VoiceThread

https://voicethread.com/share/3141170/

This was my very first experience with VoiceThread, I hope it worked.
I decided to pose a current problem for my students.  This is actually something we are discussing at this time.  Once this activity is done, I would also like to extend it to get the students' feedback on how we can improve our playground and explore pricing and other factors.
I believe my VT is set to public, but please let me know if you are unable to view it.
I enjoyed watching the how-to videos teaching us how to get the link to our VT and how to set it to public.  How would I make a similar VT?  I would love to have a video showing the live onscreen steps as I explain how to do something on the computers.  For example, I would love to have little tutorials like how to format a picture in Word so they can move it around and select the exact location in the document.   Does anyone know where I can get more information on how to do this?

Connectivism and Social Learning in Practice

This week’s resources focused on social learning theories and how to implement technology effectively with this way of teaching.  “Social learning theories state that students actively engage in constructing artifacts and converse with others.  It’s the conversations that the students engage in that really help concretize and help them understand something” (Laureate Education, Inc., 2011).  The idea is that students can learn from one another, and the discussion component allows students to view the information differently, increasing the potential to internalize and retain the information for future use.  As Dr. Orey and our other resources said, ““One of the best ways of learning content is to teach it” (Laureate Education Inc., 2011). 

With our technology filled world we are become more and more social.  The definition of what social means will continue to change, as it used to mean people who spent time with others and were friendly and engaged in discussions.  These days a social person may be texting, emailing, replying to blogs to people he or she has never met.  Some friendships have been established without ever seeing the other person or even hearing their voice.  We are a connected society, we are glued to our devices and we thrive off posting updates about our lives or reading about others.  These changes convince me that we as teachers need to make our classrooms more social as well to meet the needs of our students.  “To be prepared for the fast-paced, virtual workplace that they will inherit, today’s students need to be able to learn and produce cooperatively”  (Pitler, Hubbell, Kuhn, Malenoski, 2007). 

This week’s resources provided numerous ways to help students learn in a social environment.  Although this is the second time I’ve been asked to read this chapter, I learned or was reminded of great resources and plan to revisit this information in the future.  The main premise is that “technology can facilitate group collaboration, providing structure for group tasks, and allowing members of groups to communicate even they are not working face to face” (Pitler, et al, 2007).  The use of technology has greatly increased the number of people students can collaborate with during a learning activity as well as the number of ways students can interact with others.  Students are now able to collaborate with students in other classrooms, experts in a field, or with anyone in the world.  Through the use of email, instant messaging, texting or even video chats through Skype, students have increasingly more ways to collaborate than even 5-10 years ago. 

Our resources discussed using technology to conduct WebQuests, create web sites, use collaborative documents like Google Docs, shared bookmarking and more.  These are all great ways to allow students to communicate and collaborate to create an artifact but what really grasped my interest was the idea of web-enabled simulation games. 

As quoted in our text Using Technology with Classroom Instruction that Works, “Gaming simulation is an interactive learning environment that makes it possible to cope with complex authentic situations that are close to reality”  (Pitler, et al, 2007). 

The text suggests a simulation based upon the Revolution (http://educationarcade.org/revolution) which is a multiplayer 3D game that gives students the opportunity to react to various events that foreshadow the coming of the American Revolution.  (Pitler, et al, 2007).  What a great way to get students engaged in a social studies; I only wish my teachers had used these.  “Since knowledge is contextualized to the students’ real life and the world is brought to them in a unique way, it is more engaging to them than simply reading tables in a textbook.  And interacting in a virtual world offers the potential for different personalities to be heard”  (Czarnecki, K., 2008).

This weekend I dedicated a considerable amount of time to finding simulations that could be used in my 5^th grade math classroom.  Here are some that I found:

Brain Nook http://www.brainnook.com/play.php

*requires a registration but is free

Virtual Math Club http://virtualmathclub.wordpress.com/

Virtual Worlds Designed for Elementary Students  http://vworld.fas.org/wiki/Elementary

*This provides a list to other virtual worlds for multiple content areas, not just math.

JumpStart Video

http://www.youtube.com/watch?v=MkcHlWhGI7I

*Have you used the JumpStart Software with your kids?  This program is designed for Preschool-2^nd grade and is available for purchase.  The link should direct you to a video to explain about the JumpStart learning tools.

SuperMathsWorld

SuperMathsWorld

http://www.supermathsworld.com/

This site allows users to play as a guest or create a login.  There are a number of activities to chose from and some require students to “unlock” previous levels before advancing. 

MinyanLand

MinyanLand  http://minyanland.com/

This is a great place to learn about earning, saving, spending, and giving money while students play games and make friends. 

Bank of MinyanLand

Mathmovesu  http://www.mathmovesu.com/#/home

(Raytheon)

One of my favorite blogs, ilearntechnology describes this site like this:  What it is: MathMovesU is an interactive virtual world where middle school students can interact with algebra, geometry, decimals, fractions, and word problems through topics they are passionate about like sports, music, and fashion.  As students navigate through MathMovesU they will encounter math problems delivered through games, polls, and fun facts.  The site is a great supplement to curriculum and will help students practice and improve their math skills in a fun, engaging manner.

Check out their full review at:  http://ilearntechnology.com/?s=mathmovesu&x=0&y=0

Another great site by Raytheon is the Sum of all Thrills  http://www.mathmovesu.com/sum-of-all-thrills.aspx?grade=Six

 

These virtual environments allow students to apply the skills they learn in their math classes to real-life applications.  It allows them to see how various topics are related and why learning specific skills are beneficial.  The gaming atmosphere is sure to grab students' attention and motivate them to develop or perfect the skills they need in order to move to the next level.  

Communication software is also a great tool to facilitate discussions among students, which is a major component of social learning theories. “Technology allows students to collaborate on projects without the constraints of time or geography.  Blogs, wikis, instant messaging, social networking sites, and Skype provide the means for students to communicate and share ideas as they work cooperatively” (Pitler, et al, 2007).  These sites make it possible for students to share their ideas, check for understanding, and elaborate on the subjects at hand, even if they are not working in the same room.  These also have protective features to help us monitor those in which our students are communicating. 

Edmodo is a site that allows schools to create a free domain for their school, giving teachers more administration rights regarding who can access material and the abilities to block or shut down users if needed.  The format is very similar to Facebook I’m told (according to other teachers and students) and that alone has my students begging to log on and get busy with their math assignments. 

I have used Edmodo to post descriptions to projects which really helps those unorganized students who always seem to lose the directions or expectations.  I post the rubric for tasks, and I even post links to get them started.  Students are able to communicate with one another by posting comments or replying to other student's posts.  They are also able to upload their final projects such as a graph, a word document or powerpoint for others to see, comment on, and collaborate.

The idea of Skype may be fascinating but how do you know where to start?  The link http://education.skype.com/ is a place to connect with other educators.  Who knows, you just might find the perfect support system here. 

A classroom blog can also be a great place for communication.  Students can post questions about an assignment, offer feedback to peers or even post links to resources they found beneficial.  

Wikis are also a great tool that give teachers the option to monitor their students and see who has contributed to a project.  Within the wiki there is a discussion forum that allows group members to post questions for others in their groups, or to post updates if they are unable to communicate in person. My students loved creating their March Madness Wikis this past spring.  Not only were they calculating fractions, percents, and more, they were also able to present what they learned on their group wiki to an audience, which increased their participation and effort in the project.  This feature alone allows students to create something, to collaborate, to discuss, and refine.  It seems it is one of the ultimate social learning tools.  

Education is becoming more and more social.  Students are no longer expected to show what they know by taking a test independently.  They are now able to apply what they've learned to gain a full understanding of the material and how it relates to real-life.  The social learning theory provides students with multiple exposures to content through research, construction, and discussion.  By the use of technology students are able to discuss content, check to see if their understanding matches that of their peer, and collaborate in multiple ways to complete the learning experience.  

References

Czarnecki, K.  (2008, October).  Virtual worlds for educators.  District Administration, 44,(11), 48-52.  Retrieved using the Academic Search Complete database.

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, Kuhn, Malenoski.  (2007). Using technology with classroom instruction that works. Alexandria, Va: Association for Supervision and Curriculum Development.

Thatquiz.org and Edmodo

The last few months I have been exploring how to use Edmodo effectively in my classes and I stumbled upon a site called thatquiz.org.  This site offers many quizzes for students to take and the number of questions, types of operations, and other settings are totally customizable.  I simply post an assignment telling my students what type of test they are taking (fact test-click arithmetic under the first heading, fractions-click under a different heading), the number of questions I want them to take (this is adjusted on the left side), and wah-lah.  There is a timed mode, but even if students select "no time" it keeps track of how long the test took them.  The site even offers feedback so students know instantly how they did.  At the end of the quiz a graph appears with their score information.  If students missed any questions, it shows these off to the right.  I simply have my students copy this graph (and info about the questions the missed) and paste it into their Edmodo submit assignment section.
This has worked great for those days I simply didn't have time to make a customized test.  It also has helped to keep my 5th graders honest about their scores.
I also LOVE the quiz/test feature within Edmodo that can score quizzes for you.  I use this when I have time to create my own tests.  I do a fill in the blank style test so students must type their answer instead of just clicking on a multiple choice question and the computer grades it and enters it into their edmodo gradebook.  What a breeze!  :)

I recently had students search to find good sites to help us practice our skills and they loved posting games and video clips they found useful.  This teaches them how to use the internet to find resources, and it gave them a huge list of great sources to select from while mastering that skill.

If you have other suggestions for using Edmodo in your math classroom, I'd love to hear them!

Music & Math

I love using songs in my math classes.  Do they drive my students crazy?  Sure...but I also caught them singing them quietly during our state testing and they said, "Hey, those really work!"  The key is to sing them and have fun with the kids.  When learning a new song/skill I have the words in my Smart board presentation every few slides or so and I make sure to sing along with the kids.  We've even been known to sing them in the cafeteria or even once we've lined up after recess.  The kids love the fraction cadence and love to lead it for the teacher if they have a copy of the words or have memorized it.  I also don't tell the kids but do random "pop quizzes" the first few days songs are learned.  Whoever can sing them without looking earns a treat!   I'm not sure who wrote the original versions of the songs but I'm very grateful they did!

Rounding

Find the place value and circle that digit

Move to the right and underline, get it

0-4 circle stays the same

5-9 add one is the game

Now flex your muscles, like a hero

Digits to the right turn to a zero

All other digits remain the same.

Yo, you're a winner in the rounding game.  

Fractions

Adding and subtracting is plain to see,
you match the bottoms perfectly.

Multiplying fractions is no big problem,
it's the top times the top, and bottom times the bottom.

Dividing Fractions is easy as pie,
just flip the second fraction and multiply!

Fraction Cadence (For most lines the teacher should say it first and the kids should repeat it after the teacher, one line at a time)

**This is one of our favorites!

I don't know what you've been told (kids repeat)
Fractions are the way to go (kids repeat)
Fractions, fractions, don't you know (kids repeat)
Each operation has a different flow (kids repeat)


Sound off (teacher says)   7/8 (kids say)
Knock it on down (teacher says)  3/4 (kids say)
All the way down (teacher says)  5/8, 5/8, 1/2, 3/8, 1/4! (kids say)



Adding and subtracting are so cool
It’s quite easy, here’s the rule
Change the denominators so they match
Then add the numerators, that’s the catch


Sound off, 7/8
Knock it on down , 3/4
All the way down, 5/8, 1/2, 3/8, 1/4!


Multiplication rules, we can name
The denominators aren’t the same
Multiply the tops and then the bottoms
Simplify and then you got ‘em!


Sound off, 7/8
Knock it on down , 3/4
All the way down, 5/8, 1/2, 3/8, 1/4!


Dividing fractions, that’s the test
It’s more confusing than the rest
We don’t divide we multiply
By the reciprocal, and that’s no lie!


Sound off, 7/8
Knock it on down , 3/4
All the way down, 5/8, 1/2, 3/8, ooh rah!

Mean, Median, Mode

Mode shows up the most,

Average is the mean,

Median, median, median, median,

a number in between

Mean, Median, Mode, and Range  **Another FAVORITE!

Mean is just an average, average, average,

Mean is just an average, you add and then divide

Median is in the middle (we clap our hands to demonstrate middle), in the middle, in the middle,

Median is in the middle and never left or right (we shake our heads no and put our left hand up and then our right hand when we say the corresponding word)

We see the mode all around, all around, all around,

we see the mode all around, it shows up lots of times

(For this one we either make a circle with our finger in the air, or we make glasses with our thumb and pointer and circle around from the waist up.....this gets you VERY dizzy at times!)

Range is the difference from least to greatest, least to greatest, least to greatest

Range is the difference from least to greatest, subtract the low from the high.  

(Squat down for "least" and stand up for "greatest".  Also squat for "low" and stand for "high")

Simulations

http://www.classroominc.org/node/101
This site has a number of simulations.  It has short video episodes to go along with the topic.  Check it out to see if any of the topics meet your needs.

http://eclassresources.wikispaces.com/Simulations
This site has a number of simulations sorted by topic.

http://www.interact-simulations.com/c/featuredproduct.html?subject@Writing_2FEnglish+s@AAAHLzXvGfpe2
This site has resources for purchase to create simulations in your classroom.
I have used three of these in my social studies classroom and my kids loved them!  The copies I have are old and do not use technology but they are still good.  I even adapted some of them to use technology.  They are extensive and can last for weeks if you want them to.  I usually selected a few parts to allow my students enough time to get a good grasp on the material while saving time for other activities and lessons as well.  But, like I said, these are not free.

Constructivism in Practice

This week we were asked to discuss how the instructional strategy, generating and testing hypotheses, correlates to the constructivist and constructionist learning theories.  Before addressing this correlation, it is necessary to first discuss these two learning theories.

Constructionism and Constructivism are terms that are often used interchangeably in the schools in which I have worked or volunteered.  If you were to conduct a search online for one of these terms, you will also get numerous hits for the other as well.  The reason is because these two learning theories are closely related to one another.  “Constructionism builds on the Constructivist Theories of Jean Piaget, asserting that knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner.  (Orey, 2001)  Both learning theories state that learning takes place, and connections are made when students are actively involved in an activity, but the constructionist theory goes a step farther and states that, “Ideas are more likely to be created when learners are actively engaged in building some type of external artifact that they can reflect upon and share with others.  (Orey, 2001)

I believe in these two learning theories and I try to conduct lessons based on these models.  Think back to your school days?  What are some of the things you remember learning about?  I always remember the big projects, the science fair projects that I spent countless hours on, or the wooden end table I made and everything that had to be done to make it correctly.  The projects that stand out in my mind were the ones in which a great amount of my time had been invested, striving to find my own answers and make a display or object to demonstrate what I had learned.  These projects incorporated numerous subject areas and the knowledge I gained has stayed with me always. 

Generating and testing hypotheses is very similar to the constructivist and constructionist learning theory.  It too, involves putting the students in the driver’s seat, so to speak.  It allows them to generate a question or hypothesis, and then actively research to support or decline their original hypothesis (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  As they research they are strengthening connections in their brain, helping them to really understand the task at hand.  Even though their hypothesis may be wrong, students will discover this on their own and have an understanding why, instead of just getting feedback from their teacher, and being left to wonder why the hypothesis was incorrect.   Learning that one’s initial thoughts were incorrect causes a disequilibration for the student.  (Laureate Education, Inc., 2010).  The student must then alter their thinking processes in order to make sense of the new material and to understand it fully. 

Technology can really facilitate the testing hypothesis process.  The Internet is a wealth of resources including text, video, and even the capabilities to chat with experts in a field.  Technology can also help students to organize the data they have collected.  In our text, Using Technology with Classroom Instruction that Works, it discusses how the use of spreadsheets can be a beneficial data collection tool.  Spreadsheets allow for students to organize their data and to manipulate it with ease.  It allows for students to use features such as the formula feature to complete computations, allowing students to focus on other aspects of the activity instead of the tedious computations.  It also increases accuracy with answering computations, increasing the likelihood that students’ revised hypothesis will be accurate since the calculations will likely be free from error (Pitler, et al, 2007). 

Technology can also be used to participate in simulations.  “Students can see the outcome of their hypotheses, often in virtual situations that would be impossible or financially unfeasible in real life” (Pitler, et al, 2007).  Although it does take some time to search to find the simulation that really meets your needs, “simulation software also can provide incredibly engaging learning environments, resulting in increased motivation and retention in learning” (Pitler, et al, 2007). 

One simulation I have explored briefly with my high ability students this year is http://mathbydesign.thinkport.org/.  It is a simulation that allows students to create a park or an environmental center.  There are a number of tasks that must be completed, such as determining the location for the concession stands based on certain criteria.  Although this simulation is higher level and challenging for the majority of the grade, my high ability students loved the challenge and often asked to play the game in their free time. 

Another site I found was http://www.explorelearning.com/.  This site has over 450 math and science simulations for grades 3-12.  This site does require a paid membership but it does offer a great free 30-day trial period. 

The instructional strategy, generating and testing hypothesis really reflects the key components of the constructivist and constructionist learning theories.  It allows for students to be an active part of their learning experience.  The teacher’s role is to act as a facilitator and provide guidance to the students to help them successfully reach their own conclusions.  Generating a hypothesis is focusing on the big picture, or is similar to the top-down model.  Instead of learning each component and then understanding how they fit into the big picture, the students are focusing on the main topic while experiences the subtopics along the way.  The main component of each of these is that the students are constructing their own understanding of the material, making neural connections, increasing the likelihood of students retaining the content. 

References

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

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

Cognitivism in Practice

The Cognitive Learning Theory focuses on how learning is occurred, and what goes on inside the brain during learning.  It states that learning is strengthened with each networked connection made, and that learning is increased when multiple senses are addressed in lessons or learning experiences (Laureate Education, Inc., 2011).  Luckily for educators, there are numerous resources available to enhance lessons thanks to the wonderful world of technology. 

“The technology provides you with editable visual aids and multimedia resources that appeal to a number of learning styles”  (Pittler, Hubbel, Kuhn, & Malenoski, 2007).  Research has shown that the more ways students are exposed to material, the more ways they have to retrieve the information.  For example, if we only talk at our students, we will only be giving them auditory information, which will not meet the needs of visual, kinesthetic, or other types of learners.  If however we present material using a variety of instructional methods, students are more likely to recall the information because they have experienced it multiple times since they processed the information through multiple senses. 

One great learning tool that is available through the use of technology is virtual field trips.  These allow your students to participate in learning experiences that would not be possible without the use of technology.  For example, if students are learning about rain forests, but live in Indiana, they can simply go online to find videos that allow them gain a better understanding of what the rain forest looks and sounds like.  Without these real images and sound clips, students might establish misconceptions about the rain forest.

Other great learning tools, which are sometimes hard to find for particular subjects, are simulations where students actively get to participate in a scenario and are faced with problem solving skills.  These activities can make students gain a better understanding of what it would be like to live through such an experience and they will cause them to use higher order thinking as they apply what they’ve learned to complete a specific assignment or task.  By being in charge of the decision-making, simulations really give students power and cause them to become engaged in their learning.  They construct meaning as they are faced with the consequences of their actions and make connections throughout the experience. 

I feel there should be more educational simulations available to completely immerse students in the learning experience.  If anyone has links to simulations you have used, please post them to my blog.  I think if I ever decide to leave the classroom, I would be happy creating virtual simulations (with the help of a tech team to put my ideas into action, of course) to make the learning come alive for future generations. 

Note taking is a skill in which students must be able to decipher which information is pertinent and which can be ignored.  Even as I read the generalizations in our text, I was tempted to write down the generalizations word for word.  One statement that really stood out to me was, “To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level” (Pittler, et al, 2011).   If you stop and think about this, it really is true.  I personally like to copy information word for word as it helps me to internalize what I have read because I am processing it multiple times.  I see the information when I read it, I read it quietly as I restate the words to myself, sending messages down my arm and to my hand, telling it what to write, and then I visually see the information again as I reread what I have written.  Even with all of this exposure to the material, it still takes effort to put information into my own words. 

With the use of technology note taking can come in many forms.  It can be created in a word processing document and follow the typical outline form that many of us were taught to us or it can come to life to meet the needs of our “connected” students.  For example, students can use Glogster (www.glogster.com) to create a poster with text, images, and music to share their learning.  Students can create concept maps online or use programs to embed links to videos or other resources to enhance their learning.  Document sharing services such as GoogleDocs allows users to collaborate to create notes, allowing for others to check for accuracy and to offer other perspectives. 

 Through the use of technology we can help learning experiences come to life for our students.  “Multimedia is very effective because it helps them both activate prior knowledge an develop a mental model to help them understand new information: (Pittler, et al, 2011).  Through the use of technology we are allowing students to become exposed to new information and process the information in more ways since they are experiencing it through multiple senses.  By creating learning experiences such as these, we are giving our students more means to retrieve the information, we are increasing the number of connections they are making, and we will greatly benefit their learning experiences. 

References

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

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

Virtual Field Trips

Here is a great link I stumbled upon with numerous videos that cover a variety of topics and subjects. :)

http://ldshomeschoolinginca.org/vft.html 

Behaviorism in Practice

This week our course resources focused primarily on the behaviorist learning theory.  Our assignment is to describe how the two instructional strategies, reinforcing effort, and homework and practice, correlate with the principles of the behaviorist learning theory. 

“A key element of the behaviorist learning theory is the rewarded response.  The desired response must be rewarded in order for learning to take place”  (Orey, 2001).  Students who are rewarded will continue a desired behavior or response, and those responses that are ignored or punished, will decrease.   This stimulus-response association can positively impact classroom behaviors, academics, and also reinforce study skills.  “Students can learn to operate from a belief that effort pays off even if they do not initially have this belief” (Pitler, Kuhn, & Malenoski, 2007).

The behaviorist approach believes that, “frequent practice-and practice in varied contexts-is necessary for learning to take place.  Skills are not acquired without frequent practice”  (Smith, 1999).  Marzano claims that, “Typically, students need about 24 practice sessions with a skill in order to achieve 80-percent competency” (Pitler, 2007).  Reading this fact really made me stop and think about how often student really get that amount of exposure to material due to the race to meet the requirements of the high stakes tests.  As if the vast amount of skills we are required to teach weren’t enough, often times we also have to teach the prerequisite skills students are lacking, and now we are being told that students need 24 practice sessions or more to achieve mastery?  There simply isn’t enough time!  However, assigning purposeful homework assignments can help.  “Homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills”  (Pitler, 2007).  

How then does technology play into all of this?  “Technology facilitates homework and practice by providing a wealth of resources for learning outside of the classroom, making it easy for students to work on collaborative homework assignments and providing ‘drill and practice’ resources that help students refine their skills” (Pitler, 2007).  The Internet is a wealth of information providing lessons, practice or application, and even games to enhance skills.  Online lessons are especially beneficial because students can watch them over and over until they fully understand, or they can simply search to find another method that makes more sense to them. 

“Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback”  (Pitler, 2007).  Much of the software or programs that are available offer immediate feedback.  This lets the child know how they are doing, which will help to keep them from practicing or perfecting doing something incorrectly.  When the animated figure pops up with an encouraging word or tip, the students will begin to gain an understanding of the desired behavior or outcome.  When they are kept from moving on to the next level because of answering incorrectly, students will want to earn access to the next level and continue to persevere.  Students and teachers have access to reports that clearly state the students’ progress.   No longer will students be able to “slide under the radar” if they are struggling in a subject, the reports will indicate this. 

There are effective software programs that strengthen mathematical skills such as ALEKS (http://www.aleks.com/)  or SuccessMaker  (http://www.pearsonschool.com/index.cfm?locator=PSZk99).  However these programs cost a significant amount of money, and many schools simply cannot afford to purchase these licenses.  In addition, to these, there are many free sites that offer great remediation or practice.  I currently use www.edmodo.com to post assignments and to have students respond to math questions online, or submit homework or game results through our Edmodo site  Some of our favorite sites for math games are:  www.mathplayground.com, www.hoodamath.com, http://www.coolmath-games.com/, www.multiplication.com, https://www.acuityathome.com/index.jsp, and many more.  

“Parental involvement in doing homework should be kept to a minimum”  (Pitler, 2007).  I agree with this statement for a number of reasons.  First of all, many of my students who would need the extra assistance with homework are the ones who are home alone the majority of the night while their parents work to earn money to pay the bills.  The second reason I agree with this statement, is because parents have been out of school for a number of years and simply may not remember how to apply a mathematical formula, or never learned the content using the same strategies their child is expected to master.  By incorporating technology into the homework, students can access online tutorials if needed; they can see sample problems and revisit the information learned in class.  Social networking can allow the students to contact the teacher or even other classmates for clarification on what an assignment was or tips to successfully complete an assignment.  Students can also practice their basic skills by playing educational games and get feedback that would be missing if they were home alone. 

Homework and reinforcement go hand in hand with the behaviorist approach.  The behaviorist approach states that students need multiple exposures to content in order to master the skills, and reinforcement provides students with feedback based on their progress to promote desired outcomes.  Carefully selected homework can provide students with the opportunities needed to practice and develop mastery of skills.  “Having students practice a skill or concept enhances their ability to reach the expected level of proficiency.  Multiple exposures to material help students deepen their understanding of content and become proficient with skills”  (Pitler, 2007).  Incorporating technology into the homework assignments or projects takes homework t o the next level by offering immediate feedback and thus reinforcing the desired outcomes or responses. 

References:

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

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

Smith, K. (1999).  The behaviourist orientation to learning.  In The encyclopedia of informal education.  Retrieved from http://www.infed.org/biblio/learning-behaviourist.htm

Welcome Back

It's hard to believe that we are entering our 5th Walden course, that means we are almost half way through our degrees!  I have learned so much from my classmates and professors, and thankfully the time has been flying by.

This course, Bridging Learning Theory and Technology has a blogging component as well, so expect to see updated posts throughout this course.  Also, be sure to check out my classmates' blogs, they have great insight and ideas!  :)