Stop the Bull -- Voicethread

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Connectivism and Social Learning in Practice

Do you remember having to study for a test and the morning of it you walk into the classroom and sit down next to your desk partner....what did you say? My mind would always be racing with everything I read over the night before and I would say something like, "Social Learning is where students communicate with each other and create things, right?" Looking for that validation, that confirmation of knowing I knew what I was talking about and wasn't a complete moron. And then you would proceed to go back and forth asking each other about this topic and that topic, until the teacher came in and said it was time to put everything away except for a pencil, while secretly hoping and praying that the teacher would say you could use your notes or textbook...Oh yes those were the days.

Cooperative Learning has students interacting together that allows for learning to be enhanced (Pitler, Hubbell, Kuhn & Malenoski, 2007). Wow that sounds a lot like social learning: students actively engaged in constructing artifacts and communicating with each other (Laureate Education, 2008). So how do these two correlate with one another? Social Learning is a theory and Cooperative Learning is a strategy that can be used for the purpose of social learning.



Above is a picture of examples that technology has provided for us to use for social learning. WOW, that is quite a list! Some of those I have not heard of and am definitely going to have to look into. Look at all of the resources that educators have available to use in their classrooms, and we know that this is no where near all of them or even the ones that have been developed. Technology continues to unveil new things to us. We should be looking at what is available because before you know it, our students are going to be looking for confirmation and validation through these resources.

Laureate Education, Inc. (Executive Producer). (2008). “Social Learning Theories” [Educational video].

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

Constructivism in Practice

"Please make your hypothesis now." One of the most hated sentences I heard while in school. I hated having to make my own hypothesis. I mean what happens if I had a stupid hypothesis, or for heaven's sake if I was incorrect. Now that I am in the teacher's shoes, I love watching the faces of my students when I say that, of course it does not happen all the time, but when it does it is funny to see.

Constructivist Theory entails that students generate knowledge through their experiences or add on to preexisting knowledge due to accumulation of data. In our resource, "Using Technology with Classroom Instruction that Works" we read about "Generating and Testing Hypotheses". In this chapter we learn about six different tasks that teachers use to generate and test hypotheses and the different technology applications and software that allow us to do this. The six tasks are: "System Analysis" "Problem Solving" "Historical investigation" "Invention" "Experimental inquiry" and "Decision Making" (Pitler, Hubbell, Kuhn & Malenoski, 2007).

Spreadsheets can be used in all classes to input data that has been collected. I took an Agricultural Class where we had to take samples and survey different things. In order to keep track of the information and to see the changes over the course of time, I kept a spreadsheet of all the information. At the end of the course, I was able to see the different changes in crop rotations, output vs input, and be able to create visuals like graphs.

We can also become creative and use data collection tools like a microscope. I myself have not come up with a way to utilize this in my class, but I am sure others will. Most of my students would collect data through the use of surveys, interviews, and research.

Technology has allowed us to generate hypotheses, research, collect data and ultimate test those hypotheses. The more we learn, the more ways I find how technology has and can be integrated into the classroom.


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

Cognitivism in Practice

Okay, so I want you to close your eyes and go back in time. I am your fourth grade English teacher and I am giving you your assignment. You are to write a paper titled "My favorite season is...". I now tell you to get out a piece of paper and start brainstorming your ideas.



The picture above is more then likely what you would have developed. Can you think of something that this resembles? I'll give you a moment to think about............


Okay, could it be that brainstorming can also be concept mapping? By George I think he is right. Concept mapping is a way of organizing information into visual networks of connections. Concept mapping is an advanced organizer, which we read about in our learning resource. This leads into the Cognitive Learning Theory.

The Cognitive Learning Theory deals with information processing. How we take it in and what we do with it. Technology has helped make this a lot easier for teachers to work with. We have PowerPoint's that allow us to include informational images;

Spreadsheets allow us to enter data and process it. In my finance class, I do two projects with my students. That get to buy a house and a car. They do research first, getting numbers and information that is needed. Then the students input their information into a spreadsheet and calculate different options for mortgages. For the car students can compare and contrast three different cars, as well as, determining if it is better to lease or buy the vehicle.

Technology plays a great role in several learning theories. So what is your favorite season?

Behaviorism in Practice

In our learning resources we learned two key strategies that relate to the behaviorist learning theory. These strategies are "Reinforcing Effort" and "Homework and Practice" (Pitler, Hubbell, Kuhn & Malenoski, 2007).

Students understanding of the relationship between effort and achievement is enhanced through reinforcing effort by addressing the students' attitudes and beliefs about learning (Pitler, Hubbell, Kuhn & Malenoski, 2007). Reinforcing effort has a direct link to the behaviorist learning theory. Behaviorism is seen as learning due to the response from an external stimulus. The external stimulus can be positive, negative and neutral reinforcement to a behavior (Lever-Duffy & McDonald, 2008). Teachers can have students track their efforts through the use of spreadsheets and rubrics created by the teacher. The students and the teacher will then be able to establish the students relationship between their effort and achievement. This in turn will hopefully instill the behavior of students working harder and putting more effort into their work.

Students are provided the opportunity and chance to review and apply what they have learned through homework and practice. Students will become proficient with their skills through the use of homework and practice (Pitler, Hubbell, Kuhn & Malenoski, 2007). This relates to the behaviorist learning theory through establishing a behavior of doing homework and practice that will deepen the students understanding of the material being taught. Technology has greatly impacted homework and practice. Students have been provided with word processing, spreadsheets, multimedia, web resources and communication software (Pitler, Hubbell, Kuhn & Malenoski, 2007). These tools have allowed students to be creative, research extensively on a topic and create amazing projects, presentations, and assignments.

Depending on who you talk to, you will get different responses to how these strategies relate to the behaviorist learning theory or even if the behaviorist learning theory is appropriate in today's classroom. My students do get homework assignments and lots of in class practice time. In my first application, I did not really feel that I was really using the behaviorist learning theory a whole lot, but I believe I use it more then I know. As we go through this course, I have a feeling that I am going to continue to find out that I use the strategies and learning theories more then I have thought of. As teachers we owe it to our students to learn this theories and strategies and keep up with new research being presented. With everything, there is always a trial and error type situation. You do not know if something works for you or your students until you have tried it. As the saying goes, Practice makes perfect, or almost perfect.

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

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

John Adams wrote a letter to his wife Abigail about the importance of the Declaration of Independence and what they would mean for future generations.

"The second day of July, 1776, will be the most memorable epoch in the history of America. I am apt to believe that it will be celebrated by succeeding generations as the great anniversary festival. It ought to be commemorated as the day of deliverance, by solemn acts of devotion to God Almighty. It ought to be solemnized with pomp and parade, with shows, games, sports, guns, bells, bonfires, and illuminations, from one end of this continent to the other, from this time forward forever more."

July 4th is when we celebrate America's Independence Day because it was when the resolution of independence was approved by Congress.

As we start our celebrations of backyard barbeques, parades and fireworks, let us remember what this day is all about. Let us remember our soldiers who are figting for our freedom every day and those who have died serving, as well as their families. Then take a look at your loved ones and ask yourself a question, "Am I really doing everything I can to ensure that America is everything it is supposed to be, based upon the Constitution of the United States of America?"

We have rights to Life, Liberty and the pursuit of Happiness. Know your rights, read them, learn them, study them. Live by faith, trust in God, that is what our Founding Father's did.

"It is in vain, sir, to extenuate the matter. Gentlemen may cry, Peace, Peace — but there is no peace. The war is actually begun! The next gale that sweeps from the north will bring to our ears the clash of resounding arms! Our brethren are already in the field! Why stand we here idle? What is it that gentlemen wish? What would they have? Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take; but as for me, give me liberty or give me death!" - Patrick Henry

Follow the Yellow Brick Road

This course has helped to reiterate my technology skills. The first week of classes we were to find three or more resources. In doing researching and finding my three resources, I was opened to a whole new network of teachers and technologies that can be incorporated. The assignments we were given, allowed me to reflect on what I knew of the subjects, but then branched out to provide me more information on the subjects.

The teaching and learning process is something that is continuous. We are constantly learning and teaching each other. Each person brings their own experiences to the table and I have learned that we have so much to offer each other. In order for our students to be able to compete in the 21st century, we as teachers need to be able to provide them the skills to do that. We need to be on top of our game and stay in tune with where the workforce is headed be able to branch the working world with the education world.

I have never really been a teacher-centered person. I feel like students should be the ones in control of their learning. I myself am a hand on learner and need to be doing activities to understand information better. I prepare lessons keeping that in mind and allowing my students to have access to all kinds of technology, books and other resources that will help students learn. At the same time I do have an understanding that sometimes we have to have a teacher-centered approach. I do my best to limit that as much as possible, but do incorporate it when needed.

It is important to have a support system of colleagues and a network of teachers that we can bounce ideas back and forth. I am constantly researching the latest technology and looking at how I can use it in my classroom. In my state there are two big tech conferences that I attend. At the conferences we can talk with reps, attend workshops and communicate with other educators with the focus being on technology in the classroom.

The first goal I would set is to incorporate Mouse Mischief by Microsoft. Mouse Mischief integrates into a PowerPoint, allowing educators to create interactive presentations that engage the students. Each student has their own wireless mouse, so that they can answer multiple choice questions and even draw on a shared screen. Mouse Mischief helps actively engage students and supports collaborative learning. It allows for improvement in classroom management and student participation. It is user friendly and free to download. With this goal is the cost of wireless mice. I am currently working on getting these incorporated into next year’s school budget. So far I have received support from most administrators but waiting on the final approval. If all goes well this goal will be checked off by the start of the next school year.

My second goal is to make my classroom completely accessible online. There are several school districts in my area that are taking some classes to being taught online. In two years time, I do not think that this is completely realistic, but I can make an exception or an amendment to this goal. I want to ensure that all my classroom material is accessible online. This includes posting lectures, notes, assignment instructions, rubrics, announcements and other material that is important for students to have/know. I have done some of these things with a couple of my classes, but have yet to incorporate it in all of them. This can be achieved through the use of a blog, wiki and even podcasts. All of these I intend to use and incorporate at one point or another. There is some obstacles that I will need to overcome. This includes the hesitation of administrators, safety issues--who can access the information,what information is put out there, and what sites and resources can be allowed on our school network.

After going back and looking at the checklist from week 1, so far one of my answers has changed. When I first did the checklist, everything was marked as Often except for three things. I have changed in regards to Participating in developing a vision for technology integration and communicate the reasons for using technology across the curricular areas. I have talked with my school principal and director of technology on getting the word out to our teachers about the different things that we can do to incorporate into the classrooms. I found out that most teachers do not incorporate technology into the classroom because they do not know how to use the different programs and equipment. I asked if we would be able to setup some training on these programs and equipment. They agreed that we could make it happen but would need help in getting things put together. Beginning in August, our school district will be training teachers on the different programs and equipment that they have access to use in their classrooms. My team tech teachers will be helping to train the staff, as well as the Director of Technology and the Technology Assistants.

The course has helped develop my technology mindset. It has opened up some outlets for me to look at and also helped to give me a voice to support my school district in moving towards the technological light.

Profiling the Students of Today

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For this assignment, I interviewd three students. To prep my students, I create a Google Form.

I had my students fill out the form so that we could write a script of what they were going to say because we were on a time crunch for getting things done as it was the last week of school. After we wrote the script, my students used a digital recording device. I then imported the audio into Camtasia. I spliced and cut the audio to format it to what I wanted. I did the whole process of creating my podcast this way because I felt it was much more efficient. I also felt that if I just let my students talk, they would all be over five minutes each, making it harder for me to meet the time requirement.

Partnership for 21st Century Skills

Partnership for 21st Century Skills is a great organization that provides a platform of information on introducing and including skills necessary for our students to learn. The framework for Learning in the 21st Century is setup nicely. The focus is on core subjects, 21st Century Content, Learning and Thinking Skills, ICT Literacy, Life Skills,and 21st Century Assessments. I am happy to say that my state, Ohio, has this implemented into the curriculum. I am a strong advocate for eTech as well as ITSCO. These are funded programs through the state to help advocate 21st Century Skills in education.

I agree with the majority of what Partnership for 21st Century Skills represents. I have an issue when it comes to the 21st Century Assessments. I wholeheartedly believe that students should be tested, but not by standardized tests or even state/national mandated tests. I think students should be assessed by their performance and in class assignments - projects, papers, portfolio, notebook, etc. I think that students feel pressured by standardized test or the mandated tests because if they do not do well, there are consequences like not graduating. Now I am not saying school should be a breeze and students should get passed through the system. There are lots of factors that can cause a student not to do well on a standardized test.

My students have a better understanding of the 21st Century Skills because my state is involved with this organization. However, I do feel that there should be brought to the attention of educators. In some schools this does not seem to be a priority and the resources are being wasted away. As an educator, I need to do a better job of staying up to date on the 21st Century Skills and making sure that I implement them in my classroom.

Video on Human Capital

This video leaves with conflicting thoughts on what should be taking place at work; what is/should be acceptable and what is not. After viewing this video, what are you thinking. Is there a way to connect the workplace and the classroom? As educators, what can we do to bridge the gap?

The Use of a Blog in the Classroom

According to Dictionary.com, "blog" means 'an online diary; a personal chronological log of thoughts published on a Web page; also called Weblog, Web log; Typically updated daily, blogs often reflect the personality of the author.' A blog is an important tool that can be used inside the classroom for various things. For example, similar to this class, a class I took during my undergrad required us to keep a blog. In this blog we wrote what we learned in class, experience with the material, what we could work on, what we wanted to know more of, and to show examples of our work. It was great because we got feedback from the instructor and our peers. For my students, I encourage them to have blogs for our class, it is not currently required, but more then likely will be next year. As I am writing this, I must apologize, we are getting drenched with a major downpour which is stirring up tornadoes. So I may ramble from time to time. I do have a blog specifically for my classes. This blog is designed to inform the students and parents of what is going on in the classroom. I write about what is being learned each day, what students are required to do for classwork, and from time to time I post, with permission, student's work. I do make pod casts of my lectures, and I would eventually like to add those to the blog along with materials presented or given in class. This would allow the students who were not in class to get the material, but also give students another way of getting the material if they forgot it at school or cannot find it. I found a great site that offered reasons on why to use a blog in the classroom, and I agree with the reasons they listed. I think that a blog is a good tool to use in the classroom because it provides a connection for students, but also for the parents to take a peek into the classroom without actually being in the classroom.


Content Area: Business Education & Technology
Grade Level: 9-12 (certified 4-12)

YouTube Sensation

YouTube has become quite a phenomenon. The above video is of my Alma Mater, The Ohio State University. The student union had just been rebuilt and opened. Some students, with the permission of administrators, created a dance that was filmed during the middle of the school day. Students who were there using the facility had no idea what was going on, but enjoyed the show anyway. This video was posted on YouTube as a way to show the Pride of the Buckeyes. This is just one example of how YouTube can be used in your school or classroom. Some educators are not comfortable with the openness of YouTube, so a sister site was created, TeacherTube. This is a great site for educators and students, it is a way to ensure the material is safe to use inside the classroom. Both of these sites offer great resources to educators and students. Just simply search for a topic of interest, click and play. I have used several videos off both of these sites, of course previewing them before showing students. So what are you waiting for, go look at these sites and see if there is anything that you can use.

Welcome

Welcome to the EDTECH Underground Revolution. This is a blog to help revolutionize the use of technology in the classroom. Feel free to comment on the different posts and add your own thoughts. I hope together we can learn a great deal about what education and technology can do together.