ditch that homework. Retrieved from https://www.instagram.com/p/Bm2DYX6lPFQ/

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.) [Kindle Edition]. Thousand Oaks, CA: Corwin.

Richardson, W. (2012). Why school?: How education must change when learning and information are everywhere [Kindle Edition]. New York, NY: TED Conferences, LLC.

Richardson, W. (2015). From master teacher to master learner. Bloomington, IN: Solution Tree Press.

Tucker, S. Y. (2014). Transforming pedagogies: Integrating 21st-century skills and Web 2.0 technology. Turkish Online Journal of Distance Education, 15(1), 166–173. Retrieved from the Walden Library databases.

Vance, N. (2015). Web 2.0 in the schools. Web 2.0 in the Schools - Research Starters Education, 1–6. Retrieved from Walden Library Databases.

Viljaranta, J., Silinskas, G., Lerkkanen, M., Hirvonen, R., Pakarinen, E., Poikkeus, A., & Nurmi, J. (2018). Maternal homework assistance and children's task-persistent behavior in elementary school. Learning and Instruction, 5654-63. doi:10.1016/j.learninstruc.2018.04.005

Journey into Class Blogging

In September, my cooperating teacher and I will begin our journey into blogging with our third-grade class.

Our first language arts unit, Launching the Reading and Writing Workshop, is a great place to begin blogging. Our authentic learning unit is based on the idea that we all need to become better readers and writers because it will impact our lives, whether we want to be astronauts, professional athletes, or anything else. The task is to create a guide to becoming either a better reader or writer and share it on our blog. The guide can take many forms: a poster, an essay, a poem, a graphic with captions, or another expression. Students will type or otherwise digitize their guide, and I will post it while they observe. Students will take on the responsibility to post directly to the class blog later in the school year.

Blogging will create a felt-need for students to do their best work. Richardson (2010) found that the additional audience provided by public media stimulates students to consider their work more carefully.  When students know that other students around the world, as well as their parents, past and future teachers, and others will see their work, they feel it is of greater importance. Mills and Exley (2014) found that students using blogging and other educational technology spent more time on the technology initially, but in the end spent a greater amount of time on the writing. Blogging has many educational benefits.

Two of the most important benefits are that students are more engaged in the work that will be on the blog and gives them a voice to improve themselves and the world around them. Our class blogging meets ISTE (2016) standards by using technology to make students empowered learners (#1) and knowledge constructors (#3). Our plan for blogging meets ISTE (2008) standards for teachers #1 to facilitate and inspire student learning and creativity and #2 design and develop digital age learning experiences and assessments.

I am a regular ed teacher team teaching with a special education teacher. We will have 20 third grade students, almost half of whom have learning disabilities. Several have poor executive function skills compared to their peers.

Follow my journey into learning as we begin blogging by posting ideas on how to be a better reader or writer.

References

International Society for Technology in Education. (2016). Standards for students. Retrieved from http://www.iste.org/standards/standards/for-students-2016 

International Society for Technology in Education. (2008). Standards for teachers. Retrieved from http://www.iste.org/standards/for-students

Mills, K. A., & Exley, B. (2014). Time, Space, and Text in the Elementary School Digital Writing Classroom. Written Communication, 31(4), 434-469. Retrieved from http://dx.doi.org.ezp.waldenulibrary.org/10.1177/0741088314542757

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.) [Kindle Edition]. Thousand Oaks, CA: Corwin.