Module 2 Blog Post

Module 2 Post

Over the course of my teaching experience I have learned and tried to apply various learning theories from Behaviorism, Cognitivism, Constructivism all in the hopes of being able to reach as many students as possible. As my career progressed I came to realize that the best possible way to reach as many students as possible, I needed to incorporate the best of all learning theories as I could.  In reading the two blogs in this weeks modules I can agree with Karl Kapp when he states:

" Cognitivism doesn't explain 100% how humans process information and neither does Constructivism or Behaviorism.  What we need to is take the best from each philosophy and use it wisely to create solid educational experiences for our learners"

Bill Kerr in his blog also points out that the "_isms" do not stand still but are constantly involving as they are implemented by teachers across the world.  An additional thought that Kerr points out is that even the origional theorists have made changes to their theories as new information is gathered.

I have found that the following websites provide helpful information regarding learning theories.
http://otec.uoregon.edu/learning_theory.htm  from the OTEC on this website you will find information regarding Brain Science, Learning Styles, Learning Theories, Theories of Intelligence, General Cognitive Science.

http://www.learning-theories.com/ is a "Webliography" that provides a wealth of information regarding the most used learning theories and paradigms used in education.

References:

http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

http://www.uleduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Module 4 Post: Engaging Learners in a Digital World

Since the Internet became popular in the 90's we have seen a influx of online learning environments from as early as first grade to post graduate work.  Throughout this time there has been several methods of delivering content to students and teachers measuring the amount of learning that has been accomplished by the learner.  There are those who will provide you with evidence that describes how effective learning is online compared to the traditonal learning environment. On the same note, there are equally the same amount of people who will tell you that online learning is not as effective.  Could both be right?  Being in education for 15 years I have to say that yes both parties are right.  What is it then that makes the difference, or better yet what makes online learning effective?

In order to make online learning effective it first starts out with a caring instructor who reaches out and cares about the student's success. Just as an Face to Face (F2F) learning an instructor carefully monitors and provides timely feed back to the students.  If a student is not performing a specific task the instructors should immediately contact the students and find out what is wrong and develop ways to remedy the problem before it becomes impossible to fix.

In an online learning enviornment, it is important to develop an effective learning management system that clearly describes what is to be expected.  If the students are to create online content then there should be a universal or standard site in which a student should perform the tasks at hand.  An instructor should be able to have the ability to change and modify the content of the course to fit the needs of his/her students. 

To effectively communicate with students in the classroom there should be open ended questions that we could place a question about a problem that we are having within our school, job or course work that students can provide needed insight.  It would also be nice to provide a location in which we can also communicate with each other using tools such as skype or other video conferencing tools on the internet.

References:
Anderson, T. (2008). The theory and practice of online learning (2nd ed.). Edmonton, Canada: AU Press.
Siemens, G. (2008, January). Learning and knowing in networks: Changing roles for educators and designers. ITForum.

Blogs:

http://virtualschooling.wordpress.com/
http://gettingsmart.com/blog/

Module 3 Post

Module 3 post

Assessing Collaborative Efforts

Palloff (2007) describes learning as an active process in which both learners and teachers are involved in the learning process.  In my classrooms I have provided several opportunities for my students to work collaboratively in the classroom realizing that when they finally graduate from high school and enter the real world they are not going to be an island unto themselves but will be forced to work with other individuals.  As I place the students into teams I try to monitor the efforts of each teammate to determine if there are any problems.  Usually there will be one student who will become the leader of the group and yet another student who will try to coast through the assignment without doing anything. 

The question becomes how to you properly assess their work both as a group and as an individual, when do you as an instructor step in to correct any administrative problems.

Dr. Siemen (2008) suggest that the grading policies reflect the following three elements ; students should be assessed by their peers in the learning group, receive feeback for their learning communities and grades should be based upon their contributions.   There will be however, students who will not want to contribute to their team and be expected to reap the grade of the group.  If this happens it is up to the instructor to step in and visit with the students and inform them that if they are not actively involved then they will fail the project.

References:

Laureate Education, Inc. (2008). Assessment of collaborative learning. Baltimore, MD: Author.

 

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.

 

Video Storyboard

Below is the storyboard for the video project. The pictures did not show up./  You should see the images by clicking on this link: Storyboard

Video Storyboard

 

TITLE of Project:  _Effective Integration of Digital Technology in the Classroom____________________________

 

SUBJECT:  ___Walden Univeristy______________________________   PAGE:  2  of  13

 

 

VIDEO	AUDIO
Rough sketch of the shot. Stick figures acceptable.	Narration, voiceover script, dialogue, sound effects, music, etc.
Sample     Title Screen:  Effective Use of Educational Technology	Uplifting music to build excitement and enthusiasm
	Developing Effective Technology Plans ·        Plan for short term not long term ·        Focus on applications ·        Go beyond enhancing the curriculum. ·

 

	Effective technology is defined a more than computers
	Effective Technology plan stresses integration of technology into the curriculum

 

	Effective technology plans include staff development
	Interview with teacher describing how they use computer technology in their classroom.
	Interview with students on what they are feel about interviewing technology

 

	Equalizing underserved students providing Broadband service and
	Using Skype in the classroom
	Designing classrooms for the future
References and Credits

 

Post Two: Module Two

Distance Education

George Siemans (Laurette 2008) discusses the principals of distance education and breaks down  how he envisions  current and future distance education in a K-12 setting by breaking it down into three distinct areas;  The Virtual school: a school without walls that teaches its students strictly on the Internet.  In the state of Idaho there is a state law that was recently passes that mandates students in high school to take at least one online course in order to graduate from high school.  A collaborative system; Siemmans  provides two examples the Iowa Communication Network and the South Dakota network both states have invested sizeable amounts of funds to provide fiber optic cabling to each school though out the state that provides the opportunities for collaborative sharing of content. This also makes it possible to share resources and be able to have one teacher teach content in two different locations   The last category that is discusses is the Mirrored schools.  This is the one that interests me most because it is used within the same school district, the curriculum is the same at both local and distance locations.  In the Lander County School District we have two high schools that are separated by over 90 miles.  The smaller school district can benefit from the larger high school streaming its class period via Skype or other electronic device over to Austin High School.

 Steve Wheeler: Exponential timeshttp://steve-wheeler.blogspot.com/#!/2012/09/exponential-times.html

In this website he describes how change is rapid and often takes us by surprise.  The most important message that is contained in the blog is this message:

·  A teacher teaches; an educator reaches.

·  A teacher typically focuses on curriculum and assessment. An educator focuses on development and evaluation.

·  In the curricular race, a teacher perspires. In the journey of lifelong learning, an educator inspires. (An educator goes the extra mile.)

·  A teacher works with content. An educator deals with people.

·  Teaching is a job. Educating is a calling.

·  Some teachers do this to earn. Educators do this to learn (about themselves, their learners, better ways to inspire, etc).

·  A teacher might network locally. An educator is connected globally (and thinks and acts that way too)

The Instructional Innovations Blog at Indiana University http://icoblog.wordpress.com/category/distance-education/

In this blog the author describes what cloud storage is by comparing it to money that a person deposits into a local bank.  The owner of the money does not need to constantly need to go to the bank to access his money but rather he can access his account by using the Internet, cell phone, or any computer device.  By using cloud storage devices it also makes it easier to work collaboratively on a given project.  There are even some cloud storage devices that also provide a medium where you can also edit your document such as Google Docs, and Microsoft Office Live.

 

 

 

 

Laureate Education, Inc. (2008). Siemens, George: The Future of Distance Education. Principles of distance education. Baltimore, MD: Author

Effective Integration of Computer Technology into the Classroom: Creating a District Wide Educational Technology Plan

In the United States today we are faced with difficult challenges within our school systems.  School districts throughout the U.S. are facing unique challenges such as declining budgets, outdated computer technology, increased class sizes, frozen wages for teachers, and increased online schools that are drawing students away from traditional classrooms.  While this is going on, schools are being asked to train students to be successful in the digital age. 

Kleiman ( 2001) suggests  for districts to maximize their technology investment requires a clear vision of the goals within the district.  There are three myths that all districts need to be aware of.  Myth 1 Placing computers into the classroom will enhance learning and student achievement will increase.  In order for computers to be successful in a classroom requires training teachers effectively to use the tool, don’t expect the computer to work magic. Myth 2. There are agreed upon goals and best practices that defines how computers should be used. These can include such items as increase student acquisition of  math skills, and motivating students. Myth 3, give teachers basic computer training and they are ready to put technology into use effectively.   

Reference:

Kleiman, Glen M. (2001) “Myths and Realities  About Technology in K-12 Schools” The Digital Classroom: How Technology is Changing the Way We Teach and Learn