Blog: Final Reflection

Step 1

Most of my personal learning theory from week one for the most part still holds true. There is one modification I will implement moving forward.  Originally I stated that I would have a classroom where Connectivism and Constructivism (Laureate Education, Inc., 2011a) are the learning theories used the majority of the time. I still plan on incorporating both learning theories into my curriculum; however the majority of the time will be dedicated to the social learning theory.  I believe that the social learning theory combined with the cooperative learning and a technology tool like voice thread is the most powerful combination in a teacher’s arsenal.   

Step 2

Before I took this class my list of technology tools was a document camera and a smart board.  There are now several technology tools I plan on implementing along with the social learning theory and cooperative learning are: blogs, wikis, virtual field trips, web quests, concept mapping, and voice threads.  Any of these technologies I just listed combined with social learning theory and cooperative learning will create the strongest connections, be the most authentic, and will meet the most diverse needs in the classroom.

Step 3

Two long term goals I will implement is replacing my weekly newsletter to parents with a class wiki that will be online and have the ability to access anywhere and anytime.  I plan on first creating and sharing a blog with my students and parents.  As they become comfortable with following the blog and responding to it, I will then switch gears and create a classroom wiki that will eventually replace the weekly newsletter.  The second long term goal I have is assign this year’s heritage project as a voice thread.  I may have to introduce it a couple of months ahead of time, and model how to navigate, create, and respond to a voice thread.  I may have to have a special parent meeting to introduce the voice thread, and teach parents how to navigate, create, and respond to a voice thread.  I understand that there will have to be a lot of bugs I have to sort and fix along the way.  I will be patent with parent and students and not assign official classroom presentations until I see that students and parent are understanding how to use a voice thread and hopefully having fun and creating some really interesting voice threads.

Step 4

URL: http://digitallang.blogspot.com/

Behaviorism in Practice

Dr. Michael Orey stated in the video segment Behaviorist Learning Theory that some experts say behaviorism is dead (Laureate Education, Inc., 2011).  He stated that behaviorism is used every day in everything that we do (Laureate Education, Inc., 2011). Dr. Michael Orey also stated in the video segment Behaviorist Learning Theory that reinforcement is more powerful than punishment.

From the book, Using Technology With Classroom Instruction That Works in terms of providing recognition, some research has shown praise and recognition can have negative effects on intrinsic motivation (Hubbell, Kuhn, Pitler, 2012).   While other research shows praise and recognition can have a direct and positive impact on effort, persistence, and motivation. (Hubbell, Kuhn, Pitler, 2012)  I teach second grade, and I agree with Dr. Orey, reinforcement is more powerful than punishment.  Praise and recognition can go a long way in second grade.  For example, I had a second grader last year who lived one week with mom and the next week with dad.  This situation had a very negative affect on her academically in first grade.  She started second grade on a first grade reading level.  I believe consistent recognition and praise provided a spark that carried her through second grade and she ended second grade on a third grade reading level.

The book Using Technology With Classroom Instruction That Works stated that research shows there are mixed feeling about the effectiveness and importance of homework (Hubbell, Kuhn, Pitler, 2012).  Some research says homework provides an opportunity to practice, review, and apply what they have learned in class (Hubbell, Kuhn, Pitler, 2012).  Other research says they have found no positive relationship between homework and achievement (Hubbell, Kuhn, Pitler, 2012).  In my second grade class, I assign homework nightly.  They have one page of reading, one page of math, and one spelling word activity.  For my students it is usually the difference between an A or an F on their spelling test. Students who complete their nightly spelling homework are usually the students who perform well on their spelling test.  Students who chose not to do their spelling homework correlate with the students who fail their weekly exam.

References:

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Connectivism and Social Learning in Practice

Voice Thread URL:    http://walden.voicethread.com/share/4768377/

In the book Using Technology with Classroom Instruction that Works, Pitler, Hubbell, and Kuhn (2012) explain how the instructional strategy of cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning.  Pitler, Hubbell, and Kuhn (2012) went on to explain how technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face. 

            In the video segment Social Learning Theories, Dr. Orey (Laureate Education, Inc. 2011) defines Social Learning Theory as students being actively engaged in constructing artifacts and conversing with others.  This week Voice Thread in an educational Web 2.0 technology tool that can have a huge educational and academic impact on students in every grade level and every subject.  It is a perfect example of a social learning theory instructional tool that allows students to communicate and collaborate.  Its audio and visual technology will have students engaged and help create strong connections processing new information for long term memory. 

One Project that intrigued me was the Flat Classroom Project (www.flatclassroomproject.org).  Students collaborated with students across the globe via blogs and wikis and experienced how voice over internet protocol are “flattening the world” (Pitler, Hubbell, and Kuhn 2012). My plan is to use this technology to expand the walls of the classroom to include parents, friends, and families. 

References:

Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Constructivism in Practice

                In the book Using Technology with Classroom Instruction that Works, Pitler, Hubbell, and Kuhn (2012) explain how generating and testing hypotheses is a strategy that is applicable in all content areas not just science.  Step two of generating and testing hypotheses (Pitler et al., 2012) is problem solving.  Constructionism is highly visible in project, problem, and inquiry based learning (Laureate Education, Inc. 2011).  In constructionism and generating and testing hypotheses students are engaged in complex mental processes which also enhances students overall understanding of the content.  These two processes give students the opportunity to create, and give teachers the opportunity to guide as a facilitator. 

Integrating technology into constructionism and generating and testing hypotheses will engage students and create strong connections that will allow students to process new information into their long term memory.  Programs like Inspiration and Kidspiration are great for students to create concept maps to help them organize their ideas and to create a brainstorm list to help generate a hypotheses.  Power Point is another great example of incorporating technology into both constructionism and generating and testing hypotheses.  For constructionism students are creating a presentation.  For generating and testing hypotheses, students are presenting their solution to their hypotheses.

Reference:

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Cognitivism in Practice

In the book Using Technology with Classroom Instruction that Works, Hubbell, Kuhn, and Pitler (2012) explain how cues, questions, and advance organizers enhance student’s ability to retrieve, use, and organize information about a topic.   Cues are defined as hints, and questions trigger students to access previously learned information (Hubbell, Kuhn, Pitler, 2012).  Advance organizers aid students to focus on important points (Hubbell, Kuhn, Pitler, 2012). 

In my classroom on a weekly basis, my students use a graphic organizer called a flow map to organize their ideas for writing. The flow map includes an opening sentence, three big ideas, details for each big idea, and a closing sentence.   In the video segment Cognitive Learning Theories, Dr. Orey (Laureate Education, Inc. 2011) discussed how images are powerful tools for students to use in the classroom.  Concept mapping is a great example of cognitive learning theory.  In order to integrate technology into my writing lesson, I plan to implement a computer program called Kidspiration (Inspiration software Inc. 2010).  Students will still be able to incorporate all the items that are on the flow map.  In addition, Kidspiration students will also able to add images and create a concept map that is designed specifically for them (Inspiration software Inc. 2010).  The images and their unique concept map will help create those strong connections needed for students to be able to commit this new information into their long term memory and be able to retrieve this information for future use. 

Kidspiration (2010) is also a great cognitive tool for summarizing and note taking.  Kidspiration (2010) has a rapid fire tool specifically designed for quick texting. 

 Another great cognitive learning tool is virtual field trip.  A virtual field trip allows you to go outside the four walls without really leaving the classroom. During a social studies lesson on community, students who knew their home address we were able to type it into Google Earth (2010).  Using satellite technology Google Earth (2010) would bring up a real picture of the student’s house and front yard.  Needless to say, all the students who didn’t know their address knew it the very next day.

References:

Google. (2010) Google Earth (Version 6) [Computer program]. Available at
http://www.google.com/earth/download/ge/… (Accessed 17 July 2013)

Source(s): http://lrweb.beds.ac.uk/help/guide-to-re…

Inspiration software Inc. (2010). Retrieved from phttp://www.inspiration.com/Kidspiration

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011). Program six: Spotlight on technology: Virtual field trips [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Thank you for sharing Jessica,

I understand that ultimately we want our students to be global life learners who are intrinsically motivated.  Maybe I am just a primary teacher who still uses teacher’s intuition (Laureate Education, Inc., 2011).  Praise and recognition are two very powerful strategies.  I truly believe that intrinsic motivation has to be sparked by extrinsic motivation.  There has to be a seed planted before you get a tree. 

Just a final thought,

Val

                                                                References:

Laureate Education, Inc. (Producer). (2011). Program one: Understanding the brain [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011). Program two: Brain research and learning [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Here a just a few of the wonderful teacher blogs I enjoy following.  They are very creative and innovative when it comes to using technology in the classroom.

http://coolcatteacher.blogspot.com/

http://www.myteacherpages.com/webpages/yollis/

Behaviorism in Practice

Dr. Michael Orey stated in the video segment Behaviorist Learning Theory that some experts say behaviorism is dead (Laureate Education, Inc., 2011).  He stated that behaviorism is used every day in everything that we do (Laureate Education, Inc., 2011).  Dr. Michael Orey also stated in the video segment Behaviorist Learning Theory that reinforcement is more powerful than punishment.

From the book, Using Technology With Classroom Instruction That Works in terms of providing recognition, some research has shown praise and recognition can have negative effects on intrinsic motivation (Hubbell, Kuhn, Pitler, 2012).   While other research shows praise and recognition can have a direct and positive impact on effort, persistence, and motivation. (Hubbell, Kuhn, Pitler, 2012)  I teach second grade, and I agree with Dr. Orey, reinforcement is more powerful than punishment.  Praise and recognition can go a long way in second grade.  For example, I had a second grader last year who lived one week with mom and the next week with dad.  This situation had a very negative affect on her academically in first grade.  She started second grade on a first grade reading level.  I believe consistent recognition and praise provided a spark that carried her through second grade and she ended second grade on a third grade reading level.

The book Using Technology With Classroom Instruction That Works stated that research shows there are mixed feeling about the effectiveness and importance of homework (Hubbell, Kuhn, Pitler, 2012).  Some research says homework provides an opportunity to practice, review, and apply what they have learned in class (Hubbell, Kuhn, Pitler, 2012).  Other research says they have found no positive relationship between homework and achievement (Hubbell, Kuhn, Pitler, 2012).  In my second grade class, I assign homework nightly.  They have one page of reading, one page of math, and one spelling word activity.  For my students it is usually the difference between an A or an F on their spelling test. Students who complete their nightly spelling homework are usually the students who perform well on their spelling test.  Students who chose not to do their spelling homework correlate with the students who fail their weekly exam.

References:

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Reflection: Final Blog Posting

Reflection: Final Blog Posting

In two years I plan on mastering wiki’s, podcast and blogs.  These three academic tools will provide 21^st century skills (2011b) that is currently lacking in my classroom.

There is a huge difference between knowing about technology and knowing how to use new technologies to teach.  I knew that new technologies existed, however I did not know how I could take these new technologies and integrate them into my daily lesson plans.  This class has opened up a whole new world that I knew existed, but I did not know how to access these technologies, let alone integrate them into my classroom.  Thanks to this class I am excited to teach again, and I have regained that passion for teaching I had as a new teacher.  I now have my own blog (Digital Language) that I am very proud of and I will use it as a catalyst for next year.  The URL for my blog is http://digitallang.blogspot.com/.  I truly believe that millennial learners (2011a) speak a digital language.  It our responsibility has teachers to learn and speak this digital language to engage and impact these millennial learners to become global lifetime learners.

            I have been on a wiki before but did not really understand what it was or how to use them.  I always got stuck just trying to navigate thru them.  I have been on Wikipedia a hundred times and did not know that I could edit a topic or revise it.  I have always heard in the past that Wikipedia is not a reliable source for research papers.  Dr. Thornburg (2008) spoke about how he finds it to be very reliable and how old encyclopedias edit and revise their topics much the same way that Wikipedia does but in a less reliable process.  The difference is that hundreds of people edit and revise Wikipedia while only a handful of people edit and revise encyclopedias

            My plan to integrate technology into my classroom is through 21st century Web 2.0 Tools (Dede, 2011a) in the form a classroom wiki that will also include blogging and podcasting.  Initially, I will begin the year with a classroom wiki instead of the old weekly newsletter.  This will inform parents and students of weekly happenings for the week including homework, spelling words, weekly literacy, and math concepts.  Students and parent will be able to respond and comment daily to transform the weekly newsletter into an interactive wiki Web 2.0 Tool that will also include blogging and podcasting (Thornburg and Dede, 2011b). 

As parents and students are able to navigate and participate in the classroom wiki, I will then introduce them to the new writing curriculum.   I will inform parents and students that we will be using classroom blogging project to provide students with opportunities for creative writing using higher order thinking skills.  Blogging will also provide my students with many opportunities to edit and revise their writing sharpening their academic writing skills.  More importantly blogging will incorporate 21^st century skills (2011b) such as communication skills and technology literacy. 

Students will eventually gain the knowledge and skills required to create and post podcasts (2011c) on the web.  I have always wanted to create a podcast and I am grateful that this class gave me the opportunity to gain the knowledge on how to create and publish a podcast.  A podcast is a great tool to incorporate reading, writing and technology with higher order academic skills. 

Kottler, Zehm, and Kottler (2005) wrote about Attributes Of A Great Teacher in their book On Being a Teacher: The Human Dimension.  Thanks to this class the complexion of my classroom is already changing from a teacher-centered classroom to one that is more student-centered.  I plan to be a facilitator (2011d), who is aiding students' understanding. 

This summer I was truly inspired by the movie Man of Steel.  Superman’s father knew he was raising a boy who was going to one day change the world.    I want to teach everyday knowing that my students will one day change the world.  Technology will be my catalyst to engage and impact future generations.

References:

Kottler, J. A., Zehm, S. J., & Kottler, E. (2005). On being a teacher: The human dimension (3rd Ed.). Thousand Oaks, CA: Corwin Press.

Laureate Education, Inc. (2011a). Millennial Learning Styles [DVD]. Understanding the Impact of Technology on Education, Work, and Society. Baltimore, MD: Dede, C.

Laureate Education, Inc. (2011b). Skills for the 21^st Century [DVD]. Understanding the Impact of Technology on Education, Work, and Society. Baltimore, MD: Thornburg, D. & Dede, C.

Laureate Education, Inc. (2011c). Spotlight on Technology: Learning with Podcasts [DVD]. Understanding the Impact of Technology on Education, Work, and Society. Baltimore, MD

Laureate Education, Inc. (2011d). The Changing Role of the Teacher Part 1. Baltimore, MD: Dr. Thornburg, D.

Laureate Education, Inc. (2008). The Emergence of Educational Technology.  Baltimore, MD: Dr. Thornburg, D.

Podcast Assignment: Profiling the Students of Today The URL for this podcast is http://digitallanguage.podbean.com/ I am a second grade teacher at Lee Antonello Elementary in North Las Vegas, Nevada. There are currently twenty two students in my classroom. My classroom consists of 46% Hispanic/Latin, 36% Caucasian, 9% African American, 9% Asian. Here is the questionnaire I created based on this week’s assignment. All questions are gauged for a daily basis. 1. How much time do you spend watching TV? 2. How much time do you talk on a cell phone? 3. How much time do you spend using a computer? 4. How much time do you spend using a computer to complete homework? 5. How much time do you spend surfing the web? 6. How much time do you spend texting with friends? 7. How much time do you spend instant messaging with friends? 8. How much time do you spend playing video games? 9. Is there anything else you spending a lot of time on? 10. Is there any other kind of technology you use at home? 11. Is there any other kind of technology you use at school? 12. Do you know what Facebook is? 13. Do you have a Facebook page? 14. Do your parents have a Facebook page? 15. Are there any other things like Facebook that you use? 16. Are there any other things like Facebook that your parents use? I chose three students, all with different backgrounds. My first student was Joey, a typical seven year old Caucasian. He is also an A & B honor roll student. The second student I chose was Tiana. Tiana is a seven year old American Asian, and she was a straight A student. The third student I chose was Leo a seven year old Hispanic American. Here are Joey’s responses: 1. How much time do you spend watching TV? Two hours a night 2. How much time do you spend talking on a cell phone? I don’t have a cell phone. 3. How much time do you spend using a computer? If it is a game like an hour. 4. How much time do you spend using a computer to complete homework? I don’t use the computer to do my homework. 5. How much time do you spend surfing the web? I don’t, sometimes if I have to for school, then my mom or dad have to help me. 6. How much time do you spend texting with friends? Sometimes my mom and dad let me text my big brother. 7. How much time do you spend instant messaging with friends? My mom and dad don’t let me do anything like that. 8. How much time do you spend playing video games? 2 or 3 hours a day and the weekend I might spend like four or five hours. 9. Is there anything else you spending a lot of time on? I play basketball at the YMCA. 10. Is there any other kind of technology you use at home? Yea my Nintendo 3DS. 11. Is there any other kind of technology you use at school? Yes, we go on ST Math or Ticket to Read. 12. Do you know what Facebook is? Yes. 13. Do you have a Facebook page? No 14. Do your parents have a Facebook page? I don’t think so, but my big brother does. 15. Are there any other things like Facebook that you use? No 16. Are there any other things like Facebook that your parents use? I don’t think so. Here are Tiana’s responses: 1. How much time do you spend watching TV? Sometimes I watch for an hour when my homework is done. 2. How much time do you talk on a cell phone? I don’t have a cell phone. 3. How much time do you spend using a computer? At school I use it every day for maybe half an hour. 4. How much time do you spend using a computer to complete homework? I don’t need the computer to finish my homework. 5. How much time do you spend surfing the web? Sometimes my mom lets me for an hour. 6. How much time do you spend texting with friends? Sometimes I text my cousins on my mom’s phone. 7. How much time do you spend instant messaging with friends? I don’t know what that is. 8. How much time do you spend playing video games? Not much, my mom and dad don’t like video games. Sometimes on the weekends we play the Wii. 9. Is there anything else you spending a lot of time on? Playing outside. 10. Is there any other kind of technology you use at home? I play on my DDS when my homework is done for a couple of hours. 11. Is there any other kind of technology you use at school? We use the ELMO and the Smartboard. 12. Do you know what Facebook is? Yes 13. Do you have a Facebook page? No 14. Do your parents have a Facebook page? Yes 15. Are there any other things like Facebook that you use? No 16. Are there any other things like Facebook that your parents use? I think they use Twitter. Here are Leo’s responses: 1. How much time do you spend watching TV? A lot I love cartoons. Like 3 or 4 hours. 2. How much time do you talk on a cell phone? I talk to my cousins on my mom’s phone for like half an hour. 3. How much time do you spend using a computer? I play games on my dad’s computer like for two hours. 4. How much time do you spend using a computer to complete homework? I go to ST Math or Ticket to Read like for an hour. 5. How much time do you spend surfing the web? My parents don’t let me do that. 6. How much time do you spend texting with friends? I don’t have a phone but sometimes I text my cousins on my mom’s phone. 7. How much time do you spend instant messaging with friends? Is that like texting? 8. How much time do you spend playing video games? All day if I could, like two or three hours. 9. Is there anything else you spending a lot of time on? I play me DDS for an hour. 10. Is there any other kind of technology you use at home? No 11. Is there any other kind of technology you use at school? The IPods. 12. Do you know what Facebook is? Yes 13. Do you have a Facebook page? I will when I’m an adult. 14. Do your parents have a Facebook page? Yes 15. Are there any other things like Facebook that you use? No 16. Are there any other things like Facebook that your parents use? I’ve seen my dad on twitter. Based these three responses, I took an average of the three individual responses to create a classroom demographic. After compiling the data, here are the classroom daily averages: 1. How much time do you spend watching TV? 2 hours 2. How much time do you talk on a cell phone? 0 hours 3. How much time do you spend using a computer? 1 hour 4. How much time do you spend using a computer to complete homework? 0 hours 5. How much time do you spend surfing the web? 0 hours 6. How much time do you spend texting with friends? 0 hours 7. How much time do you spend instant messaging with friends? 0 hours 8. How much time do you spend playing video games? 2 hours 9. Is there anything else you spending a lot of time on? Nintendo 3DS- 1 hour 10. Is there any other kind of technology you use at home? Nintendo 3DS- 1 hour 11. Is there any other kind of technology you use at school? IPods, Websites: ST Math, and Ticket to Read 12. Do you know what Facebook is? Yes 13. Do you have a Facebook page? No 14. Are there any other things like Facebook that you use? No 15. Are there any other things like Facebook that your parents use? 2 Sets of Parents use Twitter.

Evaluating 21st-Century Skills

Technology is all around us.  We live in a world where new technology is being developed at record pace.  As soon as you purchase the least and greatest, you look up and see a brand new commercial advertising the next latest and greatest, and two days later your newly purchased technology is now obsolete. 

I also have a godson who not even two years old yet, he is still in a diaper and has a very limited vocabulary.  When you hand him his brand new mini-iPad, he can show you how to draw pictures and play games.

The website Partnership for 21^st Century Skills is an organization that is leading and supporting the advancement of technology into the world of education.   I guess I did not realize how much of an impact educator’s Skills have in supporting 21st Century.  I was also surprised to see the support of big companies such as Apple and Crayola.  

The question I have is:  Is there room or a place for students will special needs?  What about students who do not speak English?   In order to successfully implement 21^st Century Skills into my classroom, all initiatives will have to modified, and/or adapted.

Blogs in the Classroom

Utilizing Blogs in the Classroom

When technology is used appropriately, it can be a powerful tool that is engaging and can make any lesson or concept much more meaningful and a student’s learning can be much more in-depth.  Dr. Thornburg (2008) discusses how technology breaks down barriers to communication with people all over the world.  Moving forward I would love to have a classroom blog, and be able to participate in what Thornburg (2008) calls the Communication Age.

Having the classroom blog is a new open door policy as well as being transparent all year long.  Students can share what they are learning and then return to comment.  This also gives parents regular opportunities to participate in the learning through commenting. 

Blogging also provides other educational opportunities.  Students will have an authentic audience for their writing and that has an impact on the quality and motivation of their writing (posts). Students can continue to revisit and reflect upon lessons through the posts on the blog. The learning doesn't stop; commenting on the classroom blog keeps the learning alive and ongoing. Students will learn how to safely navigate around the Internet and how to present digital information that is appropriate for the classroom. Our classroom blog will give students opportunities to participate and contribute to an online community that is worldwide breaking down the four walls of the classroom.

References:

  

Laureate Education, Inc. (2008). Technology and Society. Baltimore, MD: Dr. David Thornburg

Laureate Education, Inc. (2008). Technology's Influence. Baltimore, MD: Dr. David Thronburg, Hall Davidson.

DIGITAL WORLD

No one says it better than Mr. Robert Frost; as quoted by Nieto (2003) in her book What Keeps Teachers Going, “I am not a teacher, I am an awakener.”  Each morning as I prepare for another day I am reminded of why I became a teacher and the passion I have for teaching.  I’m also reminded me of the legacy of learning I plan to implement and leave ingrained in students.

A great teacher will inspire students and take them on a journey.  My mission is to take my students on a journey that begins with them falling in love with learning; where their imagination and creativity are ignited, fueled, and perfected; a journey that ends with life long learners inspired to make a global impact.

My strategy to support my students diverse interests, needs, and backgrounds are to read, discuss, research, model, and teach using books, illustrations, activities, websites, and multi-media presentations.  Preposition #1(Five Core Propositions): Teachers are committed to their students and their learning.  I believe all students are different with varing learning styles.  NBCTs are dedicated to making knowledge accessible to all students.  They believe all students can learn.  I will teach my visual, auditory, tactile, and kinesthetic learners through different processes, activities, and mediums that will fit their unique learning style.  I will strategically differentiate my instruction to make sure there was enough variety to keep all learners interested and engaged.  I will provide numerous opportunities for every student to feel successful and be successful.

Kottler, Zehm, and Kottler wrote about Attributes Of A Great Teacher in their book On Being a Teacher: The Human Dimension.  I would like to change the complexion of my classroom from a teacher-centered classroom to one that is more student-centered.  I want to be a facilitator, who is aiding students' understanding.  I want to witness my students gaining new knowledge by making associations with prior knowledge.  I want to give students the opportunity to make connections.

In conclusion, I will use my own inspiration and use it to transform my students.  I want to motivate my students in all subjects; reading, writing, math, science, and social studies.  Ultimately, improving my teaching will improve my students learning.  I will provide enrichment to engage students with interactive experiences.  I honestly believe that our students are now growing up in a digital world and it is our responsibility as educators to adapt our teaching to a digital language they will understand.

Dr. Bob Steinberg in the video segment High Expectations says “Expect more and you get more.” As I raise my expectations, I will also raise the expectations of my students.  As I challenge myself, I will challenge my students.  As I set goals for me, I will set goals for my students.  As I achieve those goals; so will my students. 

References

Kottler, J. A., Zehm, S. J., & Kottler, E. (2005). On being a teacher: The human dimension (3rd Ed.). Thousand Oaks, CA: Corwin Press.

Nieto, S. (2003). What keeps teachers going? New York: Teachers College Press.

National Board for Professional Teaching Standards (NBPTS). The Five Core Propositions. (2012) Retrieved November 11, 2012. http://www.nbpts.org/.