Inquiry In The Classroom Reflection

Supporting Information Literacy and Online Inquiry in the Classroom
The knowledge and experienced gained in this course has helped me realize the importance of teachings and instilling 21st century literacy skills throughout my curriculum in the form of inquiry-based learning. Now, I believe I possess the skills necessary for exercising new literacy skills and activities in my classroom in the form of searching, evaluating, and synthesizing information from the internet. My students are now more familiar with different strategies and web-based application to utilize in their inquiry process.

The most striking revelation I had about teaching new literacy skills were the different ways of teaching these skills to my students, as well as the sequential steps to take when performing inquiry-based research. The strategies presented in this course showed me how to be even more creative and think of ways to present information to my students. I was able to discover new media tools such as a Screencast, which was a success in the classroom; the students also easily picked up how to utilize this tool.

A professional development goal I would like to pursue which builds upon my learning in this course and develops my own technology skills would be continual use of many multimedia tools; not only for my manipulation but also my students. Obtaining this goal will enhance learning and maintain collaborative problem-solving in our digital information world.

Think Out Loud Evaluation

Below is the link to my Screen Capture on how to evaluate a website for credibility and validity.
Enjoy,
scoultrip

2009-11-29_1930

Bridging Theory and Practice Reflection

Course Reflection
Completion of this course has altered my "Personal Theory of Learning." The theory I composed during week one was mostly based on classroom experience, as well as my undergraduate education. Now, I can openly admit my theory is outdated. My theory prior to this course was of a behaviorist approach. I believed in reinforcement of good behaviors, punishment for inappropriate ones and quality personal, professional relationships with students. My visions have definitely changed with the advancement of technology & completion of this course. I still believe in those qualities, but I do not feel they have a large impact on the learning process.
Currently, my "Personal Theory of Learning" is more of a constructionism & social coonstructionism approach. I believe in constructing objects to ensure a connection and also collaborating socially with groups sharing the learned information. My theory has developed into a student centered approach instead of teacher centered.
Immediate adjustments I will make to my instructional practice regarding technology integration as a result of your learning in this course is allowing students to manipulate technology resources instead of only instructing from them. Doing so will give ownership to the activity and better the chances of retaining the newly acquired information. Two technology tools which I see most beneficial to the age group I instruct would be concept mapping and voice threads. These two tools will greatly support a student-centered classroom which I intend to create. These tools will also enhance the quality of group communication and collaboration a key in competitive employment after high school.
Two long term goals I will be setting for myself are allowing students to do most of the communicating and creating lessons where technology will be integrated more. Adequate planning and preparation will make this feasible. Also accepting the fact that the more the students are involved in the learning process the more likely he or she will retain the information. It will be a challenge to not be the “center of attention”, but the benefits I have read about in this course proves teachers need to take a step back in the learning process.
The new information and technology resources presented to us in this course will have a great impact on this coming school year. I believe it is important to review and refresh one’s personal theory of learning. It keeps education current and exciting making our students more employable in this new global society.

Stephanie Coultrip

VoiceThread: Passing a School Levy

http://voicethread.com/share/573505/

The issue in my VoiceThread is passing a school levy. My question to you is what are some tactics your school districts have used in order to pass a levy?

Hope you to hear from you soon,

Stephanie Coultrip

Cooperative Learning

In this week’s resources we examined instructional strategies and how they correlate with social learning theories. Cooperative learning, the main instructional strategy utilized in social learning theories, is the ability to make sense of, or construct meaning for new knowledge by interacting with others. In today’s workforce people most possess the skills to be able to interact and produce cooperatively in a group. Early and thorough exposure to social networking and collaboration tools will greatly increase the employability of our students.

Cooperative learning can take place within the classroom with your own students or via the worldwide web interacting with many different cultures. When setting up groups for multimedia projects, jigsaw research/teaching, peer collaboration, webquests, reciprocal teaching, keypals or web site creation it is important for teachers to produce a rubric for students to follow. In these student centered learning activities guided rubrics are necessary to ensure the objective of the activity is being met. Tools such as blogs, wikis, concept mapping and voice threads are also great activities which incorporate skills of collaboration and cooperation.

The mediums listed above are just a minimal amount one can utilize in reflection to social learning theories. Any activity you do in your classroom which includes students working together to produce a final artifact is cooperative learning. In Thomas Friedman’s The World is Flat (2005) he states we are living in a time when learning and innovation are increasingly global. If our jobs as educators are to produce quality and employable citizens then shouldn’t our teachings be centered around this fact? What will it take for school districts to be open to this new theory of learning?


Stephanie Coultrip

Constructionist Theory in Our Classrooms

When discussing constructionism, one should focus on the significance that people develop and demonstrate understanding by building artifacts. But, to create these artifacts, we must have firsthand experience with new content in order to understand it. Overall, constructionism is constructing anything, using any tools, as long as the learner is actively engaged in the construction of artifacts.

In this week’s resources the authors focused on the importance of generating and testing hypotheses. Technology related sources which related to this tactic were PowerPoint, spreadsheet software, data collection tools and Web resources. When working with these medias, the main objective in the lesson should be having the student clearly explain their hypotheses and conclusions. Instead of having the student create an artifact from scratch, it is sometimes necessary for the teacher to develop the “bones” of the project or spreadsheet and then let the students manipulate it to find their results. Experimental inquiry will naturally take place when students are allowed to explore the many avenues to prove their hypothesis.

Constructionism will take place in any lesson when students are able to analyze a problem, problem solve, conduct an investigation, decision make and finally create an artifact centered around the objective of the lesson.

Stephanie Coultrip

Cognitive Theory: Advanced Organizers & Note Taking

With this week’s learning focusing on the Cognitive Theory, Dr. Orey (2008) emphasized the importance of enhancing a student’s understands of new material through the use of instructional tools which peak the different senses and activating prior knowledge or experiences in the brain. Dr. Orey (2008) also stressed the importance of the Dual-coding Hypothesis. If we can activate at least two senses in the learning process, the better the chances of that piece of information making its way to our long term memory. With this in mind and the two instructional strategies: “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking” we read about in our Using Technology with Classroom Instruction that Works book, definitely have an impact on the principles of cognitive learning theory.

“Cues, Questions, and Advanced Organizers” focus on increasing students’ ability to retrieve, use and organize information about a topic (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. 2007). These structures are most beneficial when used before a learning activity to help students make sense of the content. They aid in helping students hub their learning. Activities which correlate with cues, questioning and advance organizers are tasks such as concept mapping, virtual field trips, spreadsheets, rubric and multimedias. Websites associated with cues, questions and advanced organizers are: http://www.spinscape.com/features, http://www.internet4classrooms.com/vft.htm, & http://mywebspiration.com/.

“Summarizing and Note Taking” focuses on strengthening students’ ability to condense information into a summarizing new form which pin-points only the most important information (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. 2007). The most effective note-taking process should be non-redundant with more specific terms. Trivial material should not be apparent and should begin with a topic sentence. Types of media which is effective in the note-taking process are programs such as word processors, concept web websites, wikis, blogs as well as PowerPoint; many which are free to use. Web resources for your classroom note taking strategies would be: www.thinkfree.com, http://classroominstruction.edreform.net/potal/classroominstruction/summarizingandnotetaking, www.blogspot.com, www.wikipedia.com, and http://thinktank.4teachers.org.

“Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking” have the capabilities to stimulate our different senses and also incorporate the Dual-coding Hypothesis which is believed imaging and verbal processes serve as memory codes for words and pictures (Laureate Education, Inc., 2008). Dr. Orey (2008) describes pictures having the capability of being more relevant and accessible in memory by allowing for improved recall and recognition than words are able to. By incorporating these activities, they are a true reflection of the cognitive theory in action.

References:
Laureate Education, Inc. (Producer). (2008). Cognitive Learning Theories. [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: M. Orey.

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

Behaviorism in Practice

Theorists believe behaviors can be learned. In return this means desired behaviors can be strengthened while unwanted behaviors can be eliminated (Laureate Education Inc., 2008). From this came the theory of Behaviorism which focuses on observable behavior that is the response to certain outside stimuli.

In this week’s resources Dr. Orey (2008) mentions the term “programmed instruction”; a stimulus such as an online tutorial. He expresses these as powerful mechanisms which help in managing a classroom. Relating to Dr. Orey’s statements, examples of how to incorporate technology were given in Using Technology with Classroom Instruction that Works such as, “Reinforcing Effort” and “Homework and Practice”.

When working with spreadsheets, students have a concrete visual why they are succeeding or why they are not. Using these tools as the stimulus, illustrates to the students the relationship between effort and achievement; which will ultimately positively reinforce the desired behavior of quality daily output (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). When using programs such as these, teachers need to be involved just as much as the students are. Effort needs to be put forth by both parties in order for it to be a success, as well as, enduring. Attributing to success, giving personal effort is the only factor in our total control (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). Reinforcing effort is a quality of a behaviorist as well as a reputable classroom and teacher.

In addition to “Reinforcing Effort” was a section on “Homework and Practice”. Homework should be assigned to review and strengthened what was learned. In order for it to be an enrichment tool, homework must be purposeful and monitored. Pitler, Hubbell, Kuhn, and Malenoski (2007) state when students are working to master a topic it is important for the teacher to correct any errors very quickly, so the student doesn't continue to make the same mistake. Now with new online tutorial programs, immediate feedback is possible with limited teacher effort. Sites such as Study Island (http://www.studyisland.com/) have customized programs for each state’s standards, levels and content areas. Online educational programs such as this are appealing and generate immediate feedback which allows the student, parent and/or teacher to monitor progress towards mastery (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007).

Behaviorism is primarily concerned with observable and measurable aspects of human behavior. Being able to visually observe and measure one’s own grades in reflection to their personal effort is the stimulus a behaviorist is trying to create.

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

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

Laureate Education, Inc. (Executive Producer). (2008). Bridging learning theory, instruction, and technology. “Behaviorist Learning Theory” featuring Dr. Michael Orey. Baltimore: Author.

Relecting on my Experience

Choosing to pursue a masters in integrating technology is one of the smartest things I have done for my career as well as myself. Prior to this course I would have considered myself a digital immigrant, but after a quick eight weeks in my first technology course I am more on my way of becoming a digital native than ever been (Laureate Education, Inc., 2008). This course has helped expand my limited technology abilities as a professional by introducing me to a variety of skills my students must attain to be successful in this new global society (Trilling, 2005). I now have experience in blogging, wikis, podcasts, social networking, social bookmarking and knowledge of what an RSS feed is and how to manipulate it. Every item in that last sentence was a first for me. I am very thankful for these new skills and media sources. They have made me more of an asset to my classroom and to my school.

While completing this course my knowledge of the teaching and learning process of today’s classrooms needs to be more learner-centered. I came to this realization while reading the article It’s a Flat World After All by Thomas L. Friedman. For some reason this article had a dramatic impact on me. I realize the importances of letting students explore new ideas for themselves, problem solve and be critical thinkers (Cramer, 2007). Employers are looking for these skills. As a high school teacher I need to instill these skills in my students for them to be more marketable when entering the work world. They need to possess as many skills as possible to compete globally.

Continuing to expand my knowledge of learning, teaching and leading with technology with the aspiration of increasing student achievement will continue on through-out my masters program and after. I am very excited to see what the technology courses to come have to offer. I feel as if I have learned so much in such a short period of time. The new skills and knowledge I have gained reflect on my aspirations to increase student achievement. Now when I think of student achievement, standardized testing scores is not the first item I think about. I now think about making them successful citizens and what skills they need to make them so. Technology is the present and definitely the future. I intent to continually educate myself even after this program to make sure I was an asset in my students’ future.

Overcoming the obstacle of our internet filter will help transform my classroom environment to more of a tech savvy workplace. By tackling this one obstacle will help me achieve multiple goals. One of these goals is to encourage and educate our administrators on the necessity of some of the medias we are being blocked of. A second goal is to be one of the staff members to conquer this barrier and actually utilize the new sources we are able to use. Meeting with my building principal, asking for permission to collaborate with my students via blogs, wikis and podcast will be my first step. My final result would hopefully end with an overall district change in policy.

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

Friedman, T. (2005, April 3). It's a flat world, after all. The New York Times. Retrieved from http://www.nytimes.com

Trilling, B. (2005). Towards learning societies and the global challenges for learning with ICT. TechForum. Retrieved from http://www.techlearning.com/techlearning/pdf/events/techforum/ny05/Toward_Learning_Societies.pdf

Profiling Today's Students (&mine): Technology

This week I interviewed four students from our high school. The purpose of the interviews was to explore their digital abilities and their digital learning styles. At the same time I was exploring mine as well.

I had a wonderful time conducting the interviews but it was a true challenge for me to post the podcast online. I needed to compress the wav file. I had no idea how to do this so I just started searching the web for answers. I came across this website which showed me step by step instructions. http://www.pianoladynancy.com/convert_compress_wavs.htm After following the instruction my file was compressed and a little distorted. It sounded so much better then what is posted. Sorry

I need to find a better method of conducting and posting a podcast because I do believe it is a very beneficial tool.

You can listen to my very first podcast below:
http://scoultrip.podomatic.com/entry/2009-04-05T16_28_08-07_00

21st Century Skills

While viewing the Partnership for 21st Century Skills website I came to a conclusion my teaching styles need to adapt to the changing student. I use to think the old school instructional way worked best because it worked wonderfully for me. Today’s students seem to have lower intelligence from year to year. Our school staff often discusses this topic. “Why are students not as engaged and lack basic skills these days? The answer to this question is, CHANGE. We are working with a new era of students. They are wired differently. They are considered digital natives, which means for us, our teaching styles need to adapt to their learning styles. If they are excelling in manipulating and exploring new and upcoming media sources, why don’t we expand from this already known information! Maybe we need to change and to educate ourselves in order to better suit the students of today and tomorrow.

Professional development is the area I need to expand in. I am learning through exploring these websites, but the old school girl in me still wants it presented to me. It is still hard for me to believe everything I read, this is why I see the significance of seeing it firsthand. Yes, I am old school, but I am willing to change for the better of my students.

This website is beneficial for Ohio teachers. Click on the county you teach in and check-out the professional development opportunities near you.
http://www.oesca.org/vnews/display.v/ART/2009/03/26/497dd16215824

This is an upcoming event in mid-Ohio if you would like to register: Technology Coordinators - 21st Centruy Skills https://events.moesc.k12.oh.us/classinfo.asp?id=2530

Lets Blog About It...

Well since we are not permitted to blog in our school I surveyed a number of students about their opinions of what types of activities "we" could do for each subject area if they had the opportunity to blog. I got a number of basic answers but I also received a few creative ideas. Ideas such as omitting book reports for English class. Teachers could score students on participation and quality of information included in their blog. One girl added this would be the GREEN way to do it. For sure! Speech classes could debate a topic without feeling the face-to-face pressure of verbally debating in class. In history, students could pick an era and blog back and forth carrying on a conversation as if they were living back in the specified time. Government classes said the could hold a mock trial, assign duties, have 10 jury members and the rest would either be prosecutors or defendants. Jury members could post the questions trying to get all the answers needed to solve the crime. Students had difficulty being creative with science and math activities since there are hardly any opinions in those subjects. It's either right or wrong.
How do you incorporate blogging into your class? If you don't, what would you do? Math teachers... what activities have you done? Does anyone have any negative stories from blogging in school? I would love to hear good and bad or any key suggestions I need before I attempt it.
Thanks, Stephanie

What Will Teaching be Like in 10 Years?

What will teaching be like in 10 years? Will textbooks be obsolete? If so, what will low income families do if they do not have technology resources at home? What about primary grades? Or will textbooks only be omitted in the secondary areas? Will students even learn cursive handwriting? It amazes me when my high school students ask me to print on the overhead or dry erase board because they can't read it. How will they sign their name on a check or will they need to? It could be a strange world with little face to face interaction one day. What are your thoughts, I'd love to hear them.

How well equipped are you and your school?

How well equipped is your school with technology? Is your school ready for the 21st Century style of learning and students? Is your school holding you back or are you hold yourself back? I am a little bit of both of those. Our school does not allow blogging and does not recommend chatting with students outside of the classroom, too many legal issues, which is a shame. I also need to educate myself further to be prepared for the day when textbooks might disappear. I would love to hear your insights.