Why the negative feelings towards technology...?

5B. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others

In sharing some of my technology thoughts with other educators, I was totally taken back by the negative comments and feelings towards using technology in the classroom.  I addressed a few fellow educators in the Health/P.E. department along with other teachers on the floor I teach on and the amount of people that felt technology and education are not meant to be mixed together was not what I was prepared for.

I simply brought up the ideas of introducing technology on a larger spectrum and made a point that if we all were on the same page and using similar technology along with pushing the importance of it for their futures, it would make the learning experience that much better for the students.  To be truly accurate, it seemed to me that some of the older, more experienced educators are against technology while the younger teachers welcome this shift in the classroom.  I think the teacher that has been around for 15-20 years is set in their ways and potentially afraid to learn new technology (outside of a projector and DVD player).   Younger educators that I work with seem to already implement the technology they have access to.

This was something I was not really expecting to encounter and at this point am somewhat unsure of how to go about encouraging technology use and trying to show other educators how powerful and important it is to our students' future.  I requested a quick meeting with the principal to discuss this issue.  I have no problem taking the lead in technology and attempting to show others some of the new applications out there for educators (for example, only a few teachers I work with have even heard of "voice thread"...).

Has anyone experienced this?  If so, how have you handled it? What steps did you take in trying to explain to other educators the importance of technology in the classroom?

-Ken

Ken's Health Class GAME Plan

NETS-T Goals:

2A. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

5B. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others

As educators, our job is to give students the best opportunity to learn and have a positive, influential learning experience.  The modern day student, whether it is a 2^nd grader or junior in High School, should be exposed to today’s technology.  Technology is the future and for our students entering the workforce, an essential skill to proficient at for success.  Using 2.0 web tools for today’s student is much like previous generations labor workers being able to use their hands; without the basic knowledge and skills, one can not take the next step in the learning process.  It is imperative that we as educators expose students to the technology at our disposal.  This will give students the necessary practice to master these technological skills and create a better learning experience for each individual. 

I have chosen the NET-S areas 2A and 5B, listed above, to further develop classroom education and student technology use.

The goals I have for my classroom is to help students further understand the negative effects that using and abusing tobacco have on the lungs and body.  In doing so, technology in the form of a computer program, will enable the students to take a “3D virtual fieldtrip” inside of the lungs and other parts of the body to further develop their understanding.  In allowing the students to examine and choose their own paths of discovery, this will create a better learning environment and allow each specific student to create a unique experience at their own pace and discretion.

The action is a simple, yet effective strategy to allow students this experience.  To begin with, the program “Take a Trip into the Body: Exploring Tobacco Abuse” must be obtained and loaded on the computers.  It is also imperative to book the computer lab for two to three days during the Tobacco Unit.  After the students have acquired a basic understanding of tobacco products, an introduction to the program will be performed using the classroom Smart Board.  Students already have usernames and passwords for the school system, eliminating one of the steps needed to ensure students can access each computer.  The classes will go down to the lab at their respective period and begin exploring the interactive, 3D program and navigate through the menus however he or she wishes to do so. 

I will monitor the activity simply by making my way around the room and observing the students and taking notes on each class and how they used the program.  A nice addition to the computer program is after each student has concluded his or her exploration; a small quiz/review will be generated by the program depending on what each student did that day.  The quiz/review is saved to the master computer used by the teacher where I can see how each student has progressed.  This will be very interesting and will directly allow the educator to see the students progress class by class. 

For myself, I will collaborate with other educators that I know use this program.  It was recommended to me by a fellow Health teacher in a local district that has had great success using it.  I am unsure whether or not other programs are available (example, alcohol and body, pregnancy and the body, etc.) and depending how this program goes, if more are available, I will utilize them and make any adjustments from the notes I will take and the students recorded progression.

Resources:

International Society for Technology in Education. (2008). National education standards for
teachers (NETS-T). Retrieved on January 12, 2012 from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Upon Reflection....

This course has not only taught me more about classroom technology, but more importantly, helped shape my thinking towards education strategies.  At the beginning of the course, I was very traditional in my thinking in terms of education.  In reviewing Dr. Michael Orey’s various learning theories, I would categorize myself as a behavior and cognitive learner.  I personally still feel I learn best this way, but when looking at the theories in a deeper sense, it is clear that for today’s student, it is not the most effective method.  One area of learning I am intrigued by and would like to learn more about is the social learning theory.  My students communicate frequently communicate through the different avenues and platforms the internet provides them.  I have tried to embrace this new form of media and utilize it in a way where it not only benefits the student’s education, but is something they are used to doing.  21^st century skills and utilizing web 2.0 tools will indefinitely be needed when our youth reach the workforce and to deprive them of fully developing and learning how to properly and efficiently make use of this, is in a sense handcuffing their future development.  In addition to the previously mentioned, I have a much better understanding of how the brain rationalizes, retains and references information.  Not only myself, but any teacher can benefit from understanding the natural thought process of humans.

There have been so many ideas, lessons and thoughts presented throughout the class discussions and in reading other blog entries that it is like light bulbs going on saying “wow, what a great idea”.  This is possible through modern technology, the same technology that I have learned more about in this course and would like to better and more efficiently implement in my classroom. 

I currently do not access to the modern technology that I would like.  Our district is in the middle of making enormous cuts and it seems like budgets are failing and more and more programs are on the chopping block.  I currently use wikis, power point, blogs and have more recently implemented the use of twitter.  A few ideas have been moved around regarding twitter and in class assignments being that just about all students have a cell phone and regardless of the rules, access them during class.  My question is, instead of banning cell phones, why not embrace the students “know how” and use it in an education platform.  Have students answer questions, ask question, and communicate with other classmates through this internet crazy technology called twitter.   Michael Orey sums up this thought with “allowing the students to use the technology will make the students the center of the lesson and keep them actively engaged” (Laureate Education, Inc., 2010).

A new form of technology I had never heard of but already have ideas in the works for, is Voicethread.  Voicethread could literally be the next step upwards in the already technology trending classroom.  There are so many different ways this amazing tool may be used.  For the voicethread application a few weeks ago, I put together a small presentation regarding Giant Sequoia Trees and immediately had the idea of creating lessons to put on the internet.  What makes this different than other sites is that a voice is attached to a slide(s).  Think of all the ideas an educator can use here?  Homework, projects, lesson/test review, grading, notes to parents, etc.  I am very excited to get this program up and running and see where it takes my 8^th grade Health class in the future!

A long term goal I have after this class is learning and keeping up to date in regards to all of the new technology and web 2.0 tools.  I would like to keep learning about this and add them to my educator’s tool belt, one by one if that’s what it takes.  The education is an ever changing field that is constantly evolving.  The only way to stay with the curve is to keep up with what the students are doing and using.  If students are using a new form of technology for personal use, wouldn’t it benefit both the educator and student to utilize this in the class? 

Another long term goal of mine is to introduce these new and innovative ideas and forms of technology to other teachers.  If we can all collaborate and work together, the students will benefit…isn’t that why we chose to teach in the first place?  If my fellow educators can utilize some of the technology I do, the students will be more familiar with it (they already know how to use it better than most teachers) and at the absolute worst, sharpen their skills. Technology is making it easier to collaborate and put our minds, thoughts and ideas together to produce a common outcome; that common outcome being to provide our students with the best chance to be successful.  In terms of spreading technology throughout my building, I would also like to construct a central technology area where students can try the newest things out there.  I think it would be a great idea to have a place where students can really see how far they can take technology.  Currently, I am unsure of how this will play out as we are very limited in space and classrooms.  I have looked into maybe conducting a weekly meeting where students throw ideas around, it is amazing what a few brains and young, eager, technological savvy minds can produce…on top of being exciting! 

At the completion of this course, I am confident and comfortable with the new ideas and technology to implement in my classroom.  I have always tried to use as many new and interesting ideas as possible, but this course has really opened my eyes as to what is truly out there. 

References

Laureate Education, Inc. (Executive Producer). (2010). Program thirteen. Technology: Instructional

       tool vs. learning tool      [Webcast]. Bridging learning theory, instruction and technology.

       Baltimore, MD: Author.

Connectivism....

While I do find this theory very interesting and something I agree with...I do want to raise a question before I move along.  Towards the end of the short video we saw, the speaker raises the question "Why are teachers needed then?" then follows with a short list of why a teacher is still needed.  I find the answer provided simply does not answer the question asked...it seemed to me more like the teacher turns into a guidance counselor, motivator, organizer and a "middle man" for learning...nowhere do I see "educator" there.  I am by no means discounting the credit to connectivism, not in the least, just stating I do not see where an educator is even needed and the answer the video provided I feel suits my opinion.  It would seem like the teacher is more like an "assigner" - someone that just gives the topic of study out and checks to make sure the resources are accurate...that is not what a teacher does.  Again, this is my opinion, hopefully I am not offending anyone reading this.

I totally agree with social learning and the idea or theory that cooperative learning is beneficial to students.  Humans are social creatures and we learn best by watching others and copying or communicating and gaining the knowledge conversed about. "Social learning is the process of students being actively engaged during learning while conversing with others" (Laureate Education, Inc. 2010) The only disagreement I think here is the theory's main concept is that some students will be "masters" at certain subjects and be able to teach others about it.  Students may be slightly stronger than others in certain areas, but to think a young student is able to have the knowledge to give other than a very basic idea is some what unrealistic.  At any rate, I do think this theory is accurate and I feel humans learn very well simply through communication.

Resources:
Laureate Education, Inc. (Executive Producer). (2010). Program eight. Social Learning Theories
[Webcast]. Bridging Learning Theory, Instruction and Technology. Baltimore, MD: Author

Voice Thread

http://voicethread.com/share/2095604/

Constructivism vs. Constructionism

This week’s resources were again, very interesting an enlightening.  Michael Orey lectures regarding constructivism and constructionism and the differences relating to the classroom.  Orey gives two very good examples demonstrating the differences between these very closely sounding words and the reader, or viewer, in this case, can differentiate quite easily. 

Constructivism, according to Orey, basically is that each person learns on his or her own by developing unique and personal meanings (Orey, 2001).  The chair example provided made this understanding much easier for me to grasp this concept.  It makes sense because we all have very unique and personal views regarding certain objects; an example I immediately thought of was the word dog.  Think about all of the different ideas, thoughts, opinions, recollections, memories, etc., that this word conjures up.  To you, “dog” may be a four legged animal that is scary, mean and vicious, but this is strictly due to how you and the word/idea of “dog”, developed over time.  To me, “dog” is obviously a four legged animal, but something of an entire different nature than mean and scary, and that is due to my development when learning about what a “dog” was. 

Constructionism is on the same playing field as the close sounding constructivism, but a different idea and concept, that in my opinion, are somewhat related.  Constructionism is “a theory of learning that states people learn best when they build an external artifact or something they can share with others” (Orey, 2001).  The example given here, was that of what “dog” means (a complete coincidence that I thought of “dog” for constructivism) using this theory.  To be more specific, a little boy or girl associates everything he or she sees that has “four legs and is furry” as a dog…until he or she sees a cat!  Seeing that the cat has four legs and is furry, he or she refers to it as a cat, where upon saying this; Dad quickly corrects the child and says, “no, it is a cat”.  This is building upon an existing idea or “constructing” an idea in a larger idea or concept.  Orey states the main idea behind the constructionism concept is “getting involved and building stuff”, and for this example, the child is building upon the idea of a four legged animal that is furry (Orey, 2001).   I also agree with Orey about the use of powerpoint as a technology that demonstrates the idea of “building” in the classroom.  Students are at the freedom of their minds to build whatever they can think up with this amazing program. 

Even though I understand this concepts, it strikes that me they are extremely similar.  The more I look into the meanings and concepts behind each, it seems to as if the two terms, constructivism and constructionism are almost the same, just different stages of the learning process.  Looking at the two examples given, constructivism would be developing your own idea over time and constructionism is building upon an idea.  If someone were to begin to gain an understanding of something or an idea, that would be constructivism, but over time, building upon that idea, concept, object, in whatever direction that thought or idea may go, isn’t that just building upon the original? That would be constructionism…correct? I do understand the difference between these two words, just thinking and posing questions!

Michael Orey states that “constructionism is more important for teachers (Orey, 2001). I think this is the case simply because in the classroom, teachers are constantly building upon previous ideas and concept.  One subject that is purely constructionism is math- the entire life’s learning in regards to mathematics are based on the concept of building and using previous information to move onto the next form or step. 

I did find this week to be very interesting to look over and review as it pertains directly to the classroom.

References:

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.

Behaviorism...

This week’s resources were very interesting and enlightening as they are dealing with students and learning theories.  Before I begin this, I must say, I was somewhat up in the air about the behaviorism and its place in education.  After reading through the various weekly resources, I feel I have a better grasp on what exactly behaviorism in the classroom entails.

“Operate conditioning”, coined by B.F. Skinner, sits on two foundation concepts (Orey, 2001).  The first being reinforcement of desirable behavior while the second is punishment or discipline of undesirable behaviors (Orey, 2001).  Reinforcing is the more powerful of the two and an idea that all educators should implement if he or she is not doing already.  To put this a little more blunt, James Hartley clearly states in his key principles that “reinforcement is the cardinal motivator”. (Smith, 1999)  If reinforcement is so essential in education, why are more educators not tying motivation into course work?  That being said, I do think there is a time and place for everything; college students do not need nearly the same motivation and/or praise that a second grade student would, as college learners are more self motivated and self driven.  In my opinion, we need to keep in mind that some of the behaviorism fundamentals are built on ideas or concepts completely dependent upon the age of the subject. 

Another theory I want to touch upon is one by John B. Watson, he claims that the amount of time taken between learning an idea/action and reinforcing the action are in direct correlation to how successful the learner will be.  (Smith, 1999)  I find this to be as accurate as can be, a human can’t learn a new action and wait any significant length of time before reinforcing it.  There have been many studies produced about professional athletes “mastering” an action that are quite interesting.  I believe it takes approximately 10,000 hours of practice to “master” an athletic technique. What is funny about this is that these studies always show that the action needs to be practiced not only daily, but almost immediately after it has been acquired or the action will not take.  A more academic example would be a young learner working on his or her times tables.  The times tables are not something you can look at and just remember, it takes work…and many hours of that work if I remember correctly!  If the learner were taught those functions, then not shown again for a few months, there is absolutely zero chance the learner will be able to recall the times tables.  An action needs to be reinforced in a short time frame for it be successful.

James Hartley adds, in my opinion, an excellent concept to this learning theory.  He states “activity is important. Learning is better when the learner is active rather than passive”.  (Smith, 1999)  I can think of no better example of this than when a future educator is doing his or her student teaching.  I think someone would be hard pressed to find a teacher that does not feel he or she learned more in six months of student teaching than the entire three and a half years of undergrad work!  While student teaching, you are actually in the classroom “getting your hands dirty” so to speak, and teaching, educating, motivating, encouraging and everything else that fits the daily transcript of an educator’s career.  There is no question as to why this theory is so accurate; when given the chance to get active, the brain processes this information in a much more effective manner.  A seventh grade student that dissects a frog or worm will indefinitely recall that lesson and all the details involved much easier than a lecture, it is a simple equation: when a learner is being active and not “passive”, information is attained much more efficiently. 

It is hard to say whether or not behaviorism is the right or wrong way of educating the human race.  I can say, with a fair amount of certainty, that a combination of behaviorism and other forms, theories, methods of education in conjunction with the use of technology, will put the modern day educator on the right path.

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

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