Just click on the title to this post to go to the voice thread about students' use of their cell phones and laptops in school. Our school will be discussing this issue soon, so your feedback is appreciated!
-Stephen
Monday, July 27, 2009
Connectivism and Social Learning in Practice
This week, we are asked to examine how social learning theories relate to certain cooperative learning strategies and social networking tools. Orey (2008a) discusses the "zone of proximal development" (Laureate Education, 2008) as what a student is capable of learning right now. How will these students learn this information in today's society? Mostly through collaboration with others (whether they learn right or wrong information, this is still the most likely method with which they will attain said information.)
Pitler et al. (2007) label many methods for collaborative learning in this week's resources, some of which I have used in the classroom, others I have not. One of the ideas I found intriguing was the idea of "keypals." This modern version of the penpal is instant, and could also use an application such as facebook to help students compile information and share ideas. This is an area I would like to explore as a teacher. In the past, I was actually afraid to use that technology, as there had been many stories about internet predators and misuse of social networking tools in schools.
However, instead of running away from the tools towards which students gravitate, we should be seeking to include them in our instruction. Siemens (2008b) describes connectivism as the integration of social networking technology into the learning environment. While still constructionist in theory, now social interaction can help boost idea generation. This can be achieved through use of wikis, podcasts, voicethreads and presentations. Hopefully, we can use the information gathered and compiled to increase achievement and knowledge.
-Stephen St. Georges
References:
Laureate Education, Inc. (Producer). (2008a). Social learning theories [Motion picture]. Bridging learning theory, instruction, and technology . Baltimore : Orey.
Laureate Education, Inc. (Producer). (2008b). Connectivism as a learning theory [Motion picture]. Bridging learning theory, instruction, and technology . Baltimore : Siemens.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Pitler et al. (2007) label many methods for collaborative learning in this week's resources, some of which I have used in the classroom, others I have not. One of the ideas I found intriguing was the idea of "keypals." This modern version of the penpal is instant, and could also use an application such as facebook to help students compile information and share ideas. This is an area I would like to explore as a teacher. In the past, I was actually afraid to use that technology, as there had been many stories about internet predators and misuse of social networking tools in schools.
However, instead of running away from the tools towards which students gravitate, we should be seeking to include them in our instruction. Siemens (2008b) describes connectivism as the integration of social networking technology into the learning environment. While still constructionist in theory, now social interaction can help boost idea generation. This can be achieved through use of wikis, podcasts, voicethreads and presentations. Hopefully, we can use the information gathered and compiled to increase achievement and knowledge.
-Stephen St. Georges
References:
Laureate Education, Inc. (Producer). (2008a). Social learning theories [Motion picture]. Bridging learning theory, instruction, and technology . Baltimore : Orey.
Laureate Education, Inc. (Producer). (2008b). Connectivism as a learning theory [Motion picture]. Bridging learning theory, instruction, and technology . Baltimore : Siemens.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, July 21, 2009
Constructivism in Practice
In this week's learning resources, Orey (2008) observes that constructionism is attained when students build something, not necessarily out of brick and mortar, but a tangible learning source for themselves and others. Many project types were suggested in his segment, particularly powerpoint type presentations which make clear connection to information through text, images and sound. Pitler et al. (2007) describe the constructivist classroom as one where technology allows for more efficient differentiation in instruction and collaboration. Some of the ideas they mention this week are use of technology for the collection of data. This data can be used, as they demonstrate, for testing hypotheses. Sometimes this data can be helpful in determining what to study further and what needs to be changed to help further learning and achievement.
The ideas presented this week in the learning resources correlate to the principles outlined in the constructionist/constructivist theories through the use of technology. By using spreadsheet or presentation software, numerical data can be translated to visual images for interpretation by the receiver of information. As a result, more people can understand and assimilate data more effectively.
-Stephen St. Georges
References:
Laureate Education, Inc. (Executive Producer). (2008). Constructionist and constructivist learning theories. Bridging learning theory, instruction, and technology [Educational video]. Baltimore: Orey, M.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
The ideas presented this week in the learning resources correlate to the principles outlined in the constructionist/constructivist theories through the use of technology. By using spreadsheet or presentation software, numerical data can be translated to visual images for interpretation by the receiver of information. As a result, more people can understand and assimilate data more effectively.
-Stephen St. Georges
References:
Laureate Education, Inc. (Executive Producer). (2008). Constructionist and constructivist learning theories. Bridging learning theory, instruction, and technology [Educational video]. Baltimore: Orey, M.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thursday, July 16, 2009
Cognitivism in Practice
In this week's learning resources, Orey (2008) describes cognitive learning theories as "revolving around information" Pitler et al. (2007) give us several ideas as to how we can apply cognitive learning theory to practical skill within the classroom. Some of these include methods to increase depth and breadth of answers simply by waiting after questioning (Pitler et al., 2007). By doing so, we can encourage more students to answer questions and also encourage them to share experiences which are perhaps unique to them. Students can also share methods to recall information this way.
Orey (2008) describes the use of technology to increase awareness and connections to information through multiple inputs to the same information. Pitler et al. (2007) describe the use of concept mapping tools to take notes more effectively. By taking notes in this manner, the central focus or concept of learning is viewed as the most important and supporting details are linked to their respective points of discussion.
These resources correlate well with cognitive learning theory by demonstrating various ways to store and recall information effectively. By creating more methods for storage and allowing deeper meaning during recall, students will achieve higher results and also raise their own expectations of how to apply knowledge in and out of the classroom.
-Stephen St. Georges
References:
Laureate Education, Inc. (Executive Producer). (2008). Cognitive learning theories. Bridging learning theory, instruction, and technology [Educational video]. Baltimore: Orey, M.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Orey (2008) describes the use of technology to increase awareness and connections to information through multiple inputs to the same information. Pitler et al. (2007) describe the use of concept mapping tools to take notes more effectively. By taking notes in this manner, the central focus or concept of learning is viewed as the most important and supporting details are linked to their respective points of discussion.
These resources correlate well with cognitive learning theory by demonstrating various ways to store and recall information effectively. By creating more methods for storage and allowing deeper meaning during recall, students will achieve higher results and also raise their own expectations of how to apply knowledge in and out of the classroom.
-Stephen St. Georges
References:
Laureate Education, Inc. (Executive Producer). (2008). Cognitive learning theories. Bridging learning theory, instruction, and technology [Educational video]. Baltimore: Orey, M.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Saturday, July 4, 2009
Behaviorism in Practice
The main principles of behaviorist theory are that actions indicate behavior and that behaviors can be learned and replaced, according to Orey (2001). The main ideas in the learning resources presented in this week's Walden University course in bridging learning theory, instruction, and technology are to support positive behaviors and redirect (or relearn) negative behaviors through the use of technology with students. By using some of the strategies outlined, we can implement "operant conditioning" in our students (Orey, 2008).
Pitler et al. (2007) define several methods to accomplish this task. The first of which is to help students understand the role of effort in their education. Effort is inextricably linked to behaviorism, as it is measurable and definable. The method described in the reading makes use of spreadsheet software to track effort in several different areas. Students use a self assessment rubric to fill out the chart accurately and then use the software to create a chart which graphs effort against success (in this case, scores). It is an interesting way to show students how to use the software effectively while demonstrating the importance of effort in the classroom. Truthfully, I'm not sure how I will modify this to be useful in the music classroom, but it certainly would be helpful for my students to have this type of data. The link to behaviorism is clear once the graph is displayed - put forth more effort, and your grade will increase proportionally.
The major disadvantage to a study such as the one described by Pitler et al. (2007) is that the data depends largely on the honesty of the individual in his or her self-assessment. I have many students who claim to practice their instruments daily, who also do not improve. Either their practice is ineffective, or they are not practicing as often as they claim. A phone call home usually reveals the latter to be the case. We need to remember to create a passion for learning (Orey, 2008) so that students will choose the behavior we want, which is to increase effort in the classroom and all areas of their lives.
-Stephen St. Georges
References
Laureate Education, Inc. (Producer). (2008). Behaviorist learning theory [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore : Orey.
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.
Pitler et al. (2007) define several methods to accomplish this task. The first of which is to help students understand the role of effort in their education. Effort is inextricably linked to behaviorism, as it is measurable and definable. The method described in the reading makes use of spreadsheet software to track effort in several different areas. Students use a self assessment rubric to fill out the chart accurately and then use the software to create a chart which graphs effort against success (in this case, scores). It is an interesting way to show students how to use the software effectively while demonstrating the importance of effort in the classroom. Truthfully, I'm not sure how I will modify this to be useful in the music classroom, but it certainly would be helpful for my students to have this type of data. The link to behaviorism is clear once the graph is displayed - put forth more effort, and your grade will increase proportionally.
The major disadvantage to a study such as the one described by Pitler et al. (2007) is that the data depends largely on the honesty of the individual in his or her self-assessment. I have many students who claim to practice their instruments daily, who also do not improve. Either their practice is ineffective, or they are not practicing as often as they claim. A phone call home usually reveals the latter to be the case. We need to remember to create a passion for learning (Orey, 2008) so that students will choose the behavior we want, which is to increase effort in the classroom and all areas of their lives.
-Stephen St. Georges
References
Laureate Education, Inc. (Producer). (2008). Behaviorist learning theory [Motion picture]. Bridging learning theory, instruction, and technology. Baltimore : Orey.
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.
Saturday, April 18, 2009
Reflection - The Use of Technology in the Classroom
This course has helped me to develop my skills in technology vastly. Before this course, I had never created a blog, wiki, or podcast. Now I have done all three and had some great fun doing so. Music technology has come a long way, and now we can start sharing the creative process with a much larger (global) audience due to my increased understanding of the technological processes.
My knowledge of the teaching and learning process has grown through a perspective change. Thornburg (2008a) and Dede (2008b) heavily discuss the shift from teachers as generators of knowledge to teachers as mentors and facilitators of instruction instead. I am used to delivering instruction after researching topics of interest for my classes. Now, with the vast amount of technology available to my students, there should be more emphasis on student involvement regarding learning.
I have always believed that learning should be student-centered, although I have been guilty of following established curriculum at times in my career. It is truly amazing to think of the amount of available technology and information in today’s society. Richardson (2006) mentions the content is so available to the public that “many teachers and students have begun writing their own textbooks online…that future classes can build on as well.” (Richardson, 2006 p.131)
Houston (2008c) emphasizes the use of wikis as a learning tool. It is interesting to me to start thinking about wikis as a learning tool rather than a “cheat” as I have in the past. The use of wikis can and should actually encourage more research rather than less. One way to use the knowledge I have acquired in this course to increase student achievement is to encourage my students to create wikis for class use. This way, we can create study guides for exams, collaborate with students from other classes and schools, and use a valuable web 2.0 tool for increased learning.
The first goal I have for my classes is to use wiki and blog technology in the classroom. Wikis will be used to create mini texts to be used for study and review, while blog entries will be used for writing prompts and reflection. I also intend to use podcasting technology in the classroom to set up digital portfolios for my students, so that we can measure growth over a multi-year span of time (since many of my students in performance ensembles repeat the course). Some of the problems associated with the use of these technologies are lack of access, lack of support, and blocking of websites in schools. My plan is to gain administrative support for integration in my classroom, then show my students how to use the blogs and wikis during a class period with computers so they can work along and learn through experience. After this, I will seek admittance to the sites I will need for music blogging assignments. Although that may take some time, my experience has been that patience pays off in the long run. And since I do have the time to invest in using technology, I intend to use it for a long time so that I can have the fun which Davidson (2008d) mentions so emphatically.
References:
Laureate Education, Inc, (Executive Producer). (2008a). Thornburg, D. “The Changing Role of the Classroom Teacher: Part 1.” [Educational Video]. In Understanding the impact of technology on education, work, and society. Los Angeles: Solution Tree.
Laureate Education, Inc, (Executive Producer). (2008b). Dede, C. “The Changing Role of the Classroom Teacher: Part 2.” [Educational Video]. In Understanding the impact of technology on education, work, and society. Los Angeles: Solution Tree.
Laureate Education, Inc, (Executive Producer). (2008c). Houston, J. “Spotlight on Technology: Collaboration Through Wikis.” [Educational Video]. In Understanding the impact of technology on education, work, and society. Los Angeles: Solution Tree.
Laureate Education, Inc, (Executive Producer). (2008d). Davidson, H. and Thornburg, D. “Bringing the Fun into Teaching with Technology.” [Educational Video]. In Understanding the impact of technology on education, work, and society. Los Angeles: Solution Tree.
Richardson, W. (2006). Blogs, wiks, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
My knowledge of the teaching and learning process has grown through a perspective change. Thornburg (2008a) and Dede (2008b) heavily discuss the shift from teachers as generators of knowledge to teachers as mentors and facilitators of instruction instead. I am used to delivering instruction after researching topics of interest for my classes. Now, with the vast amount of technology available to my students, there should be more emphasis on student involvement regarding learning.
I have always believed that learning should be student-centered, although I have been guilty of following established curriculum at times in my career. It is truly amazing to think of the amount of available technology and information in today’s society. Richardson (2006) mentions the content is so available to the public that “many teachers and students have begun writing their own textbooks online…that future classes can build on as well.” (Richardson, 2006 p.131)
Houston (2008c) emphasizes the use of wikis as a learning tool. It is interesting to me to start thinking about wikis as a learning tool rather than a “cheat” as I have in the past. The use of wikis can and should actually encourage more research rather than less. One way to use the knowledge I have acquired in this course to increase student achievement is to encourage my students to create wikis for class use. This way, we can create study guides for exams, collaborate with students from other classes and schools, and use a valuable web 2.0 tool for increased learning.
The first goal I have for my classes is to use wiki and blog technology in the classroom. Wikis will be used to create mini texts to be used for study and review, while blog entries will be used for writing prompts and reflection. I also intend to use podcasting technology in the classroom to set up digital portfolios for my students, so that we can measure growth over a multi-year span of time (since many of my students in performance ensembles repeat the course). Some of the problems associated with the use of these technologies are lack of access, lack of support, and blocking of websites in schools. My plan is to gain administrative support for integration in my classroom, then show my students how to use the blogs and wikis during a class period with computers so they can work along and learn through experience. After this, I will seek admittance to the sites I will need for music blogging assignments. Although that may take some time, my experience has been that patience pays off in the long run. And since I do have the time to invest in using technology, I intend to use it for a long time so that I can have the fun which Davidson (2008d) mentions so emphatically.
References:
Laureate Education, Inc, (Executive Producer). (2008a). Thornburg, D. “The Changing Role of the Classroom Teacher: Part 1.” [Educational Video]. In Understanding the impact of technology on education, work, and society. Los Angeles: Solution Tree.
Laureate Education, Inc, (Executive Producer). (2008b). Dede, C. “The Changing Role of the Classroom Teacher: Part 2.” [Educational Video]. In Understanding the impact of technology on education, work, and society. Los Angeles: Solution Tree.
Laureate Education, Inc, (Executive Producer). (2008c). Houston, J. “Spotlight on Technology: Collaboration Through Wikis.” [Educational Video]. In Understanding the impact of technology on education, work, and society. Los Angeles: Solution Tree.
Laureate Education, Inc, (Executive Producer). (2008d). Davidson, H. and Thornburg, D. “Bringing the Fun into Teaching with Technology.” [Educational Video]. In Understanding the impact of technology on education, work, and society. Los Angeles: Solution Tree.
Richardson, W. (2006). Blogs, wiks, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
Thursday, April 2, 2009
Podcast Survey (click here to hear my Podcast)
Steps for creating and posting podcasts online – please comment if you found an easier way!
Step 1: Visit Audacity's website http://audacity.sourceforge.net/ and download Audacity.
Step 2: Using Audacity, record at least three student responses to your questionnaire regarding their technology use. I recommend saving each student's file separately so it is easier to find the sound clips you need later.
Step 3: Using Audacity, record your assessment of the data you collected. Cut and paste student responses into your recording to support your findings.
Step 4: Visit LAME’s website http://lame.buanzo.com.ar/ to download LAME MP3 encoder. You need this to export your saved Audacity file as an MP3.
Step 5: Export (save as) your file as MP3 format (you will need to “locate” the LAME.dll file for this – look under “programs” on your system hard drive)
Step 6: Post your MP3 to a site such as http://www.4shared.com/ You can create an account and upload the file immediately.
Step 7: Visit http://help.blogger.com/bin/answer.py?answer=80259&topic=12535 for instructions on how to embed your podcast URL to your blog (if you are using Blogger, which I highly recommend). NOTE: I did not use embedding - when I created my post, I used Blogger's option to make the title link to my podcast's web host.
Step 8: Test everything to make sure it works. Good luck!
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