Reflection

Introduction
            Since enrolling in the Walden program, I have established that my learning experiences will change the way I teach my students, improve my collaborative relationships with peers and community leaders. The time has arrived for me to change my instructional practice (Thornburg, 2004). Reflecting on the difference between the theoretical aspects of brain based instruction and the multiple intelligence theory in relation to learning is essential.
            My personal learning theories are based on brain based instruction and multiple intelligence.  The brain is shaped based on experience, it changes function based how it is used (Laureate Education Inc. 2011b). To address the use of technology within my instructional practice, over the past year I have been using subject related videos. Furthermore, I have found that the YouTube and United Video streaming network provides resources that present visual representation for all subjects and grade levels.          
            The YouTube and United Video streaming network among other technology resources will enable me to facilitate the different learning styles present in my classroom. I must stay cognizant of how the brain function as it relates to learning to assess, develop, and employ strategies that are neurological (Willis, 2008). In essence, teaching is the art of understanding the demands and learning styles of all students (Lever-Duffy & McDonald, 2008).  As a result of learning from this course, Bridging Learning Theory, Instruction, and Technology (EDUC - 6711I - 1), I have changed the way I deliver my instructions.
            In essence, I now use more technology (e.g., online software’s, applications, laptops, clickers and iPads) within my instructional practice to captivate my students’ interest. Consequently, this course has deepened my knowledge, understanding and instructional practice in terms of bridging learning theory with technology. In addition, I am confident that I can implement most of the available technology (e.g., Microsoft applications, laptops, clicker’s video recorder and iPads) present at my school to teach across curriculum coupled with the resources (e.g. wiki, blogs and voice thread) I have learned to utilize in this course. I have two central goals. My goal first goal is to integrate all or as many existing technology resources as possible into my instructional practice. My second goal is to stay abreast with the constant technological changes in education. Meeting both of these goals will empower me with the needed skills to facilitate 21^st century learners.
Adjustments
            The adjustments will be based on the availability of technological resources because I am always ready to make the needed changes to meet my students’ educational needs. Therefore, to help my students to understand what they must do to achieve success, adjusting what I teach or how I provide access to what I teach is vital. This will encompass differentiating my instructional process through integrating cross curriculum technology activities (e.g., math, science, reading, writing and social studies). To meet my fourth grade students learning needs, I will use the strategy of brain based instruction and multiple intelligence to modify my: (a) curriculum, (b) instruction, and (c) assessment.
              My experiences based on all the course work have made me mindful and has made me rethink my teaching practice. More importantly, I believed that the acquired knowledge that I gained thus far has given me a clearer insight on how to use different theoretical approaches, strategies and practices.  As a teacher and agent of learning, my plans will be to increase my expertise in my instructional practice.
            I will continue to increase my expertise in my instructional strategies by focusing on all the things my students must know and understand. This will enable me to implement traditional teaching pedagogies to innovative pedagogies. Using these two resources can help improve my teaching skills and actively engage students in the learning process (Laureate Education, Inc., 2011b). This will help me in using technology resources to instill knowledge within my students. It is my objective to help all students achieve better success through having a clear understanding of needed skills and the use of proper etiquette in regards to employing innovative technology resources.
Teaching Repertoire
            My teaching repertoire of instructional skills has expanded as a result of this course through teaching with more technology resources (e.g., online interactive tools, iPads, laptops and video streaming). Furthermore, having a blog and wiki of my own is very interesting and exciting because it provides the opportunity for me to share my insights and experience with integrating innovative technology within my instructional practice (Pitler, Hubbell, Kuhn & Malenoski, 2007).
Long-Term Goals
            The two long-term goals I have set are 1) utilize various forms of technology (virtual field trips, online Inspiration and iPads) and 2) develop more student centered activities. The changes I plan to make encompass transforming from teacher to facilitator. This will mean creating multiple opportunities to improve my instructional and student learning process (Laureate Education Inc. 2011a).  In other words, training students to understand and use terminology, details, facts, principles/rules, generalizations, concepts/big ideas, people, places, and events so that they can work collaboratively and independent.

Strategic Outline

o    Implement technology skills within the core curriculum (Reading, Math, Language Arts Social Studies and Science).

o    Adapt technology based instructions and student assessment.

o    Implement, utilize and manage diverse technological tools (e.g., Clickers, Ipads and Wiki).

o    Encourage technology literacy using the students ISTE National Educational
    Technology Standards (NETS) coupled with brain based instruction and
     multiple intelligence theory.

o    Utilize available technology (e.g., clickers, laptops, Ipads) within the teaching and
    learning setting (Laureate Education, Inc., 2011b). 

                                                               Summary
            This strategic outline will be used to help me leverage and maximize technology that applies both research and technology to support cross curriculum standards. I now have a better grasp on ways to help my students to acquire existing required skills with new strategies and approaches.  In doing the course work and participating in the discussion threads, I feel that I am better equipped to implement new methods and approaches within the fourth grade core content to meet the needs of my individualize students learning demands. Although this is a final posting for this course, I will continue to update my blog http://littlemom65hotmailcom-martha.blogspot.com. This blog will be a resourceful space that I can utilize to connect to other educational leaders globally.

                                                                            ReferencesLaureate Education, Inc. (Producer). (2011b). Program eight: Social learning Laureate Education, Inc. (Producer). (2011b). Program thirteen: Technology: Instructional tool
            vs. learning tool [DVD]. Bridging learning theory, instruction and technology.
 Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
            instruction that works.Alexandria, VA: ASCD.

voice thread

I chose the use of Ipads in the classroom as my topic for the voice thread because it is something brand new for my students. The students are loving the ability to use the Ipads. One of the problems is it takes a lot of time trying to get on line and not being booted off while they are trying to research specific topics.

http://voicethread.com/share/2695624/

Social Learning

Social Learning in the Classroom


The theory of social learning can be employed to build a foundation for promoting social learning network via the internet (e.g. Moodle, twitter, facebook, blogging or wiki's). Teachers are agents of resource when they align or modify the curriculum to facilitate students within the learning setting. Base on the methods of the social learning theory peer-to-peer collaboration and supplying feedback right away can enhance how student’s process presented information (Kim, 2001). According to Dr. Orey, this theory can be implemented to encourage students to be active participants in constructing artifacts (Laureate Education Inc, 2011). I have found that when students work on an assigned task collaboratively, they have the opportunity actively take part in the learning process (Laureate Education Inc, 2011).
I have found that when students work on an assigned task collaboratively, they have the opportunity actively take part in the learning process (Laureate Education Inc, 2011). The social learning theory enables students with the opportunity to build around meaningful context through real issues or problems and themes. In essence, I think modeling what is expected can or may help my 4th grade students understand the presented concept and encourages students to share an active role during the learning process (Laureate Education Inc, 2011). To that end, using the theory of social learning will mean facilitating students with construct meaning. The presented knowledge and concept can promote peer-to-peer interaction effectively within the learning setting (Hubbell, Kuhn, and Malenoski, 2007).
Utilizing the social learning theory can promote active engagement between teacher-to-student and peer-to-peer within the learning process (Laureate Education Inc, 2011). Dr. Orey belies that more knowledgeable other (MKO) approach encourages teachers to plan and teach activities that can help students acquire new concept. In addition, Dr. Orey agreed that students can also become agents of MKO for others. Thus, allowing them to share what they learned with fellow students by providing other students to understand the concept through peer aspects. Boyd (2012) argued that all students must be given the freedom to discover and experience things through the use of online resources, this may essentially help them. Further, Dr. Orey suggested that technology resources can be integrated to enhance awareness and tie to information by using multiple inputs to the same information (Laureate, 2009).

References:

Boyd, D. (2012). Cracking Teenagers’ Online Codes. New York Times. Retrieved from http://www.nytimes.com/2012/01/22/fashion/danah-boyd-cracking-teenagers-online-codes.html?pagewanted=1&_r=1&nl=todaysheadlines&emc=tha26.

Kim, B. (2001). Social Constructivism. In M. Orey (Ed), Emerging perspectives on learning teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

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

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

Constructionism

Technology and Project-based Approaches

Research indicates that students achieve learning best (constructivism - constructivist) when they are active members within the learning process (e.g., doing, exploring, and observing). Therefore, the instructional strategy must focus on all the things that students must know and understand (Glazer, 2001; Han & Bhattacharya, 2001; Laureate, Inc., 2011). For example, terminology, details, facts, principles/rules, generalizations, concepts/big ideas, people, places, and events. The constructionist approach can stimulate students to be active agents in the construction of their knowledge based on personal and real world experiences (Laureate Education, Inc., 2011; Glazer, 2001). This links to the constructivism theory discussed by Dr. Orey. This theory focuses on the way (constructionist-constructionism) students acquire learning (Laureate Education, Inc., 2011). Dr. Orey also noted that the constructionism theory is based on the principle that students acquire knowledge best through building things that they can share, showcase or the use of an external artifact. Thus, applying the constructivist and constructionist approach will empower me to provide multiple ways to help my students with 21st century skills to function in the structure of the Age of Industrial and beyond the Information Age (Laureate Education, Inc., 2011). I think that project base learning, (e.g., research and or problem solving) is essential in terms of connecting to students’ daily lives. The use of technology resources (e.g., software applications, online resources, clickers, laptops and IPads) across the curriculum is ideal in reinforcing prior knowledge to connect to new knowledge (Han & Bhattacharya, 2001). Recently, when teaching about Native Americans I facilitated my 4th graders with a web-quest exploration to help them with understanding how topography and natural resources affect the culture of a region. Students use a web-quest entitled Native American Tribes and Regions (http://teamstraus.com /Native%20American%20Webquest.htm) to research about Native Americans tribe and regions. This website provides an introduction, task, team assignments, key questions, implementation and evaluation.

To facilitate my students with understanding what they must do to achieve success, adjusting what I teach or how I provide access to what I teach is vital. I believe for teachers to navigate through the looking glass to a world where high-tech tools for learning are expectations are no longer an option. More importantly, this belief has made me mindful and has made me rethink my teaching practice. I must shift gears and modify the curriculum as needed to meet the learning demands of my diverse learners (Laureate Education, Inc., 2011). Without a doubt, this will mean teaching students to make connections and retain information (Laureate Education Inc.2011a).

References


Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

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

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

Cognitive Theory

Technology and Cognitive Tools

Dr. Orey (2001) suggested that the information presented must be internalized through diverse learning networks. I have found that using essential questions (EQ) activates the process of thinking. For example, students are guided to answer posing questions. The use of EQ (cues) also encourages additional responses from students. Further, Orey introduced four key components that connect to the theory of cognitive learning: 1) Short-term memory-within a time process 7 ± 2 pieces of information, 2) Elaboration- constructs the concept of networks that that stimulate long-term memory, 3). Paivio’s hypothesis- enables the brain to process information through both text and images and 4) Networks of intertwined connections-recalls stored information (long-term memory) which bridge connections with other pieces of information (Laureate Education, Inc., 2011). I plan on utilizing these 4 key components to help my students with constructing their concept maps. The Kidspiration software will enable my students to classify generated information, connect text to illustration, and synthesize the information. This technology will enable me to differentiate the instructional practice and provide a wider variety of avenues which can meet the needs of all my students (Pitler, Hubbell, Kuhn & Malenoski, 2007). In addition, employing virtual field trips will be a great augmentative tool to employ to help my students with processing information and noting details (Pitler, Hubbell, Kuhn & Malenoski, 2007).

References

Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

 Novak, J.D. & Cañas, A.J. (2008) The theory underlying concept maps and how to construct and use them, Technical Report IHMC Cmap Tools 2006-01 rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/
ResearchPapers/ TheoryUnderlyingConceptMaps.pdf.

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

App2

Behaviorism in Today’s Classroom I believe that the core of teaching involves the process of introducing what is expected to be successful. Using any form of technology gadgets or tools requires constant prompts (specific behavior) from cell phones, banking, paying bills to X-rays. For instance, to create a simple word document, the use of different features are required (e.g., accessing a blank document, font type, color, page layout, margin, adding tables, charts etc.) to produce a document. Constant prompts guide individuals to conduct (behaviorism) in a manner that allows access to in network or online programs. In essence, providing remediation through drills, practices, and traditional tutorial programs can be a constructive way to connect the theory of behaviorism to the theory of learning. This will require the reinforcement of desired and undesirable behaviors for successful teaching, and learning to occur (Laureate Education, 2009). According to Orey (2009) the theory of behaviorism can be used in both a positive and negative way. Consequently, the behaviorist learning theory is indeed a needed concept in today’s classroom (Laureate Education, 2009). Moreover, Orey (2009) discusses the historical prospective of behaviorism during the age of BF Skinner. He explained that Skinner’s behaviorism theory centers on operate conditioning (OC). The OC is driven by two key mechanisms (Laureate Education, 2009). The first mechanism is reinforcement (reinforce or reinforcing). Reinforcement is considered the most powerful approach with facilitating learning. Furthermore, this approach produces an exceptional form of stimuli (Laureate Education Inc.2011c). For example, BF Skinners’ OC also known as programmed instruction and are a form of instruction that is prevalent in online learning and tutorials (Laureate Education Inc.2011c). Another example is using guiding questions to enable students to exhibit the expected behavior (Laureate Education Inc.2011c). The second mechanism is punishment. Punishment goes hand and hand with consequences and rewards (Laureate Education Inc.2011c). I have found reinforcing what my fourth grade students must do helps them not only with exhibiting expected behavior, but reinforcement also impacts their academic and social skills. More importantly, teachers must create a setting that reinforces students' appropriate behavior through models and approaches. Within my district students are required to practice and complete curriculum aligned task every week using the software New Century. This software guides students through a number of cross curriculum-based activities. Completing the New Century tasks connect to the concept of behaviorist coupled with technology applications. All students must follow a prompt to complete the task. This technology resource enables teachers to differentiate the instructional practice through providing a wider variety of avenues which can meet the needs of all learning styles (Pitler, Hubbell, Kuhn & Malenoski, 2007). References Laureate Education, Inc. (Executive Producer). (2010). Program Number One: Behaviorist Learning Theory [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, Va.: Association for Supervision and Curriculum Development.

Reflection

Since taking the Walden program, I have established that my learning experiences will change the way I teach my students, improve my collaborative relationships with peers and community leaders. This program has helped me to realize that the time has come for me to change my instructional practice (Thornburg, 2004). Reflecting on my newly acquired skills from this course, I feel that I am better equipped to implement new methods and approaches within the fourth grade core content. This will help meet the needs of my individualize students. Further, in planning my curriculum I will employ as many of the strategies and approaches I have acquired to integrate all available technology tools within the school’s curriculum (Laureate, 2010). The course videos and the different course literature enabled me to gain a better understanding with using technology with my instructional practice. In addition, I feel confident with implement diverse technology resources within the school’s curriculum.
I have acquired a number of insights from my colleagues about the essentials of developing my own technology skills as a professional teacher. The skills obtained will provide greater access to the information at any hour or place (Laureate, 2010). The threaded discussions played a key role in improving my level of understanding and most of all how technology transforms the workplace (Hof, 2007). To be competitive in this global economy requires that students gain advance skills (Friedman, 2005). I now have a better grasp on ways to help my students to acquire existing required skills with new strategies and approaches.
Therefore, to help my students to understand what they must do to achieve success, adjusting what I teach or how I provide access to what I teach is vital. This will encompass differentiating my instructional process through integrating cross curriculum technology activities (e.g., math, science, reading, writing and social studies). I will employ Pickering suggestion of using instructional strategies that focus on all the things students must know and understand (Laureate, 2010). This will also require making modification as needed.
My perspective from being teacher-centered to learner-centered has changed immensely because I have learned that there are no magic ingratiates to educating young minds, each year students arrive at school with different educational needs. The technological revolution demands that both teachers and students face and overcomes many challenges to fulfill the vision of 21st century skills (Partnership for 21st century skills, 2002). As an educator, my desire is to facilitate as many students as I can by taking them out of academic darkness into the academic light (Prensky, 2008). I will apply as many of the newly acquired strategies and approaches to help students to internalize and process presented information.
In deepened my knowledge and understanding I learned how to present information and plan my instructions. For example, terminology, details, facts, principles/rules, generalizations, concepts/big ideas, people, places, and events. I plan to continue and expand my knowledge (e.g., learning, teaching, and leading) with technology by transforming my instructional practice. This will help with the aim of increasing students’ academic success. I plan to use the latest available technology resources along with the use of proper etiquette.
I will teach my students proper etiquette and employ innovative technology resources such as blogs, portable devices, Internet and any form of innovative technology resources. I have two long-term goals that I have set (within two years) for transforming my classroom environment. The first is to utilize project-based learning aligned to (a) curriculum, (b) instruction, and (c) assessment. The second is to stay abreast with the constant changes and policies in education. It is vital that I seek alternatives to differentiating my instructional practice to be responsive to the learning demands of all students.
In sum, the Stone Age came to end because better tools have been created, not because stones became instinct (Thornburg, 2010). With innovative technology tools, teachers can align and alter the curriculum to facilitate students both in and out the classroom. Thus, the curriculum must center on meeting individualized student learning demands. In other words, the learning essentials must be centered on students learning needs. I plan to accomplish these goals by doing what it takes to achieve them. This will help in overcoming institutional or systemic obstacles. I feel that I am better equipped to implement new methods and approaches within the fourth grade core content. More importantly, I believed that the acquired knowledge that I gained from this coursework has given me a clearer insight on providing a high quality learning setting that connects to students’ daily lives (Laureate, 2008). In terms of connecting to students’ daily lives, I will use the open doors that are available to help meet the needs of all my students (Laureate, 2008).



Reference
Friedman, T. (2005). It's a flat world, after all. The New York Times. Retrieved from http://www.nytimes.com

Laureate Education, Inc. (Executive Producer). (2010). Technology and Society. Baltimore:Author.

Laureate Education, Inc. (Executive Producer). (2010). Technology’s Influence. Baltimore:Author.

Laureate Education, Inc. (Producer). (2010). Virtual Field ExperienceTM: Mind's Eye Lesson[DVD]. Designing Curriculum, Instruction, and Assessment. Baltimore, MD: Author.

Laureate Education, Inc. (Producer). (2010). Instructional Strategies [DVD]. Designing Curriculum, Instruction, and Assessment. Baltimore, MD: Author.

Partnership for 21st Century Skills. (n.d.). (2002). A report and mile guide for 21st century skills.Washington DC: Author. Retrieved from http://www.p21.org/images/stories/otherdocs/p21up_Report.pdf

Thornburg, David D. (2004). Technology and education: Expectations, not options. (Executive Briefing No. 401) Retrieved from http://www.tcpdpodcast.org/briefings/expectations.pdf

Thornburg, D. (2010). “Bringing the fun into teaching with technology”. Laureate Education.