Personal Learning Theory

What?

I took the quiz that determines which one of the theories we are most in-line with. Although I scored something different for each of the categories, my scores were very close together: 46 for Humanistic, 44 for Cognitism and 42 for Behaviorism. I noticed that the elements I liked spanned across all of the different theories. I also noted however that based on the further readings attached to the test that explained the Humanistic theory, I find myself most in agreement with the 5 basic objectives of this theory which are:
1) promote positive self-direction and independence (development of the regulatory system);
2) develop the ability to take responsibility for what is learned (regulatory and affective systems);
3) develop creativity (divergent thinking aspect of cognition);
4) curiosity (exploratory behavior, a function of imbalance or dissonance in any of the systems);
5) an interest in the arts (primarily to develop the affective/emotional system)

As I reviewd my logs, these are some of the things I noted that I liked - I love the idea of intrinsic reinforcement, self-efficacy, and self-regulation. One of our responsibilities as teachers is to instill a love of life-long learning and I believe that one of the most important ways we do that is by fostering these 3 principals in our students. Another thing I liked was the idea of modeling . I believe that it is absolutely true that students learn from observing people around them. Along with that is the concept of a community of learners which is the idea that students work together and learn from one another and the teacher acts as the facilitator. I also have a firm belief that a large part of how successful our students our in learning material is based on the prior knowledge or schema they have and whether we as a teacher have activated that prior knowledge. I was fortunate enough to be in a class this semester taught by Axel. He demonstrated the importance of this principal in such a way that it really impacted me. He wrote the following sentence on the board: "The notes went sour when the seam split" and asked us to think about what it meant. We (the whole class) was totally clueless. He told us that once he gave us the "magic" word it would make perfect sense. The magic word was bagpipes. He explained that we weren't stupid people for not knowing what the word was, just as our students aren't stupid when they don't "get" something we are teaching. They simply need their prior knowledge or schema activated, just like we needed the "magic" word. His illustration of that principal really stuck with me and I came to see that students build new knowledge by connecting it with what they already know.

As for principals or concepts I didn't like, I honestly didn't see any that wouldn't benefit students if used in the correct way. I could see however where if misused, some concepts could be damaging or counteractive to promoting learning. For example, using a token economy as a means to reward conceptual knowledge based on a specific percentage or score. This would most definitely leave some students out because of the different levels of learning. Another bad example would be using a token economy to motivate students to do something they are already motivated to do. This can cause them to lose the desire to do it because they want to - which would impede us as teachers in our goal to instill in them life-long learning. However, I recognize that each student and each classroom will be different and what might work for one, may not work for the other. As long as the system or reinforcement that is established promotes learning for each student, and the class, while also encouraging students to be life-long learners, then I believe that the methods, practices, theories, discussed in the book can be beneficial.

So What?
Before I knew the theory I was officially most alligned with, I've always had an idea that self-efficacy, intrinsic motivation, self-regulation, etc. are all things that lead to what I believe to be one of the most important goals we have as teachers - to encourage our students to be life-long learners. Knowing this theory will help me find appropriate and successful ways to develope and encourage self-efficacy, intrinsic motivation, self-regulation, etc. in my students. I will also look for ways to incorporate the aspects from the other theories that I feel are important to learning, such as modeling and peer interaction, as I teach. As a teacher it will be important to show my students examples of intrinsic motivation. I loved the idea of teaching students to give themselves a pat on the back for a job well-done. This and other methods will be important for me to have in my classroom. Also, teaching students the steps involved for self-regulation - goal setting, monitoring, evaluation. Perhaps in the classroom this will involve setting some kind of system where I teach students how to self regulate by having each student set an individual goal for a specific subject, monitor their progress with some kind of online graphing tool or paper chart, and evaluate their progress over time. As I read more about the humanstic theory I also learned that promoting creative, using the arts and fostering curiosity will be important in my future classroom.

Now What?
After reading about the humanistic theory, and finding that I am most aligned with this theory, my task now is to learn what this theory is all about and how to incorporate it into the classroom. I need to learn which methods or teaching styles work best and the types of activities that will engage the students and promote the principals of self-efficacy, self-regulation and intrinsic motivation. Perhaps this theory is called by a different name in our book (as it seems to have some of the aspects of behaviorism and social cognitivism), or perhaps it is one we haven't gotten to yet. Either way, it will be important for me to find, develop and learn ways to promote the objectives of this theory which are to:
1) promote positive self-direction and independence (development of the regulatory system);
2) develop the ability to take responsibility for what is learned (regulatory and affective systems);
3) develop creativity (divergent thinking aspect of cognition);
4) curiosity (exploratory behavior, a function of imbalance or dissonance in any of the systems);
5) an interest in the arts (primarily to develop the affective/emotional system)
I still have so much to learn and hope that as I go throughout the rest of my classes and as I gain experience, that I will be an example of life-long learning to my students. I also hope that I will be able to be a teacher who "provides a foundation for personal growth and development so that learning will continue throughout life in a self-directed manner" - (from the "learn more" link on the determining your theory quiz).

PDP - My Beliefs

I have definitely had my eyes opened since that first day in Doc Waters class and have come to realize through additional research, that incorporating technology in the classroom and making it part of the learning process is essential if we are to really speak the language of students these days and prepare them for the future. The majority of students come from tech-rich homes and if they haven't experienced today's technology in their own homes, they have likely experienced it at a friends' home, at a store display, etc. I am no longer prisoner to an unaware mind when it comes to the importance of technology. I have come to see that if I (and every other teacher) are to successfully and effective teach today's children and prepare them for the future that lies ahead, then we MUST use technology. When I say use I don't mean use it as we do a garnish on our entree plate - I mean use it like we use sauces. Garnish simply sits on the side of the plate and the diner has little interaction with it. Quite the opposite, sauces are mixed right in the main entree and are usually the "it" that makes the meal so tasty.

The slide show titled, "Tools for Change" illustrated clearly how I hope to integrate technology and the clear, defined difference that I hope my students experience in my future classroom, between the old way and the new way. I want to be a teacher that is the facilitator, the learner, the provider of access and resources, and technology. And I want my class to be filled with students who are searchers, active researchers, problem-solvers, strategists, collaborators and experiential learners. I won't be afraid of technology and I won't be afraid of taking the role of learner in situations where my technology savvy students are more knowledgeable than me. I look forward to becoming that teacher and meeting those students.

PDP - Lesson's Learned

I have learned a great deal, just while in this class, about the importance of integrating technology. The assigned articles and videos just seemed to drive home the idea that the students we teach today learn completely differently than we learned yesterday. As I read the article titled "Millennials" and watched the video "Did You Know" the need for us future teachers to integrate technology became much more clear. I can clearly see that integrating technology is no longer an option if we truly want to teach today's kids - it really has become a necessity. The article, "Millenials" clearly illustrated that students are seeking to be taught in a way that they understand - through the use of technology. As I reflected on how today's student's are being taught, and thought about how students in today's classroom's must feel where technology is not integrated, it reminded me of how it would feel to us if we had to go back to churning our own butter. We know there is a more effective way and yet we are forced to turn a blind eye to the technology that would make our lives so much easier, and just get through using the old way. In my future classroom, I don't want my students to feel like they just have to "get through" using the old way. I want their learning experience to be worthwhile and exciting.

Also, I was surprising to see the number data presented in the video, "Did You Know?". The most startling statistic for me was that 70% of 4 year olds in the U.S. have used a computer. I know this to be true in my home. I have a 3 year old daughter who has been "playing" on the computer since she was about 18 months. It was eye opening to see that this is happening in households all over the United States and it helped me to realize that integrating technology is NOT just for the upper grades. If we are to teach effective and engage the students in higher order thinking and prepare them for the future that lies ahead, we need to begin now.

PDP - Strengths and Weaknesses

According to the Net Standards and the UNI Survey my strengths included basic technology equipment operations and concepts, tools to access information and software applications. My weaknesses illustrated that while I have a solid understanding of these things as they relate to productivity and professional practice, I lack the knowledge I need as a teacher to successfully integrate technology in the classroom. Specifically, I am not as aware as I could be of instructional software and how to match that software the to the needs of the students. Also, I am not sure how to plan and design appropriate learning opportunities that integrate technology. In addition, I have absolutely no knowledge on how to use a Mac. Taking this survey helped me to see that although I had strengths in some areas, in no area was I an expert. This opened my eyes to the fact that there is still so much to learn.

As a future teacher who desperately wants to implement technology into her lessons across the curriculum, I have chosen two goals to help me achieve this successfully, (based on the weaknesses mentioned above). The first goal I have is to seek out and learn about the instructional media available to teachers, and how to match the software to the needs of my learners, so I can better implement technology in my future classroom. The second goal I have is to learn how to use a Mac. Knowing that these are the computers that I will using in my classroom gives me some fear because I have absolutely no knowledge about how to use a Mac. During our field experience mishaps, that largely were a result of not knowing how to use a Mac or make our resources compatible, I was frustrated and decided that learning how to work a Mac was an important goal that I needed to accomplish.

While in this program I have come to learn that there are many programs and resources available to help teachers. A resource I found that would help me accomplish my goals of integrating technology in the classroom, according to the needs of my students, is found here, at the Utah Education Network site. There are many Professional Development classes available to take but this one focuses on helping teachers integrate technology into the curriculum. There are 2 different classes to take. As part of the course it highlights the many instructional resources that are available for both the students and the teacher. The second class extends beyond the first class and goes further helping the student and teacher become "creators" of such projects. Also found on the UEN site is a tutorial I would take to help me become familiar with a Mac. It is found here. I believe taking a tutorial like this now would help me be effective in implementing technology in the classroom from the get-go. I fear that if I started teaching with out the knowledge of how to use a Mac, I would be at a great disadvantage. By taking a tutorial such as this before I get into the classroom, I can be at that much more of an advantage and be that much more prepared to integrate technology in the classroom.

Tech Article #2 - KidsVid

Kidsvid is an instructional website that allows students a creative way to demonstrate and present material they have learned in class. It provides teachers with the scaffolding and tools students need to make it happen, and includes a resource for teachers on how to integrate video making into the curriculum, including lessons. To check it out, click the picture above.

On the home page is a menu that lets the students choose one of the following stages:

1) scripting - writing down on paper what the story is about
2) making the video - capturing the sounds and images on video
3) editing - putting all the elements together in a way that a story is told
4) showtime - showing your movie

Each stage is designed to walk the students through that process step by step. In the scripting stage there is a storyboard tool that allows the students to plan out their whole movie. Below is a screen shot from the tool.

In the making the video stage there are links that allow the students to learn about; their camera, how to get the best shot, camera moves -which includes video examples, lighting and audio. The editing stage highlights the use of good music, effects and jump shots, with video examples to demonstrate each part. The last stage, showtime just allows the student to choose the format they want to use for their video and allows them to compress the data.

The site also includes The Theater - which is a place where students can display and share their finsihed product. Click here to view samples of videos students have put together which demonstrate an awesome job in intigrating technology, literature, and art. (My favorite is Tortoise Run! - especially the Kangaroo laugh!)

As a future teacher who wants to teach using technology as much as possible in order to engage and teach her students, I think this is a wonderful website. I love how the site is designed. It is easy to navigate and very clear in walking the student through each step of the process. The resources available to the teacher are helpful and useful in helping make this tool a success for both him/her and the students. And, best of all, it too is free!

Tech Article #1 - Casa Notes

This is an online tool designed for teachers. It allows teachers to quickly make and customize notes that are used often to send home to parents or give to students. The tool allows the user to customize the letter by changing some of the contact, changing color, and adding graphics. Some of the notes that are available include; filed trip note, well done certificate, progress report, student contract, medication and parent-teacher conference. Each note is available in both English and Spanish.

When you first get to the site, there is a list of the notes that are available. You choose the one you want by clicking clicking the bubble next to it. Then, you click on the next button and are walked through a few steps of customizing the letter. Very easy and user-friendly. The last and final step is simply printing out your customized letter. To choose the letters available in Spanish, there is a link in the top right corner that says, "version espanol" which you can click to bring up the same letters but in Spanish. To check it out, click the graphic at the top of this blog.

I think this tool would be extremely helpful for teachers for many reasons. First off, it is very easy and user-friendly. We know that as a teacher, time is a valuable asset. This tool would give teachers time they usually spend creating such letters, for something else. It would allow teachers who have students in their classroom whose parents speak Spanish, a way to send home communication to the parents, in their own language. Each note is numbered and is the same number for both the English and Spanish version. And last but not least, it's 100% free.

Social Cognitivism

What?
The social cognitive theory is the perspective that learning happens through observing others and that it is an internal process that may or may not lead to a change in behavior. A study that was done using the Bobo doll demonstrated that when children observed an adult demonstrating physical violence on the doll, they too imitated what they had seen happen. In some cases, children got more aggressive and built upon what they had seen. Part of the theory involves Reciprocal Causation which is an interdependence of environment, behavior and personal variables which all play a role in influencing learning and development.

Learning can happen in a couple of ways including; modeling an adult such as the teacher and imitating what they do and through the observational learning effect where a student acquires a new behavior after watching someone else do it. For a student to successfully learn from modeled behavior they must:
1. pay attention - to the model who is demonstrating the desired behavior,
2. have retention - remembered what was learned,
3. have the motor reproduction - to be able to imitate the behavior
4. have the motivation - to be demonstrate the modeled behavior.
Self efficacy and self-regulation contribute to this theory and are an important part in helping students prepare for their future.

So What?
Knowing the theory of social congitivism, along with the other theories, and applying the principals from each one, will help me become a better teacher. Knowing that students learn from behavior they see modeled, is extremely important to know as a teacher who stands as a model for students day in and day out. It is also important to know that children learn from observing other peers. This theory also pointed out the importance of self efficacy and self regulation. As a future teacher, it will be important for me to help foster feelings of self-efficacy in my students and help them self-regulate so they can be as successful as possible.

Now What?
I believe that knowing about this theory will help me be a better teacher. I will strive to always be a model of what I expect out my students. I also hope to be able to encourage my students in appropriate behavior by teaching them self-efficacy and self-regulation. This chapter highlighted how important these 2 principals are in helping students succeed, not only in their school career but in their lives.

#15 - Webquest - The Creation

Well, we started the creation of our webquest. I think it is going to turn out really neat and I am excited, as I have mentioned before, for this opportunity. Our topic is on nutrition and there are so many wonderful sites out there on nutrition for younger kids. We have planned for the students to use technology and do some activities on the computer, but have also incorporated some activities that students will do at their desks from the information they gather from the webquest. Since learning we were going to do a webquest I have taken some time to explore the webquests that are available and they are such great tools for teaching an array of subjects. Some of the reasons I think webquests are so great and plan to use them in my future classroom are:

1. they engage the students using technology
2. students can be given a specific role to go along with their task which can make learning about the subject and going about the task a little more fun
3. they are an effective way to teach students problem solving and critical thinking skills

As we have started the creation of our webquest, I have seen many reasons to NEVER again to it through powerpoint. It takes so long just to get the formatting and the hyperlinking set up. If we were able to use a program or tool that allowed us to build a webquest we could skip all of the formatting stuff we ended up doing during class and spend more time on actually making the webquest. I am sure that through this process however, that I may learn how to do something using power point that may help me in the future, so I am just taking this as a learning experience - even if it is annoying at times. :)

Behaviorism

What?
Today in class we discussed behaviorism. There are many aspects of behaviorism. One of the aspects include reinforcements.

Reinforcements:
There are 2 different kinds of reinforcements and both increase behavior. Negative Reinforcements take away something to increase good/bad behavior. Positive reinforcements on the other hand add something to increase good/bad behavior. An example given in class that described these reinforcements was a hot air balloon. To make a hot air balloon rise you can do 2 different things. You can add hot air (positive reinforcement) or you can take away sand bags which decreases the weight and allows the balloon to rise.

Punishments:
There are also 2 different kinds of punishments used in behaviorism. Removal punishments
take away something students want such as recess, a fun activity, a toy, etc. Presentation punishments add something such as extra work, visit to the principal, etc.

We also discussed different types of motivation, which included intrinsic (self) motivation and extrinsic (outside) motivation.

The last aspects of behaviorism we discussed were the 2 types of conditioning: Operant conditioning which is voluntary and classical conditioning which is involuntary.

So What?
As a teacher with many students to both teach and manage, understanding behaviorism is important. As teachers, we want students to behave in an appropriate way however we also have their best interest in mind. Understanding behaviorism helps guide is the best way to teach and motivate students. There is the use of token economy's, group contingency plans, and of course, reinforcements. Knowing how to use each of this concepts is critical in ensuring that we better our communities of learning.

Now What?
I found this lesson to be very helpful in clarifying some questions I had as a result of my field experience where a token economy was used and several extrinsic positive reinforcements were used. It was a bit blurry trying to determine what was beneficial and what may have been hindering the students. I have definitely more clear today and have a better idea of how I would like to implement the theories of behaviorism in my future class. I will make every effort possible to teach students to have intrinsic motivation. This is sooo very important and it seems it is something we are losing at a very fast rate as teachers adopt complex token economy systems. I realized through our discussion that a token economy can be used to make class fun - students love them. However when setting them up, I will be sure to make it contingent on a level of performance or behaviors, so students don't lose their natural motivations in specific subject areas.

Another helpful thing we discussed in class was the steps in which to implement each of the different reinforcements to motivate those students who are unmotivated:
First method: Intrinsic reinforcement - self praise
Second method: Extrinsic reinforcement - praise from others
Third method: Activity reinforcement - extra recess, fun activity
Fourth method: Tangible reinforcement - candy, treats, toys
Fifth method: token economy

#14 - Webquest - The Intro

This week we were introduced to webquests. I had an idea of what they were before, and am so excited for this opportunity to actually make one with my group. I think Webquests intigrate technology in a way that makes learning about the topic fun and exciting. Instead of reading facts from a dry, boring textbook, students can take on certain roles, play games, watch movie clips, etc. as they learn about the specific topic and then transfer the knowledge they've gained into a project, write-up, etc. As we have come to understand the importance of intigrating technology into the classroom, I think learning about webquests and how to create and search for them is an important tool for any teacher. I honestly feel that webquests have the ability to engage and reach more students than the traditional way of teaching which includes reading out of a textbook.

Our group has decided to do 3rd grade and focus on the health standard that addresses the aspect of nutrition. Students will learn about what a calorie is, how it relates to what we eat, and the food pyramid (the new one). Although we are just in the beginning processes of our webquest, and I have no idea what challenges my lie ahead, I am thrilled to be learning about this tool so I can use it in the future.

#13 - Technology Interview Reflection

When we were first asked to do the technology interviews I was surprised at the questions and the purpose. However, having completed the interviews I think I see the purpose. Doing the interviews helped me realize how technology is used in schools and the need for change and improvement as it relates to technology and the students. I interviewed the computer teacher and the library/ media teacher. I was surprised that although the school does have quite a bit of technology, students really don't have the freedom to use a lot of it. They are able to use the computers in the computer lab it seems only when they have class or if their teacher brings them in another day. As for the 5 computers in the media center, there are educational games on there for students to play. I am curious to know if students are free to use those computers at any time and whether they can access the internet from those computers. As for the lack of CD rom's or other materials, I think that this school does have quite a bit of technology that can be used considering that there are some schools who have none, so I wouldn't complain about what they lack.

As a future teacher, this experience taught me that it will be important to find out the technology available and to take every advantage as possible to allow my students to learn using the computer. In this circumstance where the computer lab is free on Monday's, I would take every opportunity to teach a lesson with my students using the computers each and every Monday I could. I would do as Mr. Wyatt has done and use other technology such as CD players and perhaps IPOD's and show the students how those items can be used to learn. I get the feeling in the Elementary school setting that the technology is kind of hands-off for students. At least in the context of letting them explore and discover. In this day and age it seems a little silly considering the students likely know better than we do how to manipulate and use such technology. I hope that eventually we get to the point where technology in the schools is very much a hands-on thing for the students to help them learn and prepare for the future.

I have definitely had my eyes opened since that first day in Doc Waters Instructional Media class. Prior to that first class, I thought technology was fun and great to use in the classroom but saw it as a nice garnish instead of part of the main dish. I am happy to say that I have come to realize through additional research, that incorporating technology in the classroom and making it part of the learning process is essential if we are to really speak the language of students these days and prepare them for the future. The majority of students come from tech-rich homes and if they haven't experienced today's technology in their own homes, they have likely experienced it at a friends' home. Knowing the importance technology plays in the learning and preparation of students makes me have really strong negative feelings for NCLB and makes me realize that the way schools are funded needs to change. While many students do have access to technology at home, there are many students who are from poor homes, poor families that do NOT have access to technology at home. The next best place for them to have access to technology would be school. However, the way schools are currently funded, if they are from poor neighborhoods, then it is likely, they attend a school which is run off of less money, which means they probably cover the basics with the funding they receive and are lacking funds to put toward technology. So, these students are deprived both at home and at school of the opportunity to learn, interact and engage with technology and therefore are in effect, LEFT BEHIND and unprepared for the future. I think there has to be a better way to ensure all students of all schools access to technology - even the most basic tool of a computer. I think it is wrong and unjust that students in our own country, our own cities, our own neighborhoods are deprived of accessing the most basic tool of technology - a computer, and yet in richer more affluent areas students have lap-tops at their desks. I wish we as a nation concerned with the education for all children, could see past the streets and borders that separate the rich from the poor and see the benefit of ensuring all schools are meeting a minimum standard of technology so we as teachers CAN prepare students for the future and so they are NOT LEFT BEHIND. What's the point in us as future teacher's being required to take classes to teach us how to integrate technology if there is no technology to integrate in the schools we teach?! (Can you tell I am passionate about this?! How can I NOT be when I am preparing to become a teacher, being taught and understanding the importance of technology, and realize that if I teach where I most desire - in a lower-income school, it's likely they will lack the technology I am being taught to intigrate!) That passion comes from a deeper and greater understanding of the importance of teaching our students using technology - a world that they have been born into and the future of where they will become the leaders.

Week #12 - Field Experience - Technology in the Classroom 3

So, this is our 3rd and final week of field. While my field partner was gone the 2nd week, in Hawaii, I was able to teach a few "unplanned" lessons such as Math and vocabulary, help individual students and reflect a lot on how to incorporate technology in the classroom and just how much to incorporate it. Before I rage on about my reflections on technology outside of the classroom (which I will do in a later post), let me talk about what I have seen IN the classroom and our last experiences with technology as we taught our final 3 lessons.

Our cooperating teacher, Mr. Wyatt is a great teacher and I can see that he believes technology is important. He has a computer station that has 4 computers, CD players that some of the students who are struggling with reading use, a radio/disc player which he used to play music for the class, the projector and his own computer. AND, he is the webmaster for the school. I had the opportunity to talk with him a little bit and he explained that he got the computers for his class because the school changes out computers every 4 years and teachers are able to request some of the old computers. Despite having computers in his classroom, and the ability to hook up internet, he explained that if they hook up the class computers to internet it slows down the connection for the computer lab so they aren't allowed. Also, I learned that students have computer class 4 days a week for 3 weeks and then they switch and have PE for 3 weeks.

As for the lessons we taught this week that incoroporated technology we had 1 go really well, and the other one not so well. Our first lesson we did a PowerPoint of sets of pictures of technology from Ancient China, Ancient America's and modern times. For each set of pictures, student had a minute or so to write down what they thought the pics were, similaries between the series of pics and differences between the pics. We incorporated the "SNOWBALL" method which the students LOVE and I felt like it was a successful lesson helping the students understand the connection between technology used in ancient times being the foundation for many technologies we use today.

Our next lesson was one I was heading up. I wanted to do stations where students would move from one activity to another and I wanted to integrate technology in a way that was hands-on for the students. One of the stations I planned was the computer station. I planned for the students to type up their Diamante poems on their Ancient Civilization which we planned to print and give to them. I figured it would be trouble-some when I went to open the word processing program, (Appleworks), and saw the dusk and gook covering the keyboards, surrounding area of the desk and the monitor. It was then that I realized that while these computers look great in the classroom, it doesn't seem they are used very much. (so sad!) I cleaned them up and then looked around for a printer (we had a sub with us that day), and there wasn't one hooked up. Great! I had my jump drive so we talked about just saving the poems to our flash drives and then printing them off afterwards. That may have worked great except that it seemed I planned too much or expected the students to complete more in the time alotted for each station that they were able to complete, so very few students completed their poems. And then, one computer that had many students' poems on it froze and we lost all of their work before we could get it saved. Despite the whole lesson seeming disasterous, I feel like I learned a lot that I hope to implement in the future.

Our last and final lesson was a success...thank goodness. It was actually a blast and my favorite time of teaching the students. And that was because it was fun for all of us involved. We had the students separated into their groups from the day before and they put together a news story on their ancient civilization. We used pretend microphones and video taped their presentations (there's another lesson we used with technology that went well). Many of the students really got into character and all of the students participated and did really well.

Week #11 - Field Experience - Technology in the Classroom 2

I have to say that attempting to incorporate technology using our Digital Story and Power Point during 2 different lessons the 1st week of field, did not go well. Our Digital Story wouldn't play on our cooperating teacher's Mac. It did the same thing it did on Doc Water's Mac when I tried to play it on hers. Unfortunately, I didn't watch close enough when she got it to play on hers to see what she needed to download to get it to play. We dealt with it and were able to get the sound and manually click through the pictures. Unfortunately, it just didn't have the same affect. For the next lesson we had planned to use a Power Point to visually illustrate symbols of different relgions to introduce the students to the main part of the lesson. This time, I did bring my own laptop, however it was very slow AND we had to figure out how to get it hooked up to the projector which took a while. So, despite the plan to use it as an introduction to our lesson, it wasn't ready until the middle. We did end up using it, but again, it was unfortunate that it didn't work as planned.

We are planning a lesson in which we are hoping will be tech-rich, disaster and glitch-free. I contacted Axel to get a better idea of what tech-rich might be after learning that the classroom computers which we were hoping to use to incorporate a web-quest do not have internet. In his email response he said that when he grades our lesson plans he is just looking that we used the backwards design and will not be grading it based on whether or not there is technology present. I AM SO CONFUSED about this. From what I understood from Doc Waters, she is not grading our lesson plans either. So, is it necessary to include more technology than what we have used? And does anybody care if we use technology? Just kidding! I know it's important, I am just really confused since it seems none of our teachers know what the requirement for those tech-rich lesson plans are and the teachers who receive our lesson plans are looking for other qualities that don't include technology. Despite the confusion, I am going to press on and seek ways to use technology that is available, (which won't include internet). I have an idea of showing an educational movie clip on the ancient civilization each group will be working on. Then, they will rotate to a different station where they will use that info to do an art project, write a Diamonte Poem on the civilization they are studying, and then type it up using a word processing program on the class computer. Hopefully it will work out as planned. I would like to have at least 1 positive teaching experience using technology.

Despite our own mishaps with technology we planned to use, I have seen an additional use of technology not mentioned in the previous post. Today, 2 students who are reading quite below grade level went with me into a seperate room. They use a reading program that includes an audio CD which they listen to using a CD player. The teacher had the students listen to the story 1st so they could hear good reading. Then he had them listen again and read along. Next, he had them read aloud to me without the CD player. I thought this was great use of technology...(where the brand or type doesn't make a difference! - ha!)

Week #10 - Field Experience - Technology in the Classroom 1

So far it's been a great experience in Mr. Wyatt's classroom. I feel like I have been able to see many positive things I hope to take back to my own classroom when that time comes. As for technology, the first bit of technology that drew my attention was his microphone. He has a microphone he clips to his shirt and as annoying as I thought it might be, it is actually really beneficial. I heard him speak a few times without it and as a student in the very back of his class, you definitely could not hear him as clearly, especially if there was group work going on or students talking. Over the last few days of watching him use the microphone, and actually using it myself, there have been no high pitch squeels or blasting tones or disrupting noises at all. I actually liked using it because I found it projected my voice better than be trying to project my voice without it.

Another thing I observed in the classroom, although we haven't seen the students use them while we've been there, is a small computer station within the classroom. There are 4 computers at a workstation which I assume are for student use. I think this is wonderful and would benefit every classroom. Despite having a computer room or class where students go 1 day a week, having easy access to computers right in the class is convenient. I think these would work great for projects where you had several groups working on a specific project or assignment. Then you could rotate the groups so each person had an opportunity to work at each project or assignment.

We have seen Mr. Wyatt make use of the projector daily. He has used it to project work problems he wants to students to do as a warm-up to math. He also used a Power Point presentation to review vocabulary words. It was quite simple but technology none-the-less. I hope as I spend more time in the classroom that I get to see more ways the teacher includes technology in the classroom and how the students benefit from that learning.

Field Experience Journal - Day 3

Teaching: Today the day began as days prior with students reading silently. Mr. Wyatt introduced the idea of conflict in stories today and asked the students to be aware of the conflicts in the stories they are reading today. Although students didn't have to write anything down, he did tell them to be prepared to share if he called on them. During reading time he also called individuals over to his reading table. I assume he was gauging their progress, etc. Mr. Wyatt taught Math today and we helped students that needed assistance. He asked Marla and I to each choose our favorite picture book to share with the class. I chose Olivia by Ian Falconer. I love this series and the students seemed to enjoy it. It was fun to incorporate a picture book in a high elementary classroom. After each of us shared our story Mr. Wyatt asked students to volunteer conflicts they saw in the story. I love picture books and throughout my classes so far, I can see how they can be instrumental even in the upper grades.

Environment/ Students with Special needs: Since the students desks are arranged in groups, during test times the students get out their "office" which are folders stapled together. We saw the students use these today as they took their literature test. Mr. Wyatt asked me to read the questions on the test to one particular student. We went to the "alcove" where I could read him the questions and we wouldn't disrupt anyone. I did notice another person doing the same thing for another student.

Methods: Today, I noticed that Mr. Wyatt used a few methods to reach the kenistetic learners. For spelling review he had the students clap on consonants, snap their fingers on vowels and stomp for 'y'. These seemed to help engage students during an otherwise potentially boring task.

Class Management: So far I haven't noticed Mr. Wyatt call on any student to pull their behavior card. Today he called on 2 students while we were there to pull their cards. I also noticed that Mr. Wyatt uses the echo clap method to get students' attention and he also uses the provoke response method. (Not sure if that is what it is called.) The example of what he did is as follows:
Mr. Wyatt: "One, Two, Three eyes on me!I
The Students: "One, Two, eyes on you!

As Marla and I tried to remember some things we wanted to make note of that wasn't conducive to student's self-esteem we couldn't remember the exact situation so we have determined that we need to make notes while we observe. Hopefully this will prove more helpful for gathering info for our assignments.

Field Experience Journal - Day 2

Today Mr. Wyatt was in class. He uses a microphone for teaching and as intimidating and annoying and disruptive as I thought it might be, it was actually nice. Sitting all the way in the back of the class, you could hear him but it wasn't blasting or annoying.

The Teaching: As is the routine, the AM students came in and began reading books, newspapers, etc. of their choice. Next they were given their vocabulary test on the Great Flood. Students were directed once they were finished to put pencils away and get out their red pens for correcting. He has each student correct his own work. I found this great but different from what I did in school. We always have to change papers with a neighbor to ensure we were being honest I assume. I think this is a great alternative. It holds each student accountable for his own work and his own grade and doesn't humiliate him in the case he doesn't do well. To transition the PM students coming in, Mr. Wyatt writes the "Self Start" on the board listing what students are to do. An example of things he has them do are: 1) stack up journal 2) planners 3) math review - a transparency students do math problems from to prepare them for the math lesson 4) read.
Today, we taught the Math lesson on benchmark fractions. Of course, before starting, to wake us all up, we did "ZOMBIES". Although I was skeptical that kids would enjoy this silly song and movement activity, they actually seemed to like it quite well. As I reviewed the math material quickly to prepare to teach I realize that my 1st or so year of teaching, I am going to be doing as much homework as the students just to prepare to teach the material. It's been soooo long. While reviewing the previous day's homework answers we had students volunteer answers in order to be involved. I noticed that many of the same students were volunteering. I would hope in my classroom to be able to involve all students and help them all feel comfortable sharing their answers.

Class Management: So I noticed many charts around the classroom and was able to ask Mr. Wyatt about them today.
"Homeworkopoly" is a chart he got from homeworkopoly.com. This is used to reward students who turn in all their homework for the week. Students are rewarded with tickets (which go into a bowl for a later drawing which allows winners to some kind of reward.)
Surprises are candies which are in a black calderon. Mr. Wyatt will announce at times for students who answered a question correctly, etc. to go get themselves a surprise.
Tickets are given to students for random good behavior. These tickets are collected into a bowl for a the drawing on Fri. which allow students a surprise, frozen treat, etc.
Points are given to tables and as a whole class. I am not sure what the reward is as of yet. However, I have seen points subtracted if the class is being disruptive or not doing what they need to be doing.
Behavior card chart has each students name on it. If a student is talking when they shouldn't be or being disruptive in any other way, all Mr. Wyatt says is "student,....card" at which point they put their card in a sleeve showing they misbehaved. If more than 3 students get their card pulled then the drawing for Fri. is cancelled.

Although I think there is a pluthera of token systems in place and I can't hardly keep track, I wonder if these reward systems are behind the community feeling of the class. I hope that as I go throughout this field experience that I will be able to pinpoint more exactly what it is that aids the class in being so united so I can repeat it in my classroom.

Extra Credit:: Investigations Math

What?
Investigations Math is a method of teaching math which is a "non-traditional" approach to teaching math. It involves lots of group work but no textbooks. The arguments for investigations math include that students gain a deeper understanding of math and develop of love of math. Arguments against investigations math counter that students are not learning standard algorithms and math facts to be able to quickly recall them.

So What?
This type of math program has been implemented and from class discussion sounds like is still being used in some schools here in Utah, despite much debate. This method of teaching Math was implemented in Utah after it was implemented in California in around 2005. Since then California has quit using this method because they found it ineffective.

Now What?
I think the arguments for and against are both relevant. I think it is important that students learn basic math facts and if they do that by memorization and lots of practice, then so be it. However, I also see where making math more of a group project where students work together to explore and find the answer can be helpful. Especially for the students who really struggle. I don't understand why there can't be a middle ground that meets the needs of all students and involves both traditional math teaching combined with this new way of teaching.

Field Experience Journal - Day 1

Meeting the Principal: Today was the 1st day of field experience. We started the day off meeting with Principal Finch. It was great to meet him and see his commitment to providing a school atmosphere where there is respect (for all people), love of learning and where students do their best. He mentioned that at this time in our pursuit of this career is a unique opportunity to be "in" the moment as we observe and practice a little bit, but to be out of it observing and reflecting on how we will teach in the future. He encouraged us to be really reflective during this time. Thus, the reason for this daily journal. Although in and of itself it's not required, I feel it will be important to me in my reflective process. He compared our experience now to being on a balcony overlooking the dance below in which we are performing.

In the classroom today we had a substitute. I could see that despite her not being the regular teacher, the students know their responsibility to be respectful. I also noticed this in how they treated us as visitors to their classroom. I realized in seeing this that my preconceived notion that 6th graders were scary wasn't accurate. The students respected one another and respected us teachers. I also noticed while observing their interactions with one another that they function as a community. As I saw one student encouraging another,...or one student asking of another's well being after a fall, I was excited to see that in a classroom of many diverse students, you can have all students work together, care for one another and be a tight-knit community of learners.

The Teaching: First students began reading. Then students were taught vocabulary words relating the the Great Flood. Once the PM group joined the class, Marla and I taught math. We taught improper and mixed number fractions. As I watched the teaching methods, I saw an opportunity for students to become more engaged during the review of their vocab words. I thought it may have been more engaging if groups of students were to act out the vocabulary words and have the other students guess. However, I also realized as the day went on, that lots of material has to be covered in a short amount of time and that teacher's need to keep quite a tight schedule.

Classroom Environment/ Setup: The desks are set up as cooperative tables of about 5-6 students. There is a mini-computer station in the classroom that consists of 4 computers. There is a classroom library of picture books, young adult novels or chapter books, and resource books. The teacher has an "alcove" which seems like a place to meet with students individually, store supplies, and I also noticed some CD players back there. The environment of this classroom, as I mentioned before, is one of unity. I hope to be able to create that same type of environment in my future classroom.

Knowledge Construction

What?
Today in class we discussed knowledge construction. There are 2 ways in which learning takes place:
1) Individual constructivism where learners are on their own, interacting with the environment to learn.
2) Social constructivism where learners work together to make meaning of something and each person is contributing to the learning.

We also learned about concepts, schema, script, personal theories. With students we will be teaching all will come into our classrooms with knowledge they've gained. In some cases, where individual knowledge interferes with their progress it will be our responsibility to promote a change in thinking. We can do that by:
1) identifying misconceptions
2) convincing students existing beliefs are inadequate
3) motivating students to learn correct explanations
4) maintaining self-esteem
5) monitoring what students say and write for persistent misconceptions

So What?
As a teacher it is important to know the basic understanding of how knowledge is constructed so we can be better teachers. Teachers who can help students discover and learn on their own and also encourage group learning where each student in a group is contributing so they gain a greater understanding of what's being taught. It's also important to understand that students do come into our classrooms with knowledge of their own. As we build upon their knowledge it is also important that we help change some of their existing knowledge if it is serious enough that it is going to interfere with their future learning.

Now What?
Now that I am aware of the process of knowledge construction I hope that the way in which I teach will encourage students to share the knowledge they have and I hope that I will also be able to change some erroneous thinking when it shows. I will also reflect on myself and my reaction when faced with information that contradicts what I believe to be true. I tend to think I am easy going and quick to accept when I am wrong, however looking more closely at this might teach me something about myself.

Week #9 - Google Site, & Digital Story - final thoughts

So I finished my google site and actually had a great time. I ended up figuring out how to insert the calendar correctly so that as updates are made to the calendar through google, it automatically updates on the site. It was fun to put together and I look forward to using this site (or one similar) for my future classroom.

We also finished our digital story. I was able to take our 3 pieces of music and combine them together using Audacity and overlay the music with the narration (done by my husband). My partner and I were pleased with the level of sound of the music behind the narration when we listened to it in Audacity. So, then I combined the music track with the narration and saved it. Later when we listened to it through Media Player we noticed it's difficult to hear the drum music in the beginning of our digital story. The music throughout the rest of the story is perfect. I found out the hard way that because I saved the project as the original instead of saving a new project with the narration and music combined, I couldn't go back and adjust the volume on the drum section to make it more audible. Because I didn't keep a seperate file of the music tracks seperate from the narration, I would have had to start over. We decided to leave it as is and are pleased (with the exception of the low audio on the drum part) with our final product. I loved, loved, LOVED! using Audacity. At first it was quite intimidating but once I allowed myself to just play around with it I learned it was surprisingly easy...and fun! I learned 2 things from using this program that would apply to any project one is working on while using the computer:

1) Don't be afraid or intimidated by a program. It can't bite or be broken. Play and explore and if needed, usually there is a help tab to look to for additional assistance.

2) Save, save, save your work. When working on a project, if you are making a change that can't be undone, save it as a new project. That way if it doesn't turn out you can go back to the step just before and you don't have to start over.

I definitely think upper elementary students would have a great time making their own audio tracks for presenations using the Audacity program. I think it is an easy to use program that allows students to use their creative talents to make their own music track.

My Study Help

What?

The study techniques we went over today were:
1) identifying important info
2) taking notes
3) retrieving relevant prior knowledge
4) organizing
5) elaborating
6) summarizing
7) monitoring comprehension

The technique I chose to experiment with as I study chapter 7, is questioning as I go through the chapter so I can better apply the information and hopefully have it stick in my long term memory. Studying information that is unfamiliar to me and having it remain in my memory past test time has always been a challenge. However, after reviewing the studying techniques I realize that I have never used the most effective techniques for studying. I am hoping to see an improvement in my understanding and applying and remembering of what I study this week in Chapter 7.

So What?
I did try to ask myself questions about what I was reading to apply it to myself, and while it was more helpful than not asking myself questions, I did find it difficult to come up with questions to help me apply the information because all of this information is so new to me. I do think this would be a great study help for other topics where I am more familiar but still struggle, such as science or social studies. For this particular subject, I think a better study help would have been for me to summarize after each paragraph of reading to make sure I was retaining and understanding what I was reading or taking notes on what I read.

Now What?

Knowing the different study helps is a wonderful thing. I am so grateful that we went over this information. I learned that previously I have always used the most ineffective method of studying, when left on my own to study. I am grateful to have these other techniques to try and experiment with to better my learning and understanding in the future.

Cognitive Processes

What?!
Today we learned about Cognitive Processes. It was very interesting and helped clarify some things (for example that your brain has unlimited capacity and can never be too full - or overload as I sometimes feel it is). Information comes in and hits the sensory register. If the subject pays attention to that information it goes on to working or short-term memory. If no attention is paid to it, that information is lost. Working memory does have limited capacity and only holds onto the information for 5-20 seconds. If while in working memory the information is learned, or encoded, then it is then moved to long-term memory. Long term memory, as mentioned above likely has unlimited capacity. Our long-term memory is made up of 3 components:
1) declarative/semantic (facts)
2) procedural (cooking, tying shoes)
3) episodic (memories, pictures)

The best methods for encoding information are:
meaningful learning - relating new information with what we already know
organization - way in which learners find connections by forming categories, or using other methods of organizing to group various pieces of info
elaboration - learners expand on new information based on what they already know
visual imagery - process of forming mental pictures of objects or ideas.

We also discussed the best methods for studying which are:
- identifying important information - elaborating
- taking notes - summarizing
- retrieving relevant prior knowledge - monitoring comprehension (asking questions)
- organizing

So What?!
Knowing how the brain processes information is helpful, useful and important as we become teachers. It can help us understand the best way to plan lessons in order to help students get and encode the information in order to retain it long-term memory. As for methods on how to study, that is helpful now to me as a student as I learn new, unfamiliar information. It will be helpful to know as a teacher as well because I can help give my students good methods to use for studying.

Now What?!
As a student, knowing this information makes me more aware of how important it is to pay attention to the material and make an effort to encode the information so it sticks. I have never intentionally thought about making a connection to information I learn in school. It probably seems silly but it makes perfect sense as to why I have a hard time remembering information learned in subject areas such as Physical Science, Social Studies, etc. Those were always difficult subjects for me and now I know why - because to remember the information and for it to mean something, (beyond taking info in to spit back out on a test), there has to be a connection made that makes it relevant and important to the student. This requires intentional thought and questioning to encode that information. As a future teacher, I hope to be able to teach in way that helps students relate information they learn to something they know so they do retain it and see it as important.

Week #8 - Google Site

Today we got to add pages to our google site and put it together as though it were a site for our students and parents. This was wonderful. We were introduced to google sites a few weeks back and created our home page. However, after not doing anything else I thought that was the extent. I was glad to have this opportunity to develop our site more and expound on what we first learned. My favorite thing about it is imbedding the google calendar into the site. I haven't figured out if I did it correctly, but I believe that once it's imbedded correctly, any updates made on google calendar are made automatically on the site. I also love the idea of having an announcement page and student of the week page. I definitely plan to have a class website when I become a teacher. I think the benefits are wonderful for parents, students and the teacher. It's a great way for everyone to be on the same page and is another great way to help get parents involved.

Extra Credit: Jill Stamm

What?
Jill Stamm is a professor at Arizona State University, a lecturer on infant learning and cognition and is also president of a company called New Directions Institute in Arizona - a company which collects the newest scientific research on brain development in infants up to age three. With the data collected the company educates new parents and caregivers about the importance of healthy brain development and the impact they have on their child's brain development. She points out that it's not about the toys and the stuff, it's about the relationship with mom and dad. It's about one on one time, eye contact, face-time and having their needs met quickly. Doing these simple things helps a child feel secure and once a child feels secure they can go on to learn other things. Her company has created the "Baby Brain Box" which is a practical application of toys that help a baby's brain develop through using the:

Three ABC's of Early Learning
- Attention
- Bonding
- Communication

According to Jill Stamm, what infants need for optimal brain development is attention, bonding and communication. All the interactions between an infant and parent or caregiver, as simple as returning a smile to an infant while having eye contact, or narrating daily activities, are extremely important in early brain development. She also points out that the number of words an infant hears within their first 3 years of life has a direct correlation to later I.Q. scores - hence the importance of narrating daily activities and talking to infants from the time their born.

Despite the hype, she pointed out that current research is showing that videos claiming to help a the brain development of infants (such as Baby Einstein) do not have the benefits consumers think. She said, "We need to get real and understand that what children need is people." The impact of the television on the developed brain is totally different than the impact on an adult brain. She referred to the Academy of Pediatrics which states a child under age 2 should not watch television. As the brain is growing itself in those first little years, it grows itself through repetitive use and through experiences that the child is having. So at age 2 and under, TV has a detrimental affect, (an example was delayed speech) whereas at age 5, it can be used as an educational tool.

She gave an excellent example of how quickly the brain grows in an infant. She said an infant heart is a fully developed organ. It functions the same as an adult heart. However, the brain is least developed at birth and develops so quickly that first year that if the child's body grew as quickly as it's brain in that 1st year, the child would weigh 170 pounds at age 1. That is incredible!! Although the brain develops quickly between the ages of 0-3, the brain stays pliable and plastic throughout our lifetime. So, it is never too late to begin showing a child attention, bonding and communicating with them.

So What?
Learning this information makes me realize that unintentionally I may have done something right in the early years of raising my daughter. I would incessantly talk to her and tell her what I was doing. I didn't know I was doing anything for her brain, I have always talked to myself and having someone, even an infant, to talk to made it seem less crazy so I did it all the time. It's amazing and also startling to learn that the brain is so active and is learning so much in those first couple of years and the great responsibility and influence we have in our child's brain development. It's also important to know this as a future teacher. One of the most wonderful things about the brain I am learning is how pliable it is. It is not fixed and unchangeable. That means it is never too late!

Now What?
As a parent, and hopefully future parent of another young infant, I will be a better parent knowing this information. Although I did the three ABC's of Early Learning with my first daughter, I didn't realize the impact of it. Just knowing and being aware of the importance I believe, will make me a better parent. It is important for me as a future teacher as well. I will have students from all kinds of different circumstances and likely have students in my class who don't receive attention, face-time, bonding, etc. from parents. And although students I will be teaching will be between the ages of 6-12, I can have an influence because of the fact that the brain is changeable and pliable. I think it will be important for the success of each and every student to feel they are given attention, have a bond and that there is good communication between myself and the student. It will be especially important for those students who may come from circumstances where they don't get that necessary time with their parents or caregivers.

http://www.youtube.com/watch?v=baek--_1ZfU (part 1)
http://www.youtube.com/watch?v=XV1u56fDyTg&feature=related (part 2)
http://www.youtube.com/watch?v=zHnH-YPHRuk&feature=related (part 3)

Week #7 - Photo Story

Today I had the opportunity to actually learn Photo Story. It was awesome! And so user-friendly. Today I uploaded our pictures and adjusted the start and stop point for each frame. I love that you can do that! Although you can edit pictures, Doc Waters said the best place to do that is Picassa. You can add text to your digital story very easily as well. We still have to record our narration. I think I was successful in converting our music from YouTube to MP3 format to be able to insert into our Photo Story. I am thrilled that the conversion worked. I was a little worried because my husband tried doing it before I did and said it didn't work. (However, he probably didn't follow my directions and that's why it didn't work for him.) Hopefully we will get our narration recorded and be able to overlay it with the music using Audacity. I am excited to use that program and get that part of our digital story completed. I am also excited to use this program on my own to create digital stories (featuring my little one) as gifts to family.

After using this program, I can see this as a program that students could use for presentations of material they have learned. It would be fun for students and fun for teachers to assess learning. It is a very easy program and one that I believe would be exciting for students to use and one that would be exciting for fellow students to view. I think that when a student creates a project like this, the information they research and gather together is retained much better than simply reading it from a text or writing a paper. I also think that the impact it has for the students that view it is increased and that they too retain more information. This is definitely a resource I plan to use in my future classrooms to teach as well as assess the learning of students.

Social & Moral Development

What?!
Today we talked about social and moral development. We discussed, acted out and hopefully can now remember, Erikson's stages of Social Development. They are as follows (listed here for my own benefit):

1 = bun --> infant --> trust vs mistrust
2 = shoe --> toddler --> autonomy vs shame
3 = tree --> preschooler --> initiative vs guilt
4 = door --> elementary --> industry vs inferiority
5 = hive --> early teen --> identity vs role confusion
6 = sticks --> adolescence --> intimacy vs isolation
7 = heaven --> middle years --> generitivity vs stagnation
8 = gate --> seniors --> integrity vs despair

We also talked briefly about moral development and the stages associated with moral development. There are 3 stages:
1) Preconventional - punishment avoidance/ obedience
2) Exchange of favors
3) Conventional - good boy/ good girl
4) Law and Order
5) Post Conventional - social contract
6) Universal Ethical Principal - ex. Ghandi. Martin Luther King

So What?!
Knowing the different stages of both social and moral development is important for teachers because a teacher wears many hats. Part of their responsibility is to teach children social and moral behaviors so they can function in the world. The stages set a standard and allow teachers to spot which children may need additional help.

Now What?!
As a parent it is interesting to learn of these stages and see where my child fits. As a teacher it will be helpful to know this information to guide and help students that may be struggling or need assistance. As a teacher I also have the opportunity to use class discussions, historical figures we are studying, stories, etc. to help teach moral and social issues.

Week #6 - Audacity & Zamzar

Today we had the opportunity to learn of a tool that we can use to record the narration and music for our digital stories. It is called Audacity. Although I haven't yet played with it, I did read the tutorial and it seems really user-friendly. I love the idea that you can use this program to record voice over background music. This is what we will be doing for our digital story. I also learned of a tool called Zamzar that allows you to convert files for free online. I am not exactly sure about all the details of the program, but from what I understand, if I find a video from YouTube or TeacherTube I can enter the URL for that video and then choose the conversion format (ex. MP3) and then receive an email with that coverted music file. It seems like a wonderful tool that will hopefully benefit Marla and I as we search for music and add it to our storyboard. I am so thrilled that through this class I am getting the opportunity and experience to discover tools and resources such as Zambar and Audacity. We will be using Photo Story to put our digital stories together. This too is a program I haven't used before but am looking forward to learning and using for this project, for future assignments and for my future classroom.

Piagetian Tasks

Today we were able to see Piaget's stages of cognitive development in action as Prof. Cox illustrated her 3 year old and 7 year old doing several Piagetian Tasks. It was very interesting to see the difference between how her 3 year old responded to the questions and how her 7 year old responded to the questions. I found it very interesting that at 7 years old, her daughter was able to explain very clearly the reasons behind why she made the decisions she did. I was very excited to go home and "experiment" with my child.

So, here are the results of my "experimentation" with my 3 year old daughter "Livvy". You will see a blurb of the water task, however after attempting that one I realized that although I was using a taller glass, the difference in the level of water wasn't great enough for her to recognize it. (So we scrapped that one). Enjoy.



After thoughts: Now, for the "block" test, I modified the one listed and used blocks instead of beads because we didn't have any. I am not sure if that contributed to the difference or not. You will see that she says that there are more blocks than blue blocks (contrary to what she is "supposed" to say). I did this task with her twice and both times she said there were more blocks than blue blocks. However, you will also see that she doesn't have the ability to defend her answer.

I loved doing this assignment and had a blast....as did my little one. She was ever so eager to help mom with her homework!

TIME: Fertile Minds

After reading this article, I have a greater understanding and more appreciation for how amazing the brain is, especially as it begins to form and develop. The article pointed out that for years there has been debate over whether nature or nurture is most important. What scientists are discovering is that it's not a competition but "a dance". The two are very importantly related and interconnected. When a child is deprived of a stimulating environment or healthy emotional support and love, a child's brain suffers. It doesn't mean that all is lost however. The brain is a unique and awesome machine and as it is developing it will compensate and change. In the article, it gave the example of a child suffering autism. If intervention begins early enough (age 3) and the underlying cause is found and treated, then a child suffering from autism can sometimes be "snatched" back. How amazing!! This reminds me of my brother-in-law Russ. He was in a snowboarding accident at age 21 and suffered a traumatic brain injury. It was so severe that doctors told his parents that he would be vegetable forever and that they might consider taking him off life support. They chose not to and though he was in a coma for about 9 months, he came out of it. And, although doctors said he wouldn't progress, he did. And after 1 year, when doctors said that he wouldn't progress anymore after 1 year, he has. It is about 7 years later and he is still progressing. There are some things his brain wasn't able to repair, such as his ability to speak. However, his brain has compensated and allowed him functions that doctors thought would never happen because of his age and the severity of the accident. It just goes to show how amazing our brains really are.

The experiences a child has during the early years when their brain is developing acts as the blue print for the rest of the development of the brain. I found that to be a critically important fact that I wish all parents understood. It is so important for us as parents to nurture our children and raise them in loving, enriching environments free from stress, abuse, etc. With parents working more leaving little time to interact positively with their children, the article pointed out the importance of good daycares and preschools and how they can help offset the deficits in the home. The article stated, "good daycare is essential brain food." I never thought to look at daycare that way however it is very comforting to me. I go to school and work part-time and feel much guilt for the time I am away from my daughter. I know she is in a "good" daycare and can now feel good that it is good for her.

Another section of the article mentioned "Windows of Opportunity". I found it interesting that while we will acquire new language after 5 or 6, our ability to learn syntax closes around that age. I was also surprised to learn that the easiest time for a children to learn a 2nd language is between birth and 6 years. I found out in class that language immersion programs start in Kindergarten, however this is about the last year of ease according to the article. Knowing this has made me want to make a greater effort to teach my daughter Spanish. I haven't figured out quite how to do that yet since my husband doesn't speak Spanish (so we can't have our own secret language) but maybe I can incorporate the room language or something. Food for thought.

As a future teacher and as a parent, I found this article enlightening. Although many of us in the education program will be teaching children who are age 6 years and up, I still feel it is important for us to know. It points out the importance of nurture and environment. Children will be spending a large part of their day at school, with us. For those students who do come from a home where there are deficits, abuse, stress, I think it is especially important to make our classrooms and our interactions with our students positive and enriching. For me as a parent, this article just opened my eyes and helped me understand brain development a little better and the extreme importance of providing stimulating surroundings, enriching interactions and emotional support. It also made me realize just how critical early intervention can be in perhaps reversing or bettering a disorder caused from bad wiring.

Week #5 - Digital Storybook II

Today we further studied and looked at digital storybooks in class. We were able to see a variety of different examples that really helped me understand the whole idea much better and helped me think of different ways to create a storybook. I was picturing a documentary type presentation before today's class whereas now, I see the different ways it can go. We also talked quite a bit about the process into creating a digital storybook and the different methods. One method was to use index cards. Text written on both the front and back of an index card amounts to about 3 min. of dialogue. I was quite surprised because that seems like so little text. "Doc" Waters also offered the method she uses and I really liked the idea. She uses post-it notes and has one for each picture. Then she has a post-it note for the text, music, transition and citations for each picture. I think this is a really easy, yet very organized way of doing it. I also think it is an idea that would be great to introduce to students in the classroom to help them organize their own storybook, a paper, etc. It is visual and very easy to do and re-arrange if necessary. I LOVED this idea!

Other aspects of the storybook we talked about were the use and purpose of photos in a digital storybook creation. The photos should stick out on their own and not need to be narrated. They should be able to tell a compelling story on their own which inspires, haunts or touches the audience. There is a quote that "A picture is worth a thousand words" and in this case, it is true. It was pointed out in class that students learn better when they can visualize something and read text that goes along with a picture, more so than they learn from just hearing a lecture. Digital storybooks allow that kind of opportunity for students to learn "better". And, they are versatile allowing for different purposes, and can be used for any subject matter. I have never done a digital storybook before but am thrilled to be learning how to create my own so I can use this valuable resource in my future classrooms to teach subject material and hopefully to give students the opportunity to use this method to present material.

Ed Psych: Study Session

We had the most awesome, fun, effective study session today. It was not like any study session I have ever had. It was engaging, enjoyable, and I actually think it helped me. First, we were divided into 2 teams. We were then given a cards with definitions written on them. On the board were a list of words. We were given 3-5 minutes to look at our definitions and arrange ourselves for the relay against the other team. We had to race against the other team to match the definitions to the words on the board - relay style. It was great! Then, we got into pairs and chose a word and definition and then gave an example of that definition. You'd think that was it, but no! Our awesome instructor went beyond that fun and engaged us in a thrilling game of Hollywood Squares to further help us study. I am still in awe at what a fun and exciting time I had while studying for a test!!!

So, she also encouraged us to exercise about 2 hours before taking the test due to research which shows that those who engage in exercise before a test score better. Unfortunately, I won't be able to do that. The only day I can take the test is Sat. and I have to work until 2pm and then take the test immediately after work so I can get home and spend some much needed family time with my hubby and daughter. Guess that my score will be one that shows what happens when you DON'T exercise before taking a test. Ha!

Week #4 - Digital Storybook

Today we learned that we are going to put together a digital storybook. We saw an example of one and it seems like it would have great appeal to get students interested in any topic. It is similar to a documentary I think, but much more interesting. I have decided to do my topic on Michelangelo. Students in 6th grade social studies study the Renaissance and the arts during that time period. It should be interesting and fun. I found many great resources online, through UEN, for pictures and information on Michelangelo. I am really excited to put my own digital storybook together.

I think the uses of using digital storybooks in the classroom is a huge benefit. Digital storybooks use pictures, some video clips, speaking and music. Having all these types of media within one project would appeal to many more students that just a lecture on a topic. It has the potential to reach those who are visual, auditory and music learners. Though using a digital storybook format to teach or review material, the topic of study would come more alive and excite students. Students could also use the format of digital storybooks to create presentation on material they have learned or studied and present it to the class.

As we further study different tools, I am seeing that there are many opportunities for students to use technology in the classroom all the time and in a variety of ways. It is so exciting!

Week #3 - IPODS & AudioBooks!

Before this class, I never thought to google resources for teachers or students. Sure I used google to search for specific topics but never to find tools and such that were available to use. I never would have imagined the wealth of free resources, information and tools that are available through the internet. I am in complete and utter shock at all the technology that is out there. There is so much out there that I feel I bit overwhelmed as I search through it wondering what bit of it I should investigate further so I can blog about it. This is week 3 in my investigation through the internet and the ways technology can influence the classroom and I stumbled upon a resource I thought was wonderful.

Freeclassicaudiobooks.com is a site that has free classic audiobooks which you can download onto your computer and then onto your MP3 player or IPOD. There aren't a ton of books on this website but many of the classics are listed such as Shakespeare, Wind in the Willows, The Secret Garden, Huckleberry Finn, just to name a few. Students are on the go more than ever these days and as we already discussed, are digital natives. What greater way to combine the classics of literature with the technology students already use. For some reason, using your IPOD to read/ listen to Shakespeare just seems more appealing that reading it from a literature book.

Here is a list of a few benefits of using this resource or one like it:
1) Greater appeal to learn literary works
2) Students can listen while on the go/ convenience
3) Could be used to help those with visual impairments or other disabilities that prevent reading or make it difficult
4) Improved listening and comprehension skills
5) Learning proper pronunciation of words
6) To encourage reading for students who don't enjoy reading books

Although I can't see many problems with using audiobooks, there is the matter of having the technology - whether a MP3 player or IPOD. Although many students may already have those items, many children may not. Also, the books that are available may be limited.

I believe that the benefits of using AudioBooks for students are numerous and that as we use this resource in our classrooms, we might find that it is the tool that connects a child to reading that may otherwise turn away from reading because they find it boring, difficult, etc. A tool that has the possibility of turning students onto reading, which is something that leads to lifelong learning, is one that shouldn't be ignored.

Here is a list of a few other sites I found that have audiobooks:
- kids.audible.com (children's titles/ charge)
- bookshouldbefree.com (all categories/ free)
- simplyaudiobooks.com (all categories/ charge)
- audiobooksforfree.com (all categories/ charge - despite the web address)

Individual Differences

What?

Students in a classroom are all different. Some of these differences are individual differences such as personality, temperament and intelligence. Intelligence is the ability to modify and adjust behaviors to accomplish new tasks successfully. It involves many different mental processes and may vary in nature depending on one’s culture. IQ testing is one way that has been devised to measure intelligence. There are 4 different ideas we studied about intelligence:

1) Spearman’s Concept of g: The idea behind this theory is that intelligence is a single entity. Spearman called this single entity a general factor, or g.

2) Gardner’s Theory of Multiple Intelligences: This theory suggests that there are at least eight different intelligences which are independent of one another: linguistic, logical, spatial, musical, kinesthetic, interpersonal, intrapersonal, and naturalist. This theory suggests that the majority of students, if not all, are quite intelligent in one way or another.

3) Sternberg’s Triarchic Theory: This theory suggests that intelligence involves the interplay of three factors; 1) the environmental context, 2) prior experience and 3) the cognitive process.

4) Distributed Intelligence: This theory suggests that people think more intelligently when they have the support of physical and social environments

Inclusion in schools has added to the differences found among students and the manner in which teachers must teach in order to reach all their students. Some special needs that may be found in classrooms today are: learning disabilities, ADHD, speech and communication disorders, emotional and behavioral disorders, autism, mental retardation, physical and health impairments, visual impairments, hearing loss, severe and multiple disabilities and giftedness.

So What?

Knowing the different ways in which intelligence is measured, and the different theories, helps us as teachers make adjustments to our teaching methods in order to reach a greater majority of our students. When we recognize that each student has varying strengths then we can teach lessons that “speak” to those strengths and allow for the greatest possibility of retention and understanding. As teachers, it is our responsibility to teach students and help prepare them for lifelong learning. That being said, knowing the individual and special needs of our students and how we can accommodate them, makes us better and more prepared teachers.

Now What?

The experience of taking the different intelligence tests helped me to understand better the purposes of each. While the IQ test left me feeling dumb, I see that in some cases, it would be a very important and useful tool in determining the special needs of some students. Although it might not be a tool that I would use for every student, it is one that has a place, just as the multiple intelligence test has a place. Having an understanding of the different theories and of the individual differences found among students will help me be a better teacher. I will plan lessons in a variety of ways, so that I can teach students according to his/her strengths. I will also be aware of students with special needs and adjust lessons, provide tools and do what I can to make the experience for each student as enriching and rewarding as possible.

Week #2 - Cell Phones in the Classroom?!

I have been doing some googling to enlighten myself on technology that is out there that can be used in the classroom. I have come across some interesting concepts that I never would have thought of myself but that actually seem plausible. For example, I would never have thought to use cell phones in the classroom or that there was a way to integrate them in an educational way. As I researched the idea of using cell phones in the classroom to teach, I was very surprised at the many different ways cell phones could be used. Here are a few examples of ways I found they can be used:

1) accessing data (google sms)
2) mobile recording (gabcast, gcast, jott)
3) surveys/ polls (polleverywhere)
4) mobile photo sharing (flickr)
5) homework and alerts (homeworknow)
6) calculator
7) digital camera
(more detailed and complete list found here and here)

Some of the ideas I "get", and really like are:

1) using the camera fuction to create a photo documentary which can then be uploaded and shared with the class.
2) using cel phones to create podcasts which can then be loaded up to a class blog, etc.)
3) using text message to "boost" and encourage students (more info here)
4) using text messaging to create their own novels

Despite the great ideas and benefits of using cell phones, there are also some problems that might arise from using them in the classroom:
1) not everyone in the class will have one
2) who pays for text messaging, picture taking/uploading, etc.
3) inappropriate use of cell phones (cheating, inappropriate pics, etc.)
4) who assumes responsibility in case of damage

I believe there is potential for cell phones to be used in a positive and effective way in our classrooms today. If we have technology and students are using that technology, then we should do our best to find a way to incorporate that technology into our teaching. Perhaps, using cell phones would only be a group project that would require signatures from parents giving permission for the student to use the cell phone, and maybe you would limit cell phone use to a specific activity in an effort to avoid some of the problems. Cell phones are a part of many middle school and high schools students' lives and I think by finding a way to incorporate this technology we perhaps unlock a tool that will reach a student that may not be reached another way.