Although learning has taken place online for a while, it is definitely improving daily. Attached is the link to my presentation on Online Learning. If the link does not work, you can simply copy and paste the website below to view it.
http://www.slideshare.net/linziehumphrey/app4humphreyl-lms
Linzie Humphrey
Sunday, January 30, 2011
Saturday, December 18, 2010
Reflection EDUC-6714I-3
As a result of this course, I have been reminded of the importance of using technology. Prior to this course I used technology in my classroom as a way of introducing a lesson. I plan to immediately change this in my classroom practice. In addition to using technology as an introduction to the lesson, I will use technology as a way for students to connect with the content. Also, I plan to use technology as a form of assessment to meet the needs of all of my students.
I found that my biggest area to strengthen when it comes to incorporating technology is through assessment. In week one, we learned many strategies in using technology as a form of assessment. I feel that I use technology to teach my lessons, however I do not use it enough when assessing my students. In the article Technology Based Classroom Assessments, “recognizing that technology is transforming many aspects of teaching and learning, and offering innovative and motivating ways to document student learning” is something that I want to make sure that I realize (Salend, S., 2009, p. 49). When using technology as an assessment tool, I am able to give students immediate feedback on their work, which is beneficial for the students. I have a Promethean Board in my classroom, which is used daily as a teaching tool. I just received ActivExpressions, and I think these will provide me with the tools I need in order to effectively assess students through technology. I would have my students use the ActivExpressions to answer the questions. By doing this I will know exactly what students answered correctly and those that did not. This would also be a way for students to get immediate feedback on their work. I like this way of assessing students, because this requires all students to answer. Those students that would not typically answer a question out loud or raise their hand to answer must answer. It is important to know all students and their understanding of the content. This is a great way to do that.
When reflecting on this course and how I can apply it to my current classroom, assessment is definitely what comes to mind. I think by immediately changing my assessment strategies, I will be able to better meet the needs of all of my students. “As a classroom teacher, you are faced with a tremendous challenge when trying to meet the needs of all your students”; the most important thing is how you react to that challenge (Bray, Brown, & Green, 2004, p. 30).
References
Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: A guide to classroom practice. Thousand Oaks, CA: Corwin Press.
Salend, S. (2009). Technology-based classroom assessments. Teaching Exceptional
Children, 41(6), 48–58. Retrieved from Academic Search Premier database.
Linzie
I found that my biggest area to strengthen when it comes to incorporating technology is through assessment. In week one, we learned many strategies in using technology as a form of assessment. I feel that I use technology to teach my lessons, however I do not use it enough when assessing my students. In the article Technology Based Classroom Assessments, “recognizing that technology is transforming many aspects of teaching and learning, and offering innovative and motivating ways to document student learning” is something that I want to make sure that I realize (Salend, S., 2009, p. 49). When using technology as an assessment tool, I am able to give students immediate feedback on their work, which is beneficial for the students. I have a Promethean Board in my classroom, which is used daily as a teaching tool. I just received ActivExpressions, and I think these will provide me with the tools I need in order to effectively assess students through technology. I would have my students use the ActivExpressions to answer the questions. By doing this I will know exactly what students answered correctly and those that did not. This would also be a way for students to get immediate feedback on their work. I like this way of assessing students, because this requires all students to answer. Those students that would not typically answer a question out loud or raise their hand to answer must answer. It is important to know all students and their understanding of the content. This is a great way to do that.
When reflecting on this course and how I can apply it to my current classroom, assessment is definitely what comes to mind. I think by immediately changing my assessment strategies, I will be able to better meet the needs of all of my students. “As a classroom teacher, you are faced with a tremendous challenge when trying to meet the needs of all your students”; the most important thing is how you react to that challenge (Bray, Brown, & Green, 2004, p. 30).
References
Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: A guide to classroom practice. Thousand Oaks, CA: Corwin Press.
Salend, S. (2009). Technology-based classroom assessments. Teaching Exceptional
Children, 41(6), 48–58. Retrieved from Academic Search Premier database.
Linzie
Saturday, December 4, 2010
UDL Presentation
The following is a link to a presentation that I created about the Universal Design for Learning (UDL). Click on the link below to view my presentation.
Saturday, October 30, 2010
Final Reflection
The GAME plan I developed included participating in ongoing professional development opportunities, as well as encouraging student and parent communication through a classroom website. The professional development that I did and will continue to pursue is based on technology integration in the classroom. I want to make sure that I have the most accurate, up to date technology in my classroom. I think by doing this my students will continue to succeed and be excited about learning. As far as the classroom website goes, I have had great success. I have a lot of parents viewing my website and using it as a study tool to help their students.
Through implementing this GAME plan, I have found out that my students really enjoy technology use in the classroom. As I evaluated my students, the assessments I used online or on the computer were much higher than the ones I did with paper and pencil. This tells me that my students were more engaged and were willing to complete the quiz on the computer and were maybe bored with the paper and pencil test. Some of my students have trouble focusing and they get distracted while taking a test on paper and with a pencil, whereas the computer tests are more fun and keep their attention. My continued goal is to offer a variety of assessments as Dr. Ross suggests, so that students have the opportunity to use many different methods of testing (Laureate, 2009).
As a result of this course I feel that I am more confident in incorporating technology into my classroom. I feel that I now have some new knowledge of technology forms of assessment, etc. I look forward to seeing how my students will improve their language arts skills through the use of technology in our classroom.
Resource:
Laureate Education, Inc. (Producer). (2009). Program seven. Assessing Student Learning [Motion picture]. Integrating Technology Across the Content Areas. Baltimore: Author.
Through implementing this GAME plan, I have found out that my students really enjoy technology use in the classroom. As I evaluated my students, the assessments I used online or on the computer were much higher than the ones I did with paper and pencil. This tells me that my students were more engaged and were willing to complete the quiz on the computer and were maybe bored with the paper and pencil test. Some of my students have trouble focusing and they get distracted while taking a test on paper and with a pencil, whereas the computer tests are more fun and keep their attention. My continued goal is to offer a variety of assessments as Dr. Ross suggests, so that students have the opportunity to use many different methods of testing (Laureate, 2009).
As a result of this course I feel that I am more confident in incorporating technology into my classroom. I feel that I now have some new knowledge of technology forms of assessment, etc. I look forward to seeing how my students will improve their language arts skills through the use of technology in our classroom.
Resource:
Laureate Education, Inc. (Producer). (2009). Program seven. Assessing Student Learning [Motion picture]. Integrating Technology Across the Content Areas. Baltimore: Author.
Wednesday, October 20, 2010
My GAME Plan and My Students
From the beginning of this course I have focused on how to involve parents in my classroom through the use of a website, as well as how I can be involved in professional development. I feel that I have made much progress through these goals and my GAME plan. My GAME plan will be used to help my students in many ways. By involving parents in my classroom through our classroom website, I am helping students to have the tools they need to be successful. Students will get used to using technology to help with their homework and skill practice. It will also allow parents to see what is going on in the classroom and be involved in their student’s learning.
In addition to this, I want to attend or be involved in technology professional development opportunities. By doing this, I am helping my students as well because I will be bringing to them what I have learned in these conferences. I want to continue my learning in the area of technology so that I am teaching my students with the most up to date information possible.
Through this process I have been reminded that it is so important to be a reflective teacher. I want to continually reflect upon my teaching and how I can better myself. By doing this, I am doing what is best for my students. I want my students to be 21st century learners and be motivated to learn.
Linzie
In addition to this, I want to attend or be involved in technology professional development opportunities. By doing this, I am helping my students as well because I will be bringing to them what I have learned in these conferences. I want to continue my learning in the area of technology so that I am teaching my students with the most up to date information possible.
Through this process I have been reminded that it is so important to be a reflective teacher. I want to continually reflect upon my teaching and how I can better myself. By doing this, I am doing what is best for my students. I want my students to be 21st century learners and be motivated to learn.
Linzie
Wednesday, October 13, 2010
GAME Plan Revision
As a fourth grade teacher I have found that my students often struggle with organization. They are quite forgetful and the parents have trouble keeping up with upcoming assignments, projects, and events. By creating a classroom website, I am helping students to improve in this area. If they forget to write something down, chances are that can be found on my website. This also helps parents to be able to keep up with what we are doing in the classroom. Even though it takes a lot of time to update this website, I know that I am providing my students and parents with an online tool that will make a difference in their learning. In addition to daily things such as assignments, etc., I also include websites that are based on the skills we are learning.
In addition to my website goal, I am also working toward a professional development goal. I want to continue my learning as well. I hope to attend a technology conference in the spring that may help me in integrating technology in the classroom. As I strive to meet this goal, I have discussed this with other colleagues as well as my principal. Our school system is providing technology training during an in-service day at the first of the year. This will help me in achieving this goal as well. In our text, I learned that technology “offers a powerful resource for engaging students in authentic experience, typically increasing both their motivation and their learning” (Cennamo, Ross, & Ertmer, 2009, p. 51). I want to make sure I am learning all that I can in order to engage my students in learning.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
In addition to my website goal, I am also working toward a professional development goal. I want to continue my learning as well. I hope to attend a technology conference in the spring that may help me in integrating technology in the classroom. As I strive to meet this goal, I have discussed this with other colleagues as well as my principal. Our school system is providing technology training during an in-service day at the first of the year. This will help me in achieving this goal as well. In our text, I learned that technology “offers a powerful resource for engaging students in authentic experience, typically increasing both their motivation and their learning” (Cennamo, Ross, & Ertmer, 2009, p. 51). I want to make sure I am learning all that I can in order to engage my students in learning.
References
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Wednesday, October 6, 2010
Game Plan Reflection
I have tried to work toward my game plan goals this week. I have been updated my classroom website to make sure that it is appealing to parents and keeps them updated on what we are doing in the classroom. This is keeping open communication with them, as well as offering various websites that will help their students with the skills we are currently studying.
In addition, I have discussed opportunities for professional development with my principal. I led a technology in-service for teachers in our system this summer, and I plan to continue to do this. I also hope to attend a technology conference in the spring to continue to learn more about incorporating technology in the classroom.
I plan to continue what I am doing in order to meet the needs of my students as well as my game plan goals. I want to make sure that my goals are relevant and I will continue to reflect on that. At this time I do not think I need to change my plan and I do not currently have any questions.
Linzie Humphrey
In addition, I have discussed opportunities for professional development with my principal. I led a technology in-service for teachers in our system this summer, and I plan to continue to do this. I also hope to attend a technology conference in the spring to continue to learn more about incorporating technology in the classroom.
I plan to continue what I am doing in order to meet the needs of my students as well as my game plan goals. I want to make sure that my goals are relevant and I will continue to reflect on that. At this time I do not think I need to change my plan and I do not currently have any questions.
Linzie Humphrey
Wednesday, September 29, 2010
Monitoring My Game Plan
In order to turn my classroom into a 21st Century learning environment, I need to meet the goals for my GAME plan. The two goals that I have been focusing on are collaboration with parents and professional development. These are two areas that I feel I can improve on and create a better learning environment for my students.
As I progress toward my goals, I have incorporated a list of websites on my classroom webpage for students and parents to use at home. These websites include skill work, reading help, and the link to our classroom blog. Even though I have these things on here, we have not participated with the classroom blog yet. I feel that I have run out of ideas for how to best utilize my classroom blog. Any suggestions? In addition, I do not want parents without internet access to feel left out or inferior, so how can I get them involved without doing that?
The next goal I am progressing toward is professional development. At the moment, there are not any opportunities available. My goal was to make sure I was striving toward learning more about technology integration in the classroom through professional development opportunities. I feel that reading and watching the video clips from this class could possibly be one way that I am reaching this goal.
I have listed my goals, started taking action toward them, and currently I am monitoring these goals and the action I have taken to reach these goals. I need to evaluate and/or extend what I have learned when looking toward these goals.
References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009). Assessing Student Learning. [Educational video]. Baltimore: Author.
As I progress toward my goals, I have incorporated a list of websites on my classroom webpage for students and parents to use at home. These websites include skill work, reading help, and the link to our classroom blog. Even though I have these things on here, we have not participated with the classroom blog yet. I feel that I have run out of ideas for how to best utilize my classroom blog. Any suggestions? In addition, I do not want parents without internet access to feel left out or inferior, so how can I get them involved without doing that?
The next goal I am progressing toward is professional development. At the moment, there are not any opportunities available. My goal was to make sure I was striving toward learning more about technology integration in the classroom through professional development opportunities. I feel that reading and watching the video clips from this class could possibly be one way that I am reaching this goal.
I have listed my goals, started taking action toward them, and currently I am monitoring these goals and the action I have taken to reach these goals. I need to evaluate and/or extend what I have learned when looking toward these goals.
References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
Laureate Education, Inc. (Executive Producer). (2009). Assessing Student Learning. [Educational video]. Baltimore: Author.
Wednesday, September 22, 2010
Carrying out my Game Plan
In order to carry out my action plan for incorporating parents in what we are doing in the classroom I have created a classroom website. This website will give parents the information they might find useful in helping their students in my class. There are many things on the website including; useful websites for students to practice skill work, weekly assignments, curriculum goals, and a link to our classroom blog. In order to carry out this plan I consulted with colleagues about the information I should include on my website. I also needed a computer in order to do this.
The other goal that I have is to participate in ongoing professional development opportunities. I will need to collaborate with other teachers as well as my principal to find the best options for me. I will then seek out these opportunities and participate as needed. My hope is that the professional development opportunities will be focused on technology and how to integrate it in the classroom. I have a Promethean Board, so I am always up for learning how to better use it in the classroom. Students really enjoy having an interactive board to learn the skills, and I want to make sure that I stay as up to date with the new things that you can do with the Promethean Board.
I hope that through these steps I am getting closer to meeting my goals.
The other goal that I have is to participate in ongoing professional development opportunities. I will need to collaborate with other teachers as well as my principal to find the best options for me. I will then seek out these opportunities and participate as needed. My hope is that the professional development opportunities will be focused on technology and how to integrate it in the classroom. I have a Promethean Board, so I am always up for learning how to better use it in the classroom. Students really enjoy having an interactive board to learn the skills, and I want to make sure that I stay as up to date with the new things that you can do with the Promethean Board.
I hope that through these steps I am getting closer to meeting my goals.
Thursday, September 16, 2010
Game Plan
According to Dr. Ertmer, there are four that go along with using technology effectively. These include; knowledge, confidence, beliefs, and supportive culture (Laureate, 2009). Based on the NETS-T standards, there are a couple of areas that I could improve on. The two areas I should focus on are modeling digital age work and learning, and engage in professional growth and leadership.
My game plan is as follows:
Set Goals
My first goal is to collaborate more with parents about the various forms of technology that we are using in the classroom. Most all students have computers and internet at home, or at least have access to it. I want to offer parents the opportunity to know and use the technology forms that we are using in the classroom. The second goal is to participate in ongoing professional development opportunities where I will learn more about the technology to use in the classroom as well as share what is working in my own classroom.
Take Action
In order to reach the above goals, I must take action. I will have weekly communication with the parents through my webpage, where I will list what forms of technology we are using each week. This will include websites for students to use to study and interact with the content. In order to meet my second goal, I will attend a professional development workshop on integrating technology in the classroom. In addition, I will meet with other reading teachers to discuss what working technology wise in the classroom for me and see if they have anything to suggest.
Monitor
In order to monitor this, I will send a form home to parents asking how often they use the sites, as well as keep a counter on my website to see how many students and parents visit the site. I will also monitor the students’ progress based on the use of technology with the content. After professional development conferences, I will self reflect on how effective the workshop or conference is.
Evaluate and Extend
After reviewing over feedback on the websites from students and parents, I will evaluate the use of my classroom website. I will continue to extend this by adding websites and opportunities for students to interact with the content through technology use. I will evaluate the professional development that I participate in based on how the students react to it. I will extend this based on the response of the students. Even though I started by giving them websites, I will also give them the opportunity to explore for themselves.
References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful
Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
International Society for Technology in Education. (2008). National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers. Retrieved September 14, 2010, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
Laureate Education, Inc. (Producer). (2009a). Program four. Enriching Content Area Learning Experiences with Technology, Part 2 [Motion picture]. Integrating Technology Across the Content Areas. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009b). Program three. Enriching Content Area Learning Experiences with Technology, Part 1 [Motion picture]. Integrating Technology Across the Content Areas. Baltimore: Author.
My game plan is as follows:
Set Goals
My first goal is to collaborate more with parents about the various forms of technology that we are using in the classroom. Most all students have computers and internet at home, or at least have access to it. I want to offer parents the opportunity to know and use the technology forms that we are using in the classroom. The second goal is to participate in ongoing professional development opportunities where I will learn more about the technology to use in the classroom as well as share what is working in my own classroom.
Take Action
In order to reach the above goals, I must take action. I will have weekly communication with the parents through my webpage, where I will list what forms of technology we are using each week. This will include websites for students to use to study and interact with the content. In order to meet my second goal, I will attend a professional development workshop on integrating technology in the classroom. In addition, I will meet with other reading teachers to discuss what working technology wise in the classroom for me and see if they have anything to suggest.
Monitor
In order to monitor this, I will send a form home to parents asking how often they use the sites, as well as keep a counter on my website to see how many students and parents visit the site. I will also monitor the students’ progress based on the use of technology with the content. After professional development conferences, I will self reflect on how effective the workshop or conference is.
Evaluate and Extend
After reviewing over feedback on the websites from students and parents, I will evaluate the use of my classroom website. I will continue to extend this by adding websites and opportunities for students to interact with the content through technology use. I will evaluate the professional development that I participate in based on how the students react to it. I will extend this based on the response of the students. Even though I started by giving them websites, I will also give them the opportunity to explore for themselves.
References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology Integration for Meaningful
Classroom Use: A Standards-Based Approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.
International Society for Technology in Education. (2008). National Educational Technology Standards (NETS•T) and Performance Indicators for Teachers. Retrieved September 14, 2010, from http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf
Laureate Education, Inc. (Producer). (2009a). Program four. Enriching Content Area Learning Experiences with Technology, Part 2 [Motion picture]. Integrating Technology Across the Content Areas. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009b). Program three. Enriching Content Area Learning Experiences with Technology, Part 1 [Motion picture]. Integrating Technology Across the Content Areas. Baltimore: Author.
Saturday, August 21, 2010
Reflection: EDUC 6712I-3
After completing this course I have a better understanding of the importance of teaching students new literacy skills in the classroom. Students need to be able to analyze a website and differentiate among sites that are reliable and those that are not. I know that my students are fairly comfortable searching the internet, but as far as knowing what information is best to use, they have difficulty.
From this course I have learned that there should be a plan for teaching students how to search the internet. They need guidelines of what is expected as well as information on internet safety. For fourth graders this is definitely important. In addition, students need to know how to analyze a website and use the information they find correctly. This should include giving credit to those sources within their assignment. For fourth graders it is sometimes complicated to explain plagiarism, but they definitely need to know what it is and how to avoid it. This will come with practice.
My professional development goal would include finding ways to incorporate technology in the classroom. By attending training sessions on technology integration and reading scholarly journals about technology in the classroom, I think I will be able to meet this goal. I saw a cartoon in the local newspaper this morning that really made me think. It had a picture of a teacher at the front of the room and a class full of students holding a book. One student says to another one, “How do we turn these on?” I think this is what we should think about as we prepare our classroom lessons. Students are advanced with technology and we need to make sure we are preparing them at school. They learn best through the use of technology, so we should find ways to do this.
From this course I have learned that there should be a plan for teaching students how to search the internet. They need guidelines of what is expected as well as information on internet safety. For fourth graders this is definitely important. In addition, students need to know how to analyze a website and use the information they find correctly. This should include giving credit to those sources within their assignment. For fourth graders it is sometimes complicated to explain plagiarism, but they definitely need to know what it is and how to avoid it. This will come with practice.
My professional development goal would include finding ways to incorporate technology in the classroom. By attending training sessions on technology integration and reading scholarly journals about technology in the classroom, I think I will be able to meet this goal. I saw a cartoon in the local newspaper this morning that really made me think. It had a picture of a teacher at the front of the room and a class full of students holding a book. One student says to another one, “How do we turn these on?” I think this is what we should think about as we prepare our classroom lessons. Students are advanced with technology and we need to make sure we are preparing them at school. They learn best through the use of technology, so we should find ways to do this.
Sunday, April 25, 2010
Reflection
At the beginning of this course, my personal theory of learning based on my current situation was the behaviorist theory. Although I also felt that I incorporated the constructivist theory as well. I teach in a Title I school, therefore I felt focusing on behavior was very important. . I feel that my students can “construct mental maps as they encounter information” (Duffy & McDonald, 2008, p. 17). I still feel that these two theories are very important in my current situation and classroom. I think that this can change depending on the group of students you are teaching. I do feel that students learn best when they are constructing something or building something.
The immediate adjustments I would like to make to my instructional practice is to make sure I am not only using technology as I teach, but also to use it for students to learn independently. The lesson should be centered on the student and the learning process using technology to guide this. My main goal is for students to be engaged, without doing this; they will not be engaged in the lesson.
Two long term goal changes I would like to make to my instructional practice regarding technology integration is to use a Voice Thread in the classroom and also a blog. I have already started a classroom blog where we are actually competing with another school as we review fourth grade skills from this year. Students log on daily to answer the blog question of the day. The students are really enjoying this and I find that they are looking forward to blogging daily. I hope to continue this in the future and make it more in depth based on the skills we are learning. As far as the Voice Thread goes, I think this would be great for students to learn independently and at their own pace. I hope to use technology in some way in every lesson I teach.
References
Laureate Education, Inc. (Producer). 2009. Instructional Theory vs. Learning Theory [Motion picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008) Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
The immediate adjustments I would like to make to my instructional practice is to make sure I am not only using technology as I teach, but also to use it for students to learn independently. The lesson should be centered on the student and the learning process using technology to guide this. My main goal is for students to be engaged, without doing this; they will not be engaged in the lesson.
Two long term goal changes I would like to make to my instructional practice regarding technology integration is to use a Voice Thread in the classroom and also a blog. I have already started a classroom blog where we are actually competing with another school as we review fourth grade skills from this year. Students log on daily to answer the blog question of the day. The students are really enjoying this and I find that they are looking forward to blogging daily. I hope to continue this in the future and make it more in depth based on the skills we are learning. As far as the Voice Thread goes, I think this would be great for students to learn independently and at their own pace. I hope to use technology in some way in every lesson I teach.
References
Laureate Education, Inc. (Producer). 2009. Instructional Theory vs. Learning Theory [Motion picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008) Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Saturday, April 3, 2010
Voice Thread
This is the first voice thread that I have created. I did not have access to a microphone, so I have typed my comments. Please click on the link below to view my voice thread.
voicethread.com/share/1040576/
voicethread.com/share/1040576/
Tuesday, March 30, 2010
Social Learning and Technology
According to Dr. Orey, social constructionism is when students are constructing or building something while conversing with others (Laureate, 2009). Vygotsky had two key points to this, zone of proximal development and more knowledgeable others. The zone of proximal development is what the child is able to learn, and more knowledgeable others are the support the child needs whether it be from a teacher, peer, or parent. By teaching or helping with another student, they are showing what they know.
“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” (Pitler, Hubbell, Kuhn & Maleonoski, 2007). Today there are endless technology resources to aid in students’ learning. When students are actively engaged they are creating meaning and learning. Students now have the opportunity to participate in a blog, wiki site, social networking, etc. These resources create lifelong learners.
References
Laureate Education, Inc. (Executive Producer). (2009). Constructionist and Constructivist Learning Theories. Baltimore: Dr .Michael Orey.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
“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” (Pitler, Hubbell, Kuhn & Maleonoski, 2007). Today there are endless technology resources to aid in students’ learning. When students are actively engaged they are creating meaning and learning. Students now have the opportunity to participate in a blog, wiki site, social networking, etc. These resources create lifelong learners.
References
Laureate Education, Inc. (Executive Producer). (2009). Constructionist and Constructivist Learning Theories. Baltimore: Dr .Michael Orey.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, March 24, 2010
Constructionism and Learning
As a reading teacher I often think that “generating and testing hypotheses” applies only to Science; however “this strategy is applicable to all content areas” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 202). Students can draw conclusions or make inferences on what they are reading. They also preview and predict when reading a book, whether it is independently or whole group. “Typically, students research a problem, form a hypothesis, and collect data to confirm, deny, or revise their last hypothesis”; therefore this is an ongoing process (Pitler, Hubbell, Kuhn, Malenoski, 2007, p. 210).
In my reading class, students can use project based as well as problem based learning to achieve whatever reading skill we are striving for. This might be a prediction or what is to come in a story. The student could determine the solution as a result of his/her prediction. Using technology to do this would also be a great tool for students. I like to use or have students create PowerPoint documents, slide shows, or even hands-on projects to display the skill and information.
Using Microsoft Word my students created a paragraph where they had one sentence of rhyme, repetition, alliteration, simile, and metaphor and each sentence was a different color. This certainly correlates with the constructionist theory. The students were expected to create a topic and paragraph on their own. If they knew the skills, this assignment came very easy to them, however if they didn’t understand one of them it was obvious they needed to review. Dr. Orey discussed in the video Constructionism and Constructivism Learning Theories that students learn best when they are building something (Laureate, 2007). They certainly had to do this in the assignment described above.
Resources
Laureate Education, Inc. (Executive Producer). (2009). Program 6. Constructionist and Constructivist Learning Theories. [Educational video]. Baltimore: Author.
Orey, M.(Ed.). (2001b). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/ Section: Problem Based Instruction
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
In my reading class, students can use project based as well as problem based learning to achieve whatever reading skill we are striving for. This might be a prediction or what is to come in a story. The student could determine the solution as a result of his/her prediction. Using technology to do this would also be a great tool for students. I like to use or have students create PowerPoint documents, slide shows, or even hands-on projects to display the skill and information.
Using Microsoft Word my students created a paragraph where they had one sentence of rhyme, repetition, alliteration, simile, and metaphor and each sentence was a different color. This certainly correlates with the constructionist theory. The students were expected to create a topic and paragraph on their own. If they knew the skills, this assignment came very easy to them, however if they didn’t understand one of them it was obvious they needed to review. Dr. Orey discussed in the video Constructionism and Constructivism Learning Theories that students learn best when they are building something (Laureate, 2007). They certainly had to do this in the assignment described above.
Resources
Laureate Education, Inc. (Executive Producer). (2009). Program 6. Constructionist and Constructivist Learning Theories. [Educational video]. Baltimore: Author.
Orey, M.(Ed.). (2001b). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/ Section: Problem Based Instruction
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Wednesday, March 17, 2010
Technology and the Cognitive Learning Theory
My students today are no longer satisfied with learning through pencil, paper, and a book. They are surrounded by a world of increasing technology. Since that is the case, the job of an educator is to bring those same experiences into the classroom. Technology is the key to the cognitive learning theory of helping students create long term memory in retaining subject content. As Dr. Orey discusses in his video Cognitive Learning Theories our goal as educators is to change short term memory into long term memory. We want students to be able to easily remember what they have learned (Laureate, 2008).
Using cues, questions and advanced organizers will help this connection to take place. Graphic organizers are something that we use daily in the classroom. There is not a better way to organize our thoughts or ideas during a lesson. These organizers lend themselves to technology use. Often times we create a graphic organizer through the use of Microsoft Word or Excel Spreadsheets. This goes hand in hand with summarizing and note taking as well. Students are summarizing information as they use a graphic organizer. This is note taking, without just copying something off of the board. These organizers “focus on enhancing students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 73).
Dr. Orey describes the “dual coding hypothesis” as a student’s way of connecting or storing information. Students remember an image much better than text. They are able to make the connection with an image along with the word to associate it (Laureate, 2008). I love using video clips, etc. to peak the interest of my students as we are learning. BrainPop and United Streaming are two great resources for supplementing your lessons. Students automatically make a connection with what they see and what the descriptions of those images are.
When students are engaged in learning and retaining that information I am definitely happy. This is supporting the cognitive learning theory. It is important as educators to keep up to date on the information that could help students learn and retain what they learn. Technology is ever changing and improving, therefore we should too.
References:
Laureate Education, Inc. (Producer). 2009. Cognitive Learning Theories [Motion picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.
Using cues, questions and advanced organizers will help this connection to take place. Graphic organizers are something that we use daily in the classroom. There is not a better way to organize our thoughts or ideas during a lesson. These organizers lend themselves to technology use. Often times we create a graphic organizer through the use of Microsoft Word or Excel Spreadsheets. This goes hand in hand with summarizing and note taking as well. Students are summarizing information as they use a graphic organizer. This is note taking, without just copying something off of the board. These organizers “focus on enhancing students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 73).
Dr. Orey describes the “dual coding hypothesis” as a student’s way of connecting or storing information. Students remember an image much better than text. They are able to make the connection with an image along with the word to associate it (Laureate, 2008). I love using video clips, etc. to peak the interest of my students as we are learning. BrainPop and United Streaming are two great resources for supplementing your lessons. Students automatically make a connection with what they see and what the descriptions of those images are.
When students are engaged in learning and retaining that information I am definitely happy. This is supporting the cognitive learning theory. It is important as educators to keep up to date on the information that could help students learn and retain what they learn. Technology is ever changing and improving, therefore we should too.
References:
Laureate Education, Inc. (Producer). 2009. Cognitive Learning Theories [Motion picture]. Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.
Sunday, March 14, 2010
Behaviorism and Technology
I feel that behaviorism definitely has a place in classrooms today. Behaviorism has two components, reinforcement and punishment (Laureate, 2009). In my classroom I have a balance between both positive reinforcement and consequences.
In the book, Using Technology with Classroom Instruction that Works, there are instructional strategies for using technology in the classroom (Pitler, Hubbell, Kuhn, Malenoski, 2007). The”reinforcing effort enhances student’s understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning" (p. 155). Some students do not realize the importance of putting forth effort in their work. That being said, educators could use reinforcement to help them achieve the goal of putting their best effort forth.
The second instructional strategy discussed in the book, is homework and practice. Teachers today have so many opportunities through technology to help students learn, instead of just the traditional “drill and practice” that we are so used to hearing about. When a child reads and answers a question correctly, he/she is rewarded with playing an interactive game, etc. According to Pitler, Hubbell, Kuhn, and Malenoski, students that practice with multimedia “increase their level of understanding to mastery” (p. 192).
References:
Laureate Education, Inc. (Executive Producer). (2009). Program 4. Behaviorist Learning Theory. [Educational video]. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
In the book, Using Technology with Classroom Instruction that Works, there are instructional strategies for using technology in the classroom (Pitler, Hubbell, Kuhn, Malenoski, 2007). The”reinforcing effort enhances student’s understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning" (p. 155). Some students do not realize the importance of putting forth effort in their work. That being said, educators could use reinforcement to help them achieve the goal of putting their best effort forth.
The second instructional strategy discussed in the book, is homework and practice. Teachers today have so many opportunities through technology to help students learn, instead of just the traditional “drill and practice” that we are so used to hearing about. When a child reads and answers a question correctly, he/she is rewarded with playing an interactive game, etc. According to Pitler, Hubbell, Kuhn, and Malenoski, students that practice with multimedia “increase their level of understanding to mastery” (p. 192).
References:
Laureate Education, Inc. (Executive Producer). (2009). Program 4. Behaviorist Learning Theory. [Educational video]. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Friday, December 25, 2009
Reflection: Technology Integration
Understanding the Impact of Technology on Education, Work, and Society is a course through Walden University that has equipped me with information that will help me to integrate technology in my classroom. Before this course I do not think I understood how much of an impact technology had on my students. With the help of Dr. Dede and Dr. Thornburg, I feel that I have opened my eyes to a whole new world of learning, 21st century learning, with Web 2.0 tools.
The opportunities we have today with Web 2.0 tools are endless. I have developed an understanding of blogs, wikis, and podcasts. All of which I did not know prior to this class. Richardson states in his book “Blogs, Wikis Podcasts, and Other Powerful Web Tools for Classrooms” that these skills “are relatively easy for anyone to employ in the classroom” (2009, p. 7). After this course, I would completely agree. Technology is something that I am very interested in; however, I was having trouble finding ways to incorporate it into my classroom. With the technology skills that I have developed in this class, I feel that I am more than prepared to utilize these skills in my classroom.
My goal is to increase student achievement; therefore I plan to continue to learn more about technology by keeping up with new and upcoming programs that are offered through technology use. I will have to read more about technology as well. I also plan to try more things in my classroom using technology as a strategy for teaching. I want to see myself as “a connector”, as Richardson describes, and show my students how to use technology effectively. Teacher modeling is one of the most powerful ways to teach; therefore by using technology myself, students will see the need to using technology other than for pleasure, such as games, etc. There is a “growing gap between what today’s students do in school and what they do at home” (Miners & Pascopella, 2007, p. 27). Before this course I was aware of this, but not to the extent that it truly is. For students to spend 27 hours a week on the internet at home, compared to 15 minutes a week at school there is obviously something missing here. Technology over the years has changed how students perceive things. Students today are classified as “digital natives” and according to Mark Prensky that means they are “native speakers of the digital language of computers, video games and the Internet” (2001). As an educator, this should change the way that I teach. My lessons need to be based on how my students learn best, and based on the above information that means using technology to reach them.
In the next two years, I plan to create a classroom blog that will allow students to openly discuss classroom learning. This would be a place for students as well as parents to view content material. I will include websites that could help students when studying a specific skill, as well as have a place for students to comment. I would like to be able to add “pictures and quotes” as Richardson suggests in his book, and give the students an opportunity to add their own thoughts about a particular subject. In addition, I would also like to make podcasting a regular part of my instruction. I think using a podcast would be the perfect way to teach my students the importance of technology, as well as their other state standards. Through podcasting I would have to first teach my students how to use the computer program, and how to post it onto our classroom blog. I teach three reading classes each day, and I think it would be great to have my students create a podcast and compare and contrast it with the other classes. By allowing my students to participate in a blog and develop a podcast, I am helping them to build those 21st century skills that they need to possess such as; critical thinking, problem solving, communication skills, creativity and innovative thinking, and information technology (Laureate Education, Inc., 2008).
Resources:
Laureate Education, Inc. (Producer). 2008. [Motion picture]. Understanding the Impact of Technology on Education, Work, and Society. Baltimore: Author.
Miners, Z., & Pascopella, A. (2007). The new literacies. District Administration, 43(10), 26–34.
Partnership for 21st Century Skills (2004). Retrieved November 26, 2009, from http://www.21stcenturyskills.org
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).
Richardson, W. (2009). Blogs, wiks, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
The opportunities we have today with Web 2.0 tools are endless. I have developed an understanding of blogs, wikis, and podcasts. All of which I did not know prior to this class. Richardson states in his book “Blogs, Wikis Podcasts, and Other Powerful Web Tools for Classrooms” that these skills “are relatively easy for anyone to employ in the classroom” (2009, p. 7). After this course, I would completely agree. Technology is something that I am very interested in; however, I was having trouble finding ways to incorporate it into my classroom. With the technology skills that I have developed in this class, I feel that I am more than prepared to utilize these skills in my classroom.
My goal is to increase student achievement; therefore I plan to continue to learn more about technology by keeping up with new and upcoming programs that are offered through technology use. I will have to read more about technology as well. I also plan to try more things in my classroom using technology as a strategy for teaching. I want to see myself as “a connector”, as Richardson describes, and show my students how to use technology effectively. Teacher modeling is one of the most powerful ways to teach; therefore by using technology myself, students will see the need to using technology other than for pleasure, such as games, etc. There is a “growing gap between what today’s students do in school and what they do at home” (Miners & Pascopella, 2007, p. 27). Before this course I was aware of this, but not to the extent that it truly is. For students to spend 27 hours a week on the internet at home, compared to 15 minutes a week at school there is obviously something missing here. Technology over the years has changed how students perceive things. Students today are classified as “digital natives” and according to Mark Prensky that means they are “native speakers of the digital language of computers, video games and the Internet” (2001). As an educator, this should change the way that I teach. My lessons need to be based on how my students learn best, and based on the above information that means using technology to reach them.
In the next two years, I plan to create a classroom blog that will allow students to openly discuss classroom learning. This would be a place for students as well as parents to view content material. I will include websites that could help students when studying a specific skill, as well as have a place for students to comment. I would like to be able to add “pictures and quotes” as Richardson suggests in his book, and give the students an opportunity to add their own thoughts about a particular subject. In addition, I would also like to make podcasting a regular part of my instruction. I think using a podcast would be the perfect way to teach my students the importance of technology, as well as their other state standards. Through podcasting I would have to first teach my students how to use the computer program, and how to post it onto our classroom blog. I teach three reading classes each day, and I think it would be great to have my students create a podcast and compare and contrast it with the other classes. By allowing my students to participate in a blog and develop a podcast, I am helping them to build those 21st century skills that they need to possess such as; critical thinking, problem solving, communication skills, creativity and innovative thinking, and information technology (Laureate Education, Inc., 2008).
Resources:
Laureate Education, Inc. (Producer). 2008. [Motion picture]. Understanding the Impact of Technology on Education, Work, and Society. Baltimore: Author.
Miners, Z., & Pascopella, A. (2007). The new literacies. District Administration, 43(10), 26–34.
Partnership for 21st Century Skills (2004). Retrieved November 26, 2009, from http://www.21stcenturyskills.org
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).
Richardson, W. (2009). Blogs, wiks, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
Wednesday, December 2, 2009
Podcast: Student Technology Use at Home and at School
This podcast includes interviews with three fourth grade students that are classified as “digital natives”, and contains their answers to serveral questions about their technology use. Their responses to these questions have proven that today, in fact we do have “a growing gap between what today’s students do in school and what they do at home” (Miners & Pascopella, 2007). What is most surprising is the fact that these students are spending four hours or more using technology at home, and only using technology at school to take Accelerated Reader tests, or use Grammar Blast. As educators we must first identify this as a problem, and then take action. There are so many ways we can incorporate technology into the classroom, we just need to do it.
Dr. Thornburg states in the video “Today’s Students” that we have to think “nothing less than one to one computing”, meaning we need to have students on the computers learning individually and collaboratly in order to meet their needs (Laureate, 2008). He also mentioned that students that spend more time using technology at school see an increase in their grades and are able to grasp information at a quicker pace than those that use only paper and pencil. Obviously we need to find a balance between technology use and paper and pencil instruction. The most important thing is that we are doing what is best for our students. We can see clearly that what grasps their attention is video games, television, etc. We need to find out how to use that to our advantage. There are so many great websites, blogs, and wikis that have already been created, we just need to use them.
I love what Alan November states in his article “Banning Student ‘Containers’”, when talking about different forms of technology. “It will be the courageous educator who works with students to explore the power of these tools and in turn empowers stduents to be lifelong learners and active shapers of a world we cannot yet imagine” (November, 2008). That statement is so powerful. Is that not what education is all about? Having read these articles, viewing the video clip above, and completing this research on student technology use, my eyes have been opened to so much. Educators have the abilitiy to change the lives of their students, which is a big responsibility. Now, more than ever we need to focus on how to best reach that goal. Is it with technology? I would say absolutely.
Resources:
Laureate Education, Inc. (Producer). 2008. Skills for the 21st Century [Motion picture]. Understanding the Impact of Technology on Education, Work, and Society. Baltimore: Author.
Miners, Z., & Pascopella, A. (2007). The new literacies. District Administration, 43(10), 26–34. Used by permission.
November, A. (2007). Banning student 'containers'. Technology & Learning. Retrieved from http://www.techlearning.com/article/7468.
Dr. Thornburg states in the video “Today’s Students” that we have to think “nothing less than one to one computing”, meaning we need to have students on the computers learning individually and collaboratly in order to meet their needs (Laureate, 2008). He also mentioned that students that spend more time using technology at school see an increase in their grades and are able to grasp information at a quicker pace than those that use only paper and pencil. Obviously we need to find a balance between technology use and paper and pencil instruction. The most important thing is that we are doing what is best for our students. We can see clearly that what grasps their attention is video games, television, etc. We need to find out how to use that to our advantage. There are so many great websites, blogs, and wikis that have already been created, we just need to use them.
I love what Alan November states in his article “Banning Student ‘Containers’”, when talking about different forms of technology. “It will be the courageous educator who works with students to explore the power of these tools and in turn empowers stduents to be lifelong learners and active shapers of a world we cannot yet imagine” (November, 2008). That statement is so powerful. Is that not what education is all about? Having read these articles, viewing the video clip above, and completing this research on student technology use, my eyes have been opened to so much. Educators have the abilitiy to change the lives of their students, which is a big responsibility. Now, more than ever we need to focus on how to best reach that goal. Is it with technology? I would say absolutely.
Resources:
Laureate Education, Inc. (Producer). 2008. Skills for the 21st Century [Motion picture]. Understanding the Impact of Technology on Education, Work, and Society. Baltimore: Author.
Miners, Z., & Pascopella, A. (2007). The new literacies. District Administration, 43(10), 26–34. Used by permission.
November, A. (2007). Banning student 'containers'. Technology & Learning. Retrieved from http://www.techlearning.com/article/7468.
Wednesday, November 25, 2009
Partnership for 21st Century Skills
In the article, "The New Literacies", Miners and Pascopella first ask, "Students are immersed in 21st century “new literacy” technologies, but are schools preparing them for the future?" (2007). This question should make educators think. When I think about this, the first thing that comes to mind is how my students use my Promethean Board to aid in their learning. What I have found at times, is that students will look as though they understand the content while I have their attention on the board, however, when I give it to them on paper they are unable to perform. Is it wrong for me to teach using my Promethean Board? I do not think so, but I must be able to show them how to transfer what they are learning in a technology situation, to paper. In the education world students and teachers are searching for better ways to understand and/or teach material and skills. Using technology is a great way to do this, but their should definitely be a balance between the two.
The Partnership for 21st Century Skills website discusses what skills students should possess for the 21st century, by providing a framework for teaching these skills, so that they will be prepared for the workplace. The diagram on the website shows the balance between these skills and the importance of each. It is evident that core subjects are still very important in the education world. This model puts a high importance on life and career skills, and information, media, and technology skills are included, which is appealing to me. Right now, this is not happening at our school. I feel like we are unfortunately leaving out life and career skills to focus more on standards and assessments. Although we do need these things, I think we should also be required to teach students skills that our students will use the rest of their lives. How to communicate with others, how to work in a group with people of different backgrounds, etc., and how to use a computer are just a few skills of the many that we should also be teaching. I am excited about what this could mean for my students and all the information it provides for educators.
I am most surprised by the life and career skills being a part of the model for 21st century learning. It was my assumption from my personal experience that those skills were the missing link to making our students successful. It is comforting to know that that is not the case. I agree completely with the framework for the skills to be taught. I have learned from this site that I need to be a more creative teacher. Although the standards are increasing in number and in depth, I think it is important for educators to continue to be creative and make learning fun. Paper and pencil cannot guide my instruction; instead technology and other creative strategies should be my priority in order to get the skills to my students. Whether that is in a group project, or independently using a blog, students should have those opportunities. The support that this model offers could quite possibly change our students and their dispositions dramatically. This is what I need as an educator.
Resources:
(2004). The partnership for 21st century skills. Retrieved from
http://www.21stcenturyskills.org/.
Miners, Z., & Pascopella, A. (2007). The new literacies. District Administration, 43(10), 26–34.
The Partnership for 21st Century Skills website discusses what skills students should possess for the 21st century, by providing a framework for teaching these skills, so that they will be prepared for the workplace. The diagram on the website shows the balance between these skills and the importance of each. It is evident that core subjects are still very important in the education world. This model puts a high importance on life and career skills, and information, media, and technology skills are included, which is appealing to me. Right now, this is not happening at our school. I feel like we are unfortunately leaving out life and career skills to focus more on standards and assessments. Although we do need these things, I think we should also be required to teach students skills that our students will use the rest of their lives. How to communicate with others, how to work in a group with people of different backgrounds, etc., and how to use a computer are just a few skills of the many that we should also be teaching. I am excited about what this could mean for my students and all the information it provides for educators.
I am most surprised by the life and career skills being a part of the model for 21st century learning. It was my assumption from my personal experience that those skills were the missing link to making our students successful. It is comforting to know that that is not the case. I agree completely with the framework for the skills to be taught. I have learned from this site that I need to be a more creative teacher. Although the standards are increasing in number and in depth, I think it is important for educators to continue to be creative and make learning fun. Paper and pencil cannot guide my instruction; instead technology and other creative strategies should be my priority in order to get the skills to my students. Whether that is in a group project, or independently using a blog, students should have those opportunities. The support that this model offers could quite possibly change our students and their dispositions dramatically. This is what I need as an educator.
Resources:
(2004). The partnership for 21st century skills. Retrieved from
http://www.21stcenturyskills.org/.
Miners, Z., & Pascopella, A. (2007). The new literacies. District Administration, 43(10), 26–34.
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