New and Emerging Technologies – Reflection

I would like to develop a lesson plan using SimCity4 which is a digital simulation that allows students to plan, create and run a city. SimCity4, which is the latest iteration of the classic SimCity2000 simulation software, allows the students to become mayors, city planners, and financial officers all at the same time. An effective digital simulation program is an excellent showcase for a computer’s unique educational opportunities. This program creates rich opportunities for thinking creatively, logically, and strategically. The best way for me to introduce this simulation into the classroom is to do so in a monetary, architectural or transportation unit.

The value of a such simulations will be better made to administration if they can be implemented in a way that can be applied across the four primary content areas (English, Science, Math and Social Studies) and that allows for problem-solving and the use of critical thinking skills.

Often it is the students themselves that are the best proof of an effective program or lesson plan. If applied properly, such an activity will be embraced by administration as a way in which to expose students to new ideas, situations and concepts.

Reflection

Sim City 4

On Line Learning

There is no Course Management System (CMS) currently active in my district. The closest program that we have is e-School Plus which allows the administration and staff to input attendance, report card grades, IEP information and comments regarding a students educational progress and/or behavior.

This is certainly not optimum as an on-line learning tool would greatly benefit the students by enhancing their learning experience. On-line education systems, such as Moodle.org or VoiceThread.com, provide the ability to share information, expose students to new concepts, and allow for collaboration across a large educational spectrum. Often students feel constrained by sitting in a box-shaped room, with the same teacher and same books. But an on-line educational system adds many exciting dimensions to the educational experience. Students can self-pace, interact with students form other areas, feel as though they are part of a larger (often global) community and have at their disposal tools beyond simple pen and paper.

A strong example of the power and potential of VoiceThread is located at http://voicethread.com/#q.b334997.i2942065 and is called ‘From the Internment Camp’. Students at any grade level can become part of an interactive and exciting educational experience.

I am looking forward to the fall when I will ask my students to create their own VoiceThread projects.

Reflection on the Integration of Technology in the Classroom

New York Yankees’ slugger and Baseball Hall-of-Fame member Babe Ruth literally re-wrote the record books during the course of his fabled career. In fact in 1920 his home run total of 54 was better than every other team in the game. That’s right … you read that correctly … every other team. When asked about his theory of hitting Ruth was said to have replied: I just grip the bat as hard as I can, and swing.

This was certainly not the answer that most reporters had hoped for – or expected – but to Ruth the game’s core element was pure instinct. Boston Red Sox great Ted Williams, by contract, divided the invisible strike zone into nine different cubed areas and had an approach for hitting a pitch thrown in each area.

The same holds true when one discusses theories of education and the integration of technology into the classroom. Every teacher has (to some degree) an individualized approach that varies from his or her colleagues. When I began my teaching career I literally just ‘went for it’. I would take a quick glance at the course syllabus, think of a way in which to relate the topic to my student’s lives, and then spoke to that selection with them. I called it ‘free form’ and it drove my colleagues crazy. Especially when my students regularly fared slightly better on the state tests than theirs.

It wasn’t until a few years later that I came to the realization that I actually did have an educational theory. It was quite simply: to apply conceptual knowledge to shared experiences.

As I reflect back, my colleagues had taken issue with my instructional technique, not my educational theory. They critiqued me in that I rarely used vocabulary tests or filled the black/white board with a massive amount of information. I noticed quite a few cringes when they would walk passed my classroom and see the students working on PowerPoint presentations or life simulations (SimCity 2000, Caesar III) rather than reading textbooks. But that was application, not theory that they quietly took issue with.

I feel that I applied my educational theory with great efficiency and success. I look at the course outline for the required content, I find a concept (finances, video games, sports, cooking, politics, humor, etc.) through which to share the content and then I develop a dialogue that will help the students understand and be able to apply the concept in relation to the content.

I have found that this approach helps to develop good problem-solving skills, assists in enhancing student-to-student and student-to-instructor interaction, and allows for differentiated instruction. I tell my students that no one is going to ask them ‘what happened in Belgium in 1839’ or ‘what is the atomic weight of Californium’ during a job interview. Rather, they will attempt to asses if you can effectively problem solve and if you can work – reliably – alongside others. For I continue to hold that it is true that most employers will give you the tools and equipment to succeed if you can both problem solve and work with others.

I’m not sure if my educational theory has a name, but I have discovered that it certainly isn’t as ‘free form’ as I – or others – thought when I began my career.

I am pleased to note that two particular technological resources fit well into my style of instruction: concept mapping (via Spinscape) and the VoiceThread program.

My current Walden University Masters Degree course (EDUC-6711I-4 Bridging Learning Theory, Instruction, and Technology) offered me my first experience in using a concept map, and in using a multimedia presentation site.

I had been aware of other teachers employing concept maps from time to time, but I considered them to be largely an issue of organization.
Using Spinscape, (http://www.spinscape.com/features) however, allowed me to realize that the very process of creating a thinking map assists the teacher in developing a cogent and interesting lesson plan. I was absolutely amazed at the thought process I myself went through that would only enhance my lesson, and yes – prepare – for an effective lesson plan.

I chose to walk my students through a virtual tour of the White House. Prior to doing so, I drew out my concept map on the class white board. We read through it together. In doing so, my students then had a sense of what to expect and felt comfortable that they knew what might be emphasized. It also allowed them to express their new found knowledge when he arrived at a certain room.

I directed my students to the White House web site: http://www.whitehouse.gov.

The site is very informative, nicely illustrated, and contains a room-by-room description of the White House in Washington D.C.
Many of the students were surprised that this information was online, and several wondered if a virtual tour might be better than the real thing as it saved money, time and as one student put it: “We don’t have to worry if the President is home when we are there.”
I now consider myself a ‘believer’ in concept maps and understand how the brief amount of time preparing them can assist a great deal in the education process.

Additionally, I was amazed at the versatility of the VoiceThread program. Many times teachers discuss the difficulties of meeting the needs of our students when they have so many different educational learning styles. But with the VoiceThread program, you can add voice notes (for audio learners); photographs (for visual learners) and there is even a drawing component for those who enjoy using their hands (manual learners). It is a gold mine for those teachers who are looking to address the area of differentiated instruction in the classroom.

Because simply having the potential to reach out to students is not enough. I have come many programs I the past that, while meeting certain pedagogical requirements, fail to inspire either teacher or students to any meaningful educational result.

VoiceThread is decidedly different. And I say this not simply due to the fact that I am in awe of the sheer potential of the program, but because both of my children (ages 20 and 16) quickly stopped what they were doing and watched me as I created my very first VoiceThread (http://voicethread.com/share/1219351/).

My children were amazed that something ‘so cool’ has gone undetected by the masses unlike YouTube and Facebook for so long. I think this is a key component for continuity in terms of use for a program: interest.

Not only does it allow for options in the creation of a topic by the posting agent, but the same holds true for those who are responding to the topic. This then gives the students as much creative control over the exercise as the teacher, which is almost unheard of in education, and presents itself as a real way in which self-esteem can be developed as the students can truly respond in a manner, and time, and method of their choosing. Additionally, unlike other educational situations (raising hands, versus being called on, vs. team response techniques) there is no ‘wrong’ or inappropriate way in which to respond in terms of approach. It is almost as if the students can – to a degree – direct the way in which the teacher interacts with them, and in turn develop real hands-on technological skills in the process.

Like my children, I remain thoroughly perplexed as to why VoiceThread hasn’t skyrocketed into the public’s social consciousness yet, but I am convinced that it is only a matter of time before it does. And the beauty of the program is that the way in which it is designed (similar to most concept maps) allows for structured learning in the midst of all the creative, free-form options!

Finally, as with many other popular interactive programs, VoiceThread allows the user to communicate with others across cultures, social strata and geographic location. I suppose the concept of a ‘pen pal’ may have just taken a giant technological step forward.
As a teacher who is interested both in effective instruction and the integration of technology into the classroom, I am going to incorporate both of these programs into my yearly lesson plans as they can be used for any content area and virtually any key concept within a curriculum. I need to thank my instructor, Susan Krauss, who provided access to resources and discussions that made EDUC-6711I-4 Bridging Learning Theory, Instruction, and Technology my most interesting – and practical one – to date.

Constructivism In Practice

Constructivism is based on the concept that students construct mental models in their minds in order to both understand the world around them, and in order to apply learning concepts to their understanding and experience of the physical world around them. This can be achieved in technology when concept and application is allowed to occur simultaneously. I recently toured a school in New York City that had an award-winning robotics program. The school enters its students into contests. In providing a general goal statement, the students are then allowed to create with Lego Mindstorms kits. The students ‘learn as they go’ in their efforts to create basic robots that can shoot a ball into a hoop, or lift an object of a pre-set weight. I’m not sure I’ve ever had the opportunity to see students work so enthusiastically at anything that had such a strong educational component before, and the constructivist aspect was readily obvious as the students commonly referred to examples of items they had observed in their own experiences in creating their contest entries.

The thinking map we used for the White House tours was excellent, and now my building principal is looking into setting up a robotics course in our school that I will able to run. I also like the potential connectivist aspect as well, as the students will be able to work in teams and share their experiences and thoughts as they seek to create a working robot.

Voice Thread

As an aspect of my Masters Degree course at Walden University, I have been charged with creating a VoiceThread (an online collaboration tool) entry regarding a situation that I currently face at school. In my case, working at a special acts school with teenage students many of whom have aggressive behavior difficulties and poor impulse control. As such, and do to past abuses, the PC lab which I run as the technology teacher has no internet access. This makes it almost impossible for the students to do research. My voice thread asks for assistance in this. My VoiceThread URL is: http://voicethread.com/share/1219351/
Thanks.

Using Cognitive Tools to Enhance Learning Experiences

This was my first experience using a concept map. I had been aware of other teachers employing this method from time to time, but considered it to be largely an issue of organization, nothing more. I was wrong.

Using Spinscape, (http://www.spinscape.com/features) I created a thinking map that assisted me in developing what turned out to be a rewarding and interesting lesson plan.

I chose to walk my students through a virtual tour of the White House at http://www.whitehouse.gov

Prior to doing so, I drew out my concept map on the class white board. We read through it together. In doing so, my students then had a sense of what to expect and felt comfortable that they knew what might be emphasized. It also allowed them to express their new found knowledge when he arrived at a certain room.

Many of the students were surprised that this information was online, and several wondered if a virtual tour might be better than the real thing as it saved money, time and as one student put it: “We don’t have to worry if the President is home when we are there.”

In reflection, the activity was quite beneficial to the learning process as well as to the student’s enjoyment. It served to create a sense in the students that they were preparing for an actual field trip, right down to questions asked like: “Mr. D, if we get lost (on the site) what do we do?” And just as always there were some students who zipped through room-by-room as though it were some type off adventure where the first person through wins, and some who dallied about in a particular place of enjoyment. When I asked one student why they remained in the Oval Office section, they replied that they were imaging what it might be like to be the President, and how they would greet those who came in with important business. He decided upon: “Good to see you”.

The combination of technology and a strong lesson plan was quite fulfilling for me as a teacher as well. I really felt as though I was providing the students in my care with a truly exciting activity.

For a follow-up, I might have the students create a PowerPoint about the White House that can be saved to the PC hard drives and then showcased at a future Open House night.

Concept Map of Virtual Tour of the White House

Behaviorist Learning Theory

I strongly consider the behavioral aspect of education to be the most basic and important one. The number one job of an effective educator is keeping the students safe and that by definition means reinforcing certain safety and classroom rules. A teacher needs to provide an environment that is as conducive as possible to both physical comfort and applied learning.

A behaviorist approach is one that can provide structure, clarity and reinforcement. Just as fire drills reinforce a means by which to acquire physical safety in the event of an environmental emergency, behavioral elements of teaching can provide the same educationally. Applying and reapplying concepts, tasks and actions not only afford the student an element of familiarity, they also help to build mutual and societal expectations that are beneficial in the work place.

A behaviorist approach is very well suited for establishing the importance and relevance of many cause-and-effect relationships that are required for both interpersonal relationships and job success. As well as preparing for standardized testing that many states are mandated to provided as per NCLB guidelines. Additionally, this approach allows children to take some responsibility – or ownership – of not only the completion of an assignment, but they can become part of process as well. This can help build overall student confidence by first beginning with a simple task. It can serve to reduce stress and anxiety and allow the student to see and understand those moments of achievement and not just the fear of success or failure that is often associated with being a student.

I try to follow up all my daily lessons with a reinforcing homework assignment, in which the actual attempt to succeed is more heavily stressed than actual grade success. This helps the student to understand that – as in life – no one succeeds all the time, but the act of continuously attempting is often a key to succeeded in anything from vocational aptitude to an enduring relationship. I use PC simulations such as SimCity4, Microsoft Flight Simulator and Baseball Mogul to reinforce concepts such as systems and resources as they allow repetitive application of these concepts without the risk of verbal social scorn if an effort fails. Rather they can even begin to control their own success as they begin to develop mastery over certain aspects or skill sets that can eventually lead to an improved personal outlook and some valuable problem solving skills.

My greatest teaching moments are those in which I see a student achieve something that they thought impossible just moments before.

Humor

Reflecting Upon …

As my ‘Understanding the Impact of Technology on Education, Work and Society’ course comes to a close, I have a few reflections to post on my blog:

In many ways this was the most rewarding of all my Masters Degree courses, in that it allowed for the hands-on application of a multitude of programs. I had never attempted to construct a blog, a wiki page or a podcast before. While many courses focus on theory and concept that are seldom applied, this course (led by instructor Jennifer Woods) allowed me to try my hand at several ‘new’ technology venues. The results of my attempts are varied, but the exposure and attempts at competency were worthwhile and valid.

The course also challenged me to apply some new and innovative technology approaches in the classroom. For the first time my teaching career my students are creating their own e-portfolios. This project – which contains cover letters, resumes, advertisements, letters of complaint, Power Point presentations and more – helps not only to expand their experience with some practical career and skill-building facets of technology, but also to challenge them to look for new and innovative ways in which to use technology in their own daily lives. The students also got a big kick out of being asked to record some sound clip responses for the podcast.

I have asked that the e-journal project be built into our district technology program as well as blogging capacity for our PC repair course as a result.  My building principal, Mr. G.,  is strongly in favor of these new approaches to technology education. Pending approval from district office, both of these goals might soon become a reality!

It is interesting for me to note that my biggest lament throughout the majority of my college education (both graduate and undergraduate) has been that I can seldom apply what I have been exposed to. In the case of this course, my criticism is thankfully moot!