Reflection Blog

The one thing that stands out to me from this course is being able to teach my students how to evaluate websites to determine their credibility. So often do students just jump onto the first site that they see and trust that they are receiving factual information. It is important for teachers to help their students understand what resources are best to use and why. “For students, this means becoming critical consumers of information by comparing and contrasting facts and ideas within a website and from multiple websites” (Eagleton, M. B., & Dobler, E., 2007)
The knowledge I have gained in this course will influence my teaching by monitoring my students more when we are doing ANY sort of research. Not only is it important to evaluate internet websites correctly but students should be able to do the same with magazine articles, newspaper articles, and books. They should be able to recognize factual versus false information.
One goal that I plan to build on as an educator would be to instill in my students the “why?” and “how?” approach to solving problems. This includes questions such as “Why is this resource not credible?” and “How do I know?” It is important as a science educator for my students to explain their answers not only for science content but for everything in life. A student becomes a better person if they can back their ideas through explanation. In order to achieve this goal, I will consistently ask guiding questions in order to lead my students to give me the correct answers. I will also encourage students to use credible resources in order to explain their ideas about a topic. Last but not least, I will model this strategy as I teach my students to dig deeper into not only school related topics but any topic that they are passionate about.
References
Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York: The Guilford Press.

November, A. (2008). Web literacy for educators

Website Evaluation URL

http://www.screencast.com/users/jessiesteedley/folders/Jing/media/f9132a5c-5208-4413-a333-f15cd265a6ed

Reflection

I have enjoyed this course more than any other course because I have been introduced to so many different technological ideas that I are easy and effective ways of teaching students. For example, one of my favorites was the VoiceThread. I had never seen this program before but think it would be a great way to get students to express their thoughts about certain topics. It is also very interesting because students think so differently so each VoiceThread would be representing the personality of each individual student and how they interpreted the assignment. I will definitely be incorporating this program into my future science lessons.
Another type of technology that my students are probably all familiar with is blogging. I would like to use blogging to improve upon not only the subject area I teach but also their writing skills. I plan to post a question on my classroom blog once a week having to do with the topic for that week. Each student will have thirty minutes computer time in the library to respond to this question using scientific facts and even their own opinions. I will grade them and give feedback with the goal that each student will progress not only in science but in writing as well.
Two goals I would like to achieve to improve technological integration are writing grants to be approved for more technology such as computers and smart boards and learning how to use new tools such as these to effectively teach my students. To do this I will first need to research who to write to and then learn how to write a grant. I will need to decide if I would rather write a grant for a certain dollar amount to purchase these products or if I should write a grant for the products alone. I will need to find out who I need to go through to get approval to send a grant as well as find out what my department needs or could use the most in the classroom. I will also need to attend any seminars for teachers that help with learning how to use these to tools so that I can be prepared when using them in the classroom. This is a very big goal to have and will be a very tedious process but in the end it will all be worth it to be able to teach my students using a variety of technology in the classroom.

VoiceThread: Things That Parents Actually Do Say

http://voicethread.com/#b530582

Social Learning

“Cooperative learning focuses on having students interact with each other in groups” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.,2007). Well, you can’t get more socially connected than group work in the classroom. There are many different ways of exploring technology when it comes to group work. There are webquests, multimedia projects, and key pals. All of these allow students to work with each in order to gain knowledge not only in technology but in subject areas as well. Keypals even allows students to collaborate with students in other schools. Group work also allows for each group member to have a certain role which forces trust among the group that each member will do their part. Once that trust has been established they can begin constructing their project by conversing with each other and accepting each other’s ideas.

Constructionism

There are two steps to problem solving when dealing with constructionism: finding the image to lock into the brain and constructing that image using technology.
As students practice constructionism by building their own images using the knowledge gained they have to experiment with a variety of images before fixating on the best one. Everything in life involves the scientific method which starts out with a problem and ends with a conclusion. The problem in this case is the student relating knowledge to an image and then using technology to represent that image. “When students problem solve, they look at various solutions given the obstacles and restraints posed by the problem” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007) which means that students compare their images by gathering data on each one before making a final decision. For example, a student may be struggling with an image to represent the nucleus of a cell. Any image having to do with something being in control of a situation would do but the student must choose the one that is best for him or she to remember and be able to recall when assessed on the topic.
After choosing the best image for the specified content the next problem would be to find an image to represent the student’s image by using technology. Technology can help students create the image from scratch using shapes or the Paint program or the student can rely on pre-constructed images from the internet. Students can even add audio in a Power Point program.

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

Cognitive Learning Theories

According to Dr. Orey, “people can remember images much more than they can remember text” (Laureate Education, 2008) which is why concept maps and other visuals are so effective in the classroom. Concept mapping can be used after a lesson or even before a lesson when paired with the teacher asking probing questions. “Higher-level questions and advance organizers produce deeper learning than “lower-level” questions and advance organizers” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007) which will access the long-term memory leading to successful learning.
Active note-taking is another way that teachers can access long-term memory in students. “note- taking is similar to summarizing in that it enhances students’ ability to organize information in a way that captures the main ideas” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). Teaching students to record the most important ideas and focusing on those ideas rather than small details will help them when studying for their test so they are not trying to store too many ideas in their memory and become overwhelmed.

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

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.