VoiceThread

This voicethread is used to introduce students to the concept of problem-solving and writing algorithms. 

Link to voice thread: 

https://voicethread.com/share/13429418/ 

Constructivist Learning Theory, Teaching, and Learning - EDUC6771 – Module 5_ Assignment

Constructivist Learning Theory, Teaching, and Learning

The constructivist learning theory, instructional strategies and technology tools all correlates to support teaching and learning. According to Orey (2010) “Constructionism builds on the "Constructivist" theories of Jean Piaget, asserting that knowledge is actively constructed in the mind of the learner” (Orey, 2010). Therefore in the constructivist/constructionist learning theory, the learner is able to construct his or her own learning from experiences and prior knowledge, as such this theory of learning promotes active learning as well as discovery learning by allowing students to discuss their ideas and evaluate their learning. In a constructivist classroom the learner “investigate, create, and solve problems” through instructional strategies such as “collaboration, discussion, presentation, and engaging in authentic real world tasks” (Orey, 2010).  The teacher is able to use the instructional strategies to aid in students learning by being a “facilitator that guides the learners along their paths of learning” (Orey, 2010). The technology tools are the software that can be used to support and enhance lesson so as to increase students understanding of concepts. Therefore, with the instructional strategies and an understanding of the learning theory, the technology tools can be used to carry out lessons effectively and promote a deeper sense of learning for all students.  According to Pitler et. al. (2012) “students who generate and test hypotheses by engaging in problem solving have a clearer understanding of lesson concepts” (Pitler et. al, 2012). Thereby enhancing their learning experiences.

The peer-reviewed article researched on the “Constructivism Theory and Use from 21st Century Perspective” (Yoders, 2014), shows how the constructivist, instructional strategies and technology tools can be used together to support students learning, the research involves “the development of an instructional design using scaffolding techniques and cognitive apprenticeship, involving the educational use of a high-fidelity 3D human heart simulator” (Yoders, 2014).

These strategies and tools all work together to support students’ learning in a constructivist learning environment, as the teacher is able to incorporate the various strategies and tools within the classroom and allow students to use them to construct their own learning experiences.  

Technology tools have always been used within my teaching and learning environment.  In the future, in using the constructivist-based instructional strategy, my learners are able to become empowered learning and creative communicators, who are able to use a variety to technology programs, as well as innovative designers who are able to use technology to identify and solve problems (ISTE, 2016). As an educator, I see myself becoming a facilitator of learning through the use of technology by designing digital age learning experiences (ISTE, 2008) for my students. One technology tool that would be useful within my classroom, is that of a brainstorming software such as a graphic organiser, which can be used within my classroom to help students organise and summarize their thoughts and see connections between concepts, According to Pitler et. al. (2012) “Graphic organizers and teacher guidance help students to be successful in higher-order thinking tasks” (Pitler et. al, 2012).

The Genius hour is that approach that I can use within my constructivist learning environment for students to “monitor their own learning (Vigil et. Al, 2015). Additionally the genius hour promotes problem-solving through the use of technology and previous learning experiences. The hour of code, can also be used to help my students to use technology to create their own codes, gain insights and construct their own learning, as they are able to  “work step by step through a problem until goals are achieved” (Colby, 2015). Our 21^st century students comes into our classroom being already exposed to technology and have the knowledge and skills in using varied technologies, hence as educators we are able to build on such knowledge that they take into the classroom.

References

Colby, J. (2015). 2,445 hours of code: What I learned from facilitating hour of code events in high school libraries. Knowledge Quest, 43(5), 12–17. Retrieved from the Walden Library databases.

International Society for Technology in Education (ISTE). (2008). Standards for teachers. Retrieved from https://www.iste.org/standards/for-educators 

International Society for Technology in Education (ISTE). (2016). Standards for students. Retrieved from https://www.iste.org/standards/standards-for-students-2016

Orey, M. 9Ed.). (2010). Emerging perspectives on learning, teaching and technology. Retrieved from http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Padilla Vigil, V., & Mieliwocki, R. (2015). Genius hour: A learner-centered approach to increasing rigor in the classroom. Instructor, 124(5), 45–47. Retrieved from the Walden Library databases.

Pitler, H., Hubbell, E.R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA:ASCD

Yoders, S. (2014). Constructivism Theory and Use from 21st Century Perspective. Journal of Applied Learning Technology, 4(3), 12–20. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=iih&AN=99079927&site=eds-live&scope=site

EDUC_6771 Module 4

 Graphics Organizer 

 

The graphic organizer was used an instructional tool for students to gain insights on how to correctly decipher between trust and untrusted websites. They were given the opportunity to explore the virtual field trip and then answer the question as to how and when they can trust a website. 

EDUC 6771 Module 3_ Assignment

Behaviourist Learning Theory, Instructional Strategies, and Technology Tools 

Over the years the education system have been evolving and as such, the varied approaches to learning have been reformed so as to meet the needs of our 21^st century classrooms. Therefore, new teaching strategies are being employed by teachers within the classroom so as to better facilitate learners. The behaviourist approach to learning, infused with instructional strategies and technology tools all plays a vital role today in enhancing 21^st century students learning. According to Orey (2010), behaviourism is defined by behaviourist learning theories as “changes in behavior that result from stimulus-response associations made by the learner” (Orey, 2010).  The effectiveness of teaching and learning results in a change in behaviour and an effective teacher, uses varied methods and strategies as well as technology tools to promote positive outcomes in students. According to Dr. Orey (2015) “behaviourism revolves around operant conditioning’ (Laureate Education, 2015), through reinforcement and punishment. However Dr. Orey (2015) Stated that “of the two, reinforcement is considered most important” (Laureate Education, 2015).  The Behaviourism approach in the classroom is mainly about observable behaviour of learners. However this approach can be adapted so as to suit the learning needs of our 21^st century students by infusing technology and diverse instructional strategies. Dr. Orey (2015), explained that “operant conditioning can be incorporated in programmed instruction” (Laureate Education, 2015), this behaviourist instructional strategy is used collaboratively with technology that provide students with support during learning. One example of a programmed instruction as outlined by Dr. Orey (2015) are tutorials which are used for learning that gets the learner to “make a decision” and the system then provide the learner with feedback as to whether the answer is correct or incorrect.  This approach have been used in my classroom, to help reinforce concepts that were previously taught and also encourage self-paced learning, which helps students to evaluate themselves with minimal to no teacher assistance.  The behaviourism-based technology approach can be located through various websites in which I am interested in exploring with my students. One behaviourism-based technology that would be useful in my grade 9 math class is Webmath.com (2016), which can give my students practice in solving mathematical problems. As well as internet4classrooms (n.d.), for students to get online and interactive practice in mathematics. The combination of behaviourism, instructional strategies and technology tools helps to support students learning, through in class and homework activities. However, Pitler et. al (2012) recommended that we “teach students about the relationship between effort and achievement” (Pitler, 2012, p. 58).

In today’s technological environment, the use of technology correlates with 21^st century students and their learning. Hence, the technology tools and websites and tutorials can be used to enhance the students learning through reinforcement. However, Orey (2010) asserted that, Behaviorist techniques have long been employed in education to promote behavior that is desirable and discourage that which is not. (Orey, 2010). Behavorist-based instructional strategies and technology tools have been used in my classroom setting for students to do online learning activities which does not allow students to complete a stage until they have successfully mastered it, as well as tutorials and other drill and practice activities. Pitler et.al (2012) noted that, technology is an excellent tool that allows teachers to create websites and galleries that provide access to classmates, parents, and the public at large (Pitler & Hummell, 2012). I try at all times to promote a positive learning environment within my classroom, my students are awarded and provided with feedback when they have completed specific tasks through positive reinforcement. According to Pitler et. al (2012), "Technology helps students and teachers to better track the effects of effort and provide more immediate feedback to students." (Pitler, 2012). Students are able to post their work on wikis and other websites for teacher to access and provide students with feedback via email or through other medium.

It is important as an educator to become cognisant of the ISTE standards for students and teachers. In using these tools and strategies within my learning environment, my students will meet the ISTE standards by becoming empowered learners, by using technology to “seek feedback informs and improves their practice and demonstrate their learning in a variety of ways” (ISTE, 2016). Additionally, using the various behaviourism based technology tools allow my students to become “computational thinkers” in solving mathematical problems using technology.  The ISTE for teachers’ strategies that are addressed in using these tools allows the teacher to “use technology to create, adapt and personalise learning experiences that fosters independent learning and accommodate learner differences and needs” (ISTE, 2008) also allows the teacher to facilitate learning by “creating opportunities that challenge students to use a design process and computational thinking to innovate and solve problems” (ISTE, 2008). Thereby promoting learning for all students.

I am able to apply the sources researched for this module’s discussion by using my scholarly article on “Using behaviourism approach to promote activity-driven education” To provide me with further insight on how the behaviourism theory can be used effectively with the instructional strategies within my learning environment. I can also use the popular source “Behaviorism in education student guide”, to provide me with the different tools that can be used within my learning environment to promote and enhance my students’ learning. This can be implemented within my classroom through, the hour of code which can be used to promote my students problem-solving and critical thinking skills, as students can “work step by step through a problem until goals are achieved” (Colby, 2015). Additionally, through the genius hour, students ae able to “monitor their own learning (Vigil et. Al, 2015).  Instructional strategies and technology can be used within classrooms to promote behaviourism by reinforcing positive behaviours. Thereby improving teaching strategies and enhancing the learning environment.

Reflective Essay_EDUC6070

Initially when I started this course, I had limited knowledge of some of the latest web 2.0 tools that I can use within my classroom. However, the media, resources and activities of this course have helped me to develop my own technology skills as a professional teacher, as now I am more aware of the various web 2.0 tools that I can use within my teaching and learning environment.  I was new to using some of these tools and as such some of the activities was a bit overwhelming, for example when I was creating the Twitter account and using it to post tweets. However, after completing this course my knowledge have now been broaden on the tools that I can use within my learning environment.  This new awareness have now transformed the ways in which I view teaching and learning and how much more effective my lessons can be if I explore the new changes within the technological environment and use such change to influence the way I plan and conduct my lessons.

I have deepened my  knowledge of the teaching and learning process with respect to integrating technology, in how I am able to use the tool to promote collaborative learning among my students. I am now more aware of how powerful technology can be within the learning environment.  In a bid to facilitate the changing 21^st century classroom, I would integrate technology within my lessons so as to promote student engagement, communication and collaboration. 

One web 2.0 tool that I am willing incorporate within my classroom is creating wikis or google-sites to enhance my learning environment. However the potential roadblock to using this tool within my classroom is access to resources such as a reliable internet access. The institution at which I work is located in a rural environment, therefore, there is not much I can do to overcome this issue of limited access. Another potential roadblock would be the time to effectively create the wiki-site, and also time to teach the students how to properly navigate and use the website. However, I would schedule my time to create and update the website, and also have sessions with my students outside of the regular class time to teach them how to use the tool. I believe, my students will eventually become fully competent in using the tool and consequently overcome this issue of time. Using the Wikisite/googlesite will help to develop my students “technology literacy” skills (Applied Educational Systems, 2019) as they will be able to develop competence in using the tool. According to the ISTE Standards for students (2016), my students will be able to develop “communication” skills and also become “global collaborators, by using the digital tools to broaden their perspectives and enrich their learning by collaborating with others (ISTE Standards for students, 2016). My students will be able to use the tool interact and work with others to complete task thereby building their 21^st century collaborative skills. As an educator in implementing this web 2.0 tool within my classroom, I am able to achieve the ISTE (2008) standards for teachers by becoming a “facilitator of learning” by using technology to enhance learning as well as “designer of learner driven activities, (ISTE, 2008).

As a teacher of information technology, there are two long-term SMART goals that I will set for transforming my classroom.

-          Within two years my students will develop competence in using various technology tools and applications, to effectively to carry out specific tasks.

-          Within two years my students should be aware of the various technological advances within society and be able to use the web 2.0 tools to collaborate with others to complete given tasks.

-          Within two years I will effectively use technology to differentiate instruction so as to cater to the diverse learning needs of my students.

It is my intention as the educator to help my students develop awareness of the resources available to them by continuing to foster an environment that incorporates the usage of technology, and teaching my students how to use the tools effectively. Also allowing my students to gain more hands-on practice with using the technological tools.

The concepts and topics covered within this course aligns with an issue  I might want to study, in finding out how technology can be used effectively within the classroom to facilitate learning. There is minimal usage of technology within my school environment. Hence, I see a great need for us as educators to know how to use the advances in technology effectively within our classroom environment to impact learning. I believe for us to move with the changes within society then we need to start within the classroom. Our 21^st century students, requires diversity, hence the onus is on us as educators to cultivate a learning environment that focuses on using technology to enrich learning for our learners.  I chose the specialization, “integrating technology” within the classroom, so as to aid me becoming more aware of how I can use technology to transform education and lives of my 21^st century students.

References

International Society for Technology in Education (ISTE). (2016). Standards for students. Retrieved from from http://www.iste.org/standards/standards/for-students-2016

Applied Educational Systems, (2019). What are 21^st century skills?. Retrieved from https://www.aeseducation.com/career-readiness/what-are-21st-century-skills

International Society for Technology in Education (ISTE). (2008). Standards for teachers. Retrieved from https://www.iste.org/standards/for-educators 

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms ( 3^rd ed.). Thousand Oaks, CA: Corwin.

Blogging within my Information Technology Classroom

A blog would be a beneficial tool to be used within my teaching environment. This Web 2.0 tool can be used to enhance my lessons, as it would allow me to post resources and content relating to the subject that I teach and also add links to other websites. Thereby allowing my students to have access to the learning resources and also interact and share their views and opinions outside of the regular classroom.  Richardson (2010) states that weblogs can be used to gather and organize internet resources, (Richardson, 2010, p.51). Therefore incorporating blogging within my teaching environment will allow my students to become discovery learners, as I could have them use the blog to conduct research so as to gain additional information relating to concepts taught within the classroom.

I am a teacher of Information Technology and I am currently teaching grades 10 and 11. Blogs are an essential web 2.0 tools to use within my classroom, according to Richardson (2010), having a space to publish course curriculum, syllabus and homework assignments makes weblogs a powerful course management tool (Richardson, 2010, p.34). Richardson also states, that weblogs expands the walls of the classroom and allows for collaboration to be more diverse and accessible. The syllabus for Information Technology, is lengthy, hence I believe using weblogs in my classroom would benefit me and my students greatly as it provides an avenue for not only collaboration for students but also for teacher to manage students’ course materials.

According to the International Society for Technology in Education ISTE (2008) one Standard for teachers that may be met by blogging, is that blogging allows the teacher to be a leader, in that the teacher seeks out opportunities for student empowerment and success, as the teacher is now seen as an advocate for equitable access for educational technology to meet the needs of diverse students. Another standard that is met by blogging is the teacher being a facilitator of learning with technology by managing the use of technology and student learning strategies in digital platforms.

The International Society for Technology in Education ISTE (2016) Standards for students is that the student will now become a global communicator that use collaborative technologies to work with others in that they are able to use the web platforms to share their views and interact with others on a given topic virtually. The students should also become empowered learners that uses technology to seek feedback and to demonstrate their learning in a variety of ways.

References

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms ( 3^rd ed.). Thousand Oaks, CA: Corwin.

International Society for Technology in Education (ISTE). (2016). Standards for students. Retrieved from from http://www.iste.org/standards/standards/for-students-2016

International Society for Technology in Education (ISTE). (2008). Standards for teachers. Retrieved from from http://www.iste.org/standards/standards/standards-for-teachers

WELCOME!

Hello Everyone,

I am slowly catching up in this course. However I am looking forward to learning more about the the various Web 2.0 tools and how to incorporate them within my lessons.

I am excited to work and each and everyone in this course!