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!  :)

Reflection

As the end of this course approaches, I would like to reflect on the impact it has had on my teaching.  This course has really introduced me to many new ways to add technology to my teaching repertoire.  I have learned how to create a blog, about RSS, how to use an RSS aggregator, how to create wikis, and podcasts, as well as other ideas on effective uses of technology in the classroom.   Although many of these were things I had not heard of until this class, I now have a better understanding of their capabilities and how to use them.

I learned a great deal about 21^st Century Skills through our reading assignments and videos, however, I truly valued the experiences that had us manipulate the technology to really gain a better understanding and to make connections on our own.   Without these assignments I probably would not have set aside the time to truly figure out the components of a class wiki, or how to subscribe to feeds to get information without countless hours of searching.  These activities were not easy but I loved the feeling of truly learning meaningful content to enrich my students’ learning experiences.  I have even implemented the use of websites I found while reading blogs for this class, a class wiki project that focused on March Madness data, and Edmodo.  Each and every week I was invigorated by the topics we were assigned in this course and I brought that excitement into my classroom as I introduced my students to these incredible learning tools. 

Although I am known in my school to integrate technology as much as possible (I’ve been known to “hog” the mobile labs or computer labs on a regular basis and the tech department eventually decided to just let me house the mobile lab in my room since everyone knew it would always be there), I did not fully understand which skills I should be incorporating into my lessons.  Everyone seemed to use the lab to make pretty posters or publish writing, and although these are valuable ways to create final drafts, I always felt there had to be other ways or reasons to use the lab other than simply researching or typing a story in Word, but didn’t know where to look for guidance.  Although my classes often went beyond the basic computer use, I was hungry for a guideline to help me focus on the necessary skills I needed to help my students develop instead of trying to cover everything.  I was thrilled to read multiple articles assigned in this course that focused on 21^st Century Skills and technology standards.  These resources helped me to realize that 21^st Century Skills doesn’t just mean using technology on a regular basis, it also includes skills such as inventive thinking, effective communication, prioritizing, planning, and managing for results, effective use of real-world tools, and global awareness (Partnership for the 21^st Century, N.D.).  They also helped me to gain a better understanding of which skills are necessary for my students to master in order to be fully prepared for the next grade. 

The statement that stood out to me time and time again was, “It’s their after-school education, not their school education, that’s preparing our kids for their 21^st-century lives-and they know it” (Prensky, 2008).   Students are so eager to use technology that they carry it everywhere with them.  As soon as they have a free moment, they pull out their mobile device and “play” or “mess around”.  But it is this time that they are learning truly beneficial skills that will help them to be successful in our technology filled future.  They are learning various shortcuts, how to change settings to customize it to their liking, they are communicating with others around the world, they are problem solving, and most of all, they are engaged.  They are driven to use and master this equipment, and this equipment is the key to making learning meaningful and interesting to our students.  We need to find ways to incorporate these new, invigorating technologies into our classrooms on a regular basis.  “Educating or evaluating kids without these tools makes no more sense to them than educating a plumber without a wrench” (Cramer, 2007).  However, we must be careful about how we plan to use technology in our lessons, Bull and Bull argue that, “Using technology to teach the same topics in fundamentally the same ways that could be taught without technology does not strengthen students’ learning and belies the usefulness of technology.  Furthermore, using technology to perform tasks that are just as easily carried out without technology may actually be a hindrance to learning”  (Bull and Bull, 2003).  The truly effective use of technology is one that strengthens core content while allowing students to do things that would not be possible without the technology.

Many of the articles we read closely related the teaching of 21^st Century Skills to the Constructivist Approach.  My teaching during my undergrad (while volunteering in classrooms and working as the head teacher at the university’s day care) closely resembled the Constructivist Approach.  However, my teaching changed slightly once I landed my first teaching position and was handed a teacher’s manual (or 8 for that matter).  I’ll never forget the uneasiness feeling I got when I was expected to use the teacher’s guide to get my lessons.  The person who wrote that book did not know my students or their capabilities, so how could it meet their needs academically?  As time went on and I was forced more and more to use the teacher’s manual, I started to lose a little bit of the spark that had drawn me to teach in the first place.  To overcome this I’d throw in a lesson or two, created based upon my class’s interests while focusing and developing skills mandated by standards.  These projects rejuvenated me and my class (I had the same kids 3 years), and were the learning experiences we all still remember and value.  As a result, my goal is to become more of a facilitator and let students play an active role in leading the learning experience. 

This year my teacher’s manual is sitting on a shelf near my computer covered in dust.  Sure, I pull it out at times to learn other strategies to introduce a skill or to get a feel for which topics relate closely to one another at times, but I prefer to create lessons based upon my students’ interests and abilities.  Just recently my classes were busy talking about the basketball game the night before and spouting out statistics of various teams.  I was amazed by the amount of data they had memorized when some have a tough time simply getting their name on the their paper.  I used the knowledge from this course to create a class wiki project that focused on March Madness data.  Students researched, recorded, compared, calculated, made predictions, corrected predictions, and collaborated during this activity.  Suddenly using data that was important to them they were eager to learn how to change a fraction to a percent, and how to divide using decimals instead of just getting a remainder.   They focused on place value as they compared field goal percentages and finally, they understood mean (average) and how to calculate it!  This task not only got my students engaged but it made me excited to go to school each day as well.  I was eager to see what new information they had found, new connections they had made, to listen to their discussions, and to learn WITH them as we utilized wikispaces for the first time.

I find my best teaching experiences have been created working as a team with my students.  We create projects together and discuss how to make certain topics relate to our educational standards.  We truly make a great team and I love getting the opportunity to learn from them.  Our students bring a great deal of knowledge with them when they enter our classrooms.  “Encouraged to share their expertise, students can be a teacher’s best resource for suggesting better access to technology, defining the kinds of technology that teacher should be using in the classroom, and showing teachers how they can use specific hardware and software tools to teach more effectively”  (Prensky, 2005).

“Today’s teachers have to learn to communicate in the language and style of their students.  This doesn’t mean changing the meaning of what is important, or of good thinking skills.  But it does mean going faster, less step-by-step, more in parallel, with more random access, among other things”  (Prensky, 2001).  By embracing these new teaching methods we will find that students are more engaged and in charge of their learning.  We will spend less time trying to motivate them accept why they need to learn something and more time allowing them to apply their skills.  To keep current on these changes in teaching I will continue to collaborate with other professionals, I will visit blogs that contain relevant information to improve my teaching practices, and I will continue to seek out professional development.  The past two years I have had the opportunity to travel our state to visit other schools to see how they have incorporated technology.  My favorite part of these trips is talking with the students to get their real (and very honest) feelings about the various technology skills or programs they are using. 

My goal is to develop and incorporate more technology in my classroom.  I would love to find gaming applications that require students to use various math skills to master the game.  With the vast amount of gaming software and resources on the web I’m sure there must be something created already, it’s just a matter of finding one that meets my students’ needs. 

Another goal I have is to create real-life applications that incorporate technology and the math skills I’m mandated to teach.  “Students need to learn academic content through real-world examples, applications and experiences both inside and outside of school.  Students understand and retain more when their learning is relevant, engaging and meaningful to their lives”  (Partnership for the 21^st Century, N.D.).  To accomplish this I will continue to search the web for activities but I will also collaborate with other teachers and even business owners in our local area to develop tasks that are meaningful to the students and strengthen their understanding of core content and 21^st Century skills. (There’s nothing more upsetting than spending hour upon hour “creating” a new project to hear, “Oh, so and so does the same project!”)   

During the first week of this course we were asked to complete a checklist to assess our technology integration practices.  This week we revisited this same checklist and although some of my ratings are still the same, I now have the resources to incorporate technology more frequently in my lessons.  Two of the goals I have had all year, developing more activities that require student collaboration to accomplish a task, and designing learning experiences that require students to formulate questions for inquiry and engage in real-world problem-solving activities are still goals I will continue to work on, however I now feel I have a better idea of how to incorporate technology into my classroom and I have a better understanding of how to collaborate with other teachers to find already created tasks that I can tweak to my liking.  One practice that has increased during this course is my use of digital tools to collaborate and communicate with students.  I often use my webpage or email to communicate with parents or to simply make information available to anyone who accesses it but through out wiki project and Edmodo I have begun corresponding with my students more often about projects.  This feature has been great for the student who was out of town for a funeral, for the shy kid who doesn’t want to speak up in class, and even for the student who waited until the last minute and needed some guidance on the lesson into the wee hours of the night. 

I could go on an on about the numerous things this course has taught me.  At this point I really feel it has been the most beneficial of all of the college courses I have ever taken.  Not only did I get great feedback and ideas from Dr. Calvin, but I also had an opportunity to work on a project with my classmates.  The wiki project allowed us to get to know one another and learn from one another as we worked to complete the project.  I truly value my classmates’ opinions and experiences as they have helped me to improve my own instructional strategies through our class discussions.  I leave this class with much more knowledge than I started with, and I feel reinvigorated once again. 

References:

Bull, G., & Bull, G. (2004). The digital disconnect: A recent Pew study. Learning and Leading with Technology, 31(4), 28–31.  




Cramer, S. (2007, January). Update your classroom with learning objects and twenty-first century skills. Clearing House, 80(3), 126–132.

Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.p21.org/downloads/P21_Report.pdf

Prensky, M. (2001a). Digital natives, digital immigrants. On the Horizon, 9(5).

Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4), 8–13. 


Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40–45.

Math Simulation Activity

While searching for great math ideas to incorporate into my classroom I stumbled upon http://mathbydesign.thinkport.org/  This site allows students to do various math calculations to design a park and there is another option as well.  They can sign in and save their progress.  From the few minutes I played with this site, it would be far to challenging for my 5th grade students (many of them anyway, might high ability students will LOVE this) but I wanted to share the site so those of you who teach higher level math can benefit from the site.  :)  Enjoy!