The course has taught me so much about the invisible integration of web literacy within a curriculum unit. Whenever using the internet, students are challenged to verify information as credible and viable. It is not always an easy task to teach children of middle school age to investigate authors. I found my year to gain interest and respect of credible sources from the written word on the World Wide Web since implementing ideas presented from this course.
Personally, I learned how to recognize URL addresses as personal versus private, and how to use Boolean searches to narrow my information (Eagleton & Dobler, 2007). The use of these two tools has proven a valuable resource to pass along to my students. I found by providing a small amount of technique to already learning and searching minds, I was able to help my students focus their intent to a much narrower margin.
Eagleton, M. B., & Dobler, E. (2007). Reading the Web: Strategies for Internet inquiry. New York: The Guilford Press.
Sunday, June 27, 2010
Sunday, May 30, 2010
Screencasting
I reviewed the website for Save the Rennet. I have a screencast of my thoughts while viewing the website and showing my tour which will take you directly to my recording. When finished, please come back to view my personal thoughts. I tried to merge the files, but I have done something wrong...So, here are the expected screencasts for my week 4 application:
The Website review of the Rennet:
Rennet website
The Website review of the Rennet:
Rennet website
Sunday, February 28, 2010
Reflections
Reflection is but the bouncing of waves on a surface to return in the direction from which they began. I have had my waves bounce off the information presented in this class and find I am close to a pure reflection of my initial theories from week one. The slight change I see is the types of technology I will implement for future assignments and projects. I have added the Voice Thread application and online concept maps to my bag, which reflects a bit larger than the original.
What has not changed are my instructional strategies; they are a complex mix of three proven theories practiced by leading teachers today: Gardner’s multiple intelligences, neuroscience, and social constructionism. Each of the studies allows me to incorporate my styles for delivery with student styles of learning. The brain must receive repetitious signals connected to emotions and feelings, if memory is to occur. It is my job to make that happen for each unique learner under my instructional care. I will continue to do my best, and incorporate further brain-based learning techniques when delivering course material.
What has not changed are my instructional strategies; they are a complex mix of three proven theories practiced by leading teachers today: Gardner’s multiple intelligences, neuroscience, and social constructionism. Each of the studies allows me to incorporate my styles for delivery with student styles of learning. The brain must receive repetitious signals connected to emotions and feelings, if memory is to occur. It is my job to make that happen for each unique learner under my instructional care. I will continue to do my best, and incorporate further brain-based learning techniques when delivering course material.
Sunday, February 7, 2010
Wednesday, February 3, 2010
Social Learning
I love Facebook, some (like my husband) might say I am addicted to it. Well, I might be, but I'm on a patch now, so it is getting better! Facebook, or FB, is great because I have met people from around the globe playing dumb, time-wasting farming games. The farming has lapsed (I've found treasure hunting much more appealing,) but I remain FB friends with some of those I met early on; one of those people is my friend Jan who lives in South Africa. Now, I've never been to SA, but I would love to go for many reasons; I have many more reasons to go now that I know Jan, she has opened the country to my eyes. Without social interactions through programs like Facebook, I would never have met Jan, nor would I know so much about South Africa!
Most of my 8th grade students have Facebook and/or MySpace accounts. Be clear, I do NOT friend my students, but do have former students in my friend base on FB. I do not post strange or inappropriate items or videos, so I feel comfortable with the 2 still left in high school in my circle. I have learned so much about places around the world, not just South Africa, but everywhere. I have met people from places I've never heard of and had to find on a map with guidance! I have been socially learning from this style of technology for about a year now, and as my husband says, I'm addicted.
How does this all apply to the learning theories for social constructivism and connectivism? Easy, socially the people involved make connections to others and pieces of information available. I do NOT agree with George Siemens (Laureate Education, Inc. 2009)is stating connectivism is the way for students to learn in the 21st century. I think he has made a case for himself by defining "Learning Theory" to match his own needs. I believe my students need interaction with something other than technology and computers; I believe in face-to-face instruction. I do not think all learning will go to the way of the computer, and if it does "connectivism" would surely DIS-connect the person from the Social Learning theory it is tied to in Siemen's eyes. To learn socially, one must interact with others, not just on Facebook or Second Life interactives, but real human interaction.
I think of the Disney/Pixar movie Wall-e. If you have seen it, the people become complete connectivists and speak to one another through holographic tv screens, even though they are sitting right next to one another. If you haven't seen the film, check it out. Lots of lessons to learn from a little robot!! If you have, meet me on the Lido Deck, there's a pool!!
Most of my 8th grade students have Facebook and/or MySpace accounts. Be clear, I do NOT friend my students, but do have former students in my friend base on FB. I do not post strange or inappropriate items or videos, so I feel comfortable with the 2 still left in high school in my circle. I have learned so much about places around the world, not just South Africa, but everywhere. I have met people from places I've never heard of and had to find on a map with guidance! I have been socially learning from this style of technology for about a year now, and as my husband says, I'm addicted.
How does this all apply to the learning theories for social constructivism and connectivism? Easy, socially the people involved make connections to others and pieces of information available. I do NOT agree with George Siemens (Laureate Education, Inc. 2009)is stating connectivism is the way for students to learn in the 21st century. I think he has made a case for himself by defining "Learning Theory" to match his own needs. I believe my students need interaction with something other than technology and computers; I believe in face-to-face instruction. I do not think all learning will go to the way of the computer, and if it does "connectivism" would surely DIS-connect the person from the Social Learning theory it is tied to in Siemen's eyes. To learn socially, one must interact with others, not just on Facebook or Second Life interactives, but real human interaction.
I think of the Disney/Pixar movie Wall-e. If you have seen it, the people become complete connectivists and speak to one another through holographic tv screens, even though they are sitting right next to one another. If you haven't seen the film, check it out. Lots of lessons to learn from a little robot!! If you have, meet me on the Lido Deck, there's a pool!!
Voicethread link
I believe this to be one of the lamest uploads I have ever done, but when you see it, it will all make sense. Cannot wait to read or hear your comments!!
If you don't read the comments, this was the original which had some problems. Fixed and embedded now, so all can see and jump to the lame voice thread I created.
If you don't read the comments, this was the original which had some problems. Fixed and embedded now, so all can see and jump to the lame voice thread I created.
Wednesday, January 27, 2010
"If you build it, they will come!"
I love that quote from Field of Dreams with Kevin Costner. I think it is true of anything. Living outside of Detroit is not such a bad thing. Our sports teams are legendary, just not all in the right direction. So, the owners of the Lions (NFL for you non-football folks) thought they should build a new stadium, Ford Field. If we build it, they will come (to learn how to play?). That didn’t work, but the Field is beautiful, see for yourself here.
The same is true about teaching in a constructionist classroom! If THEY build it, “it” will come (to them.) It is a great theory because the kids are immersed in the artifact they are building; but we have to get them to build it! I teach science, so building things is an easy way for me to teach, if you can call it that. I give instructions, over and over and over, and hand out the instructions, with plenty of additional copies for those lost, and then I coach and cheer for my team to build. More times then not, I get a decent turnout of the project artifacts being created. The other great thing about science is the hypothesis! I do not teach my kids the scientific method; I completely submerse them in it. I teach around inquiry (Pitler & Hubbell, 2001) which is a founding component of the hypothesis.
Now that January is on it’s way out (yeah, can you believe it!!), my students have finally figured out I will not be solving their problems or giving direct answers to every question. They must search and test their own theory and get back to me with the result. It is a nice feeling to round that base! Using technology to gain insight, gather information, and work towards the creation of artifacts and knowledge are a dream. Some days, that is a pipe dream because of the lack of computers and internet for my students, both at school and home, but I keep trying to round the bases. Some days we hit singles, but others we get the homer! And so, they build those artifacts and keep learning and connecting the dendrites into permanent long-term memory. Guess I believe in constructionism, for “If they build it, they will come (to know it.)”
The same is true about teaching in a constructionist classroom! If THEY build it, “it” will come (to them.) It is a great theory because the kids are immersed in the artifact they are building; but we have to get them to build it! I teach science, so building things is an easy way for me to teach, if you can call it that. I give instructions, over and over and over, and hand out the instructions, with plenty of additional copies for those lost, and then I coach and cheer for my team to build. More times then not, I get a decent turnout of the project artifacts being created. The other great thing about science is the hypothesis! I do not teach my kids the scientific method; I completely submerse them in it. I teach around inquiry (Pitler & Hubbell, 2001) which is a founding component of the hypothesis.
Now that January is on it’s way out (yeah, can you believe it!!), my students have finally figured out I will not be solving their problems or giving direct answers to every question. They must search and test their own theory and get back to me with the result. It is a nice feeling to round that base! Using technology to gain insight, gather information, and work towards the creation of artifacts and knowledge are a dream. Some days, that is a pipe dream because of the lack of computers and internet for my students, both at school and home, but I keep trying to round the bases. Some days we hit singles, but others we get the homer! And so, they build those artifacts and keep learning and connecting the dendrites into permanent long-term memory. Guess I believe in constructionism, for “If they build it, they will come (to know it.)”
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