Social Learning Instructional Strategies

Social Constructivism is based on the premise that interactions occur as students are engaged in constructing something and students actively engage with others during this construction (Laureate Education, 2008). Through cooperative learning this theory can be utilized. By combining teamwork and individual accountability, students work toward acquiring both knowledge and social skills. It is a teaching strategy which allows students to work together in small groups with individuals of various talents, abilities and backgrounds to accomplish a common goal (Orey, 2001). While conducting cooperative learning it is important that teachers use a variety of grouping techniques, provide rubrics detailing expectations, as well as, offering organizers that detail and assign group roles and responsibilities.

Technology can also offer many opportunities to apply the social learning theory. Teen Second Life supports Vygotsky’s concept of constructivism that learning is really the constructing of knowledge by making meaning and sense of the world. This virtual tool offers powerful ways to instruct and excite learners. It supports the constructionist idea of building something as you interact with the world. By interacting with others and objects in the world through building your own part of the virtual world. One can also create and or interact with artifacts and people within other virtual worlds upon visiting them. Educators can even create their own island for students to go to and actually create activities that directly correlate to the curriculum and content they are teaching. To illustrate this concept further, a teacher used Second Life with her students to learn how to budget their money in order to attend a virtual beach bash. Students were given a certain amount of virtual money and specific items they had to buy. They had to shop appropriately with the money allotted to them while making sure they had 6 lindens (the monetary unit of Second Life) leftover to enter the beach party. There are so many other learning opportunities offered with this tool such a visiting the coral reef with the appropriate gear or going to Ancient Greece or Rome through a virtual world. Another component of Second Life that I feel is quite beneficial is its possibilities of how students and teachers appear in the virtual world and what they choose as their avatar. Interactions in an environment where appearances, gender, race, and species can be changed with just a few clicks provide an ideal setting to challenge social biases (Dembo, 2008). Would students respond differently to me if I was a male, of another race, or came from another socio-economic class?

Voice Threads are another tool I would like to implement within the classroom as I feel it supports the connectivism theory. Students can upload pictures, illustrations, and powerpoints onto a voice thread site for free and add audio or visual comments to narrate their learning or even re-teach a concept. It’s almost like an online powerpoint with global connectivity. After posting the completed thread online, students, parents, or the community can post and obtain feedback responses that reinforce the social learning theory. It also provides an opportunity for knowledgeable members of society to comment on student created artifacts. It is an alternative way other than using pen and paper or word documents that incorporates the social aspects of learning.

Works Cited

Dembo, S. (2008). Virtual Worlds for Educators. District Administration , 48-52.

Laureate Education. (2008). Social Learning Theories.

Orey, D. M. (2001). Emerging Perspectives on Learning, Teaching and Technology. Retrieved May 5, 2009, from Multiple Intelligences and Learning Styles: http://projects.coe.uga.edu/epltt

Instructional Strategies and Constructivism in Practice

Problem-based inquiry is an effort to challenge students to address real world problems and resolve realistic dilemmas (Orey, 2001). An instructional strategy described in the resources was to how to use data collection tools to enhance learning and allow students to see the bigger picture while recognizing patterns. This strategy was detailed in a scenario where a teacher presented a problem to the students in science class which was a rumor that their community was getting acid rainfall. Such problems create opportunities for meaningful activities that engage students in problem solving and higher-ordered thinking in authentic settings (Orey, 2001). The students researched what “acid rain” is and then what constitutes “clean” rain. Based on the facts they came up with, the students decided to find out if their rain is more acidic than normal and focus on what this might mean for their local environment (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Students make predictions, use digital data probes to check various water sources, and then collect data. The fantastic part of the lesson is when the students use a data collection tool to rapidly gather and graph their data. The data collection tool allows Mrs. Schwartz’s class to gather and graph data quickly and accurately, leaving more time for analysis and inquiry (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

A site called By Kids for Kids is a website that suggest wonderful ideas on inventing and creating projects. This site offers multiples choices of projects and tips on what format students may use to present their projects. This site really encourages project-based learning where projects focus on the creation of a product or performance, and generally call upon learners to choose and organize their activities, conduct research, and synthesize information (Orey, 2001). This type of learning gives students the chance to engage in self-directed learning. It also helps learners to connect with what they are learning and make it their own. Invention Web Resources is another useful site. This site is a vast collection of invention resources including WebQuests and various historical links about inventions (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This site offers various projects for student to get involved with, but also looks at the aspects of projects serving as inventions. The site provides a surplus of information on various inventors and inventions. This type of source can serve as motivation for student to embark on the project-based learning journey! Once they get started, there is great motivation from engaging with project-based learning. Learners build their projects to suit their own interests and abilities. These kinds of activities are highly motivating for learners (Orey, 2001).

Works Cited

Orey, D. M. (2001). Emerging Perspectives on Learning, Teaching and Technology. Retrieved May 5, 2009, from Multiple Intelligences and Learning Styles: http://projects.coe.uga.edu/epltt

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction That Works. Denver: Mid-continent Research for Education and Learning (McREL).

Virtual Field Trip Concept Map

Check out the concept map I made below. Don't be afraid to click and drag on it to view the full map. I created it using bubbl.us. This concept map will help students to organize their thoughts while on a virtual field trip regarding economics...

Integrating multiple senses in presentations improves learning (Laureate Education, 2009). The components of cognitive learning are based on four concepts about information processing, which are…

1. Limited short term memory
2. Elaboration
3. Dual coding hypothesis
4. Network model of memory

The concept of limited short term memory is the fact that short term memory can only process 7 +/- 2 pieces of information at one time. There’s a limit to how much information a learner can learn at 1 time (Laureate Education, 2009). By utilizing word processing programs to create advance organizers, students make sense of the content they learn. To incorporate this concept into the classroom, a teacher might simply create a two column note-taking template as a table in Word and at the start of the lesson put the key vocabulary and concepts on the left side of the chart. As the lesson progresses, the students can gradually fill in this skeleton with explanatory text, web links, and pictures (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I would even go so far as utilizing a wiki with each student’s name on a page and have them paste the note-taking template and their own notes to the wiki. Then as a class, you could view various notes and create a class advance organizer.

The elaboration theory of cognitive learning implies that teachers must try to make as many connections to information to be learned. It builds numerous connections to stored information (Laureate Education, 2009). This can be done well with concept mapping. Kidspiration and Inspiration is one of the best concept mapping tools that integrate technology. You can present a learning goal to students and as the lesson progresses the teacher and students present cues and questions that assist students with joining the content to their prior knowledge, therefore making connections. With these programs students can add pictures and wording that expand and connect to essential skills and high-order thinking. In addition, concept mapping basically allows you to graphically explain the networking model of cognitive learning (Laureate Education, 2009). This implies that our mind has the ability to know how to get to information through connections that have been learned through academic experiences.

Do you ever read a word that automatically produces a picture or sensory input? My most favorite component of the cognitive learning is Palvio’s Dual Coding of Hypothesis. This theory suggests that people can remember images more readily than text. I find this to be quite true for myself in certain aspects. In elementary school, I was taught my numbers with a system of dots. I still see those dots every time I see a number. My mind has made a connection to that visual image of dots and my reading the specific number that correlates. Images are really powerful tools to use in the classroom (Laureate Education, 2009). By using podcasts, video streaming, and multi-media, teachers and students can connect various images to the concepts they are learning.

Along with all of these concepts lies the component of quality teaching that I believe is the hardest to implement as a teacher, the most rewarding for the student, and the less likely to be used consistently in the classroom environment.
Experiential learning is a cyclical process that capitalizes on the experiences for acquisition of knowledge (Orey, 2001). So many teachers are at a loss for implementing this type of learning as there is not always time or the expenses of creating these experiences are too high. Now, with technology so readily available in schools, virtual field trips, video conferencing, and the web can take students anywhere they want to go. These types of experiences create memories for students to construct meaning and understanding.

Works Cited

Laureate Education. (2009). Cognitive Learning Theories.

Orey, D. M. (2001). Emerging Perspectives on Learning, Teaching and Technology. Retrieved May 5, 2009, from Multiple Intelligences and Learning Styles: http://projects.coe.uga.edu/epltt

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction That Works. Denver: Mid-continent Research for Education and Learning (McREL).

Behavioral change occurs for a reason; students work for things that bring them positive feelings, and for approval from people they admire (Standridge, 2002). This is why the instructional strategy of reinforcing effort works well in the classroom environment. The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007). To teach this method of reinforcing effort, teachers must stress the importance of effort by having students track their effort and achievement. This can be done easily using spreadsheet software and data collection tools. A powerful way to convince students that effort is truly tied to achievement is to show them data (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Student success stories made apparent from online survey data can also be shared with students and serve as positive reinforcement. In addition to using applications of educational technology where data is created with software, educators can also collect, share, and post stories and examples of student achievements on a website instead of, or in addition to, bulletin boards. This type of recognition of effort and success evokes emotion which is a catalyst for learning (Laureate Education, 2008).

The behaviorist learning theory also suggests that, as with all teaching methods, success depends on each student's stimulus and response, and on associations made by each learner (Standridge, 2002). The prospect of allowing students to check out computers just as they check out books would be a great opportunity to those who do not have access to computers at home. If all students have access to computers, using and creating multimedia such as educational games and interactive simulations, as part of homework, seems so exciting to me as a teacher. Can you imagine how much stduents would enjoy this type of homework? This would provide opportunities for students to utilize more ways to practice and reinforce what they learn. The more times and ways you practice, the stronger the synapse and memory (Laureate Education, Inc., 2008). Practicing with multimedia allows students to shape the experience to their individual learning style and increase their level of understanding to mastery (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

Works Cited:

Laureate Education. (2008). Brain Research and Learning. Baltimore, MD.

Laureate Education, Inc. (2008). Understanding the Brain. Baltimore, MD.

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction That Works. Denver: Mid-continent Research for Education and Learning (McREL).

Standridge, M. (2002). Emerging perspectives on learning, teaching, and technology. Retrieved May 9, 2009, from Behaviorism. In M. Orey (Ed.): http://projects.coe.uga.edu/epltt/

Behavior Interventions

Application 7: Behavior Interventions

Upon recalling a particular student who displayed chronic behavior problems, I have been able to reflect and alter my own methods for behavior intervention. Rather than blaming the student, it is critical for educators to consider factors such as instructional strategies, content, classroom peer relationships, and teacher-student relationships (Jones & Jones, 2007). To utilize a scientific approach to changing a student’s problematic behavior, I would first focus on observable behavior, collect and analyze data on my own behavior in the classroom, as well as the student’s behavior, and make some hypotheseses regarding the function the behaviors serve the student both on my own and with a team. Next, I would create a positive behavior plan or contract that may incorporate the use of self-monitoring, role-playing, and self-instruction. By determining the changes that the student needs to make to engage in appropriate classroom behavior and providing social, activity and token reinforcement, new behavior skills are properly implemented and encouraged. Even though teachers are not responsible for developing a series of sophisticated behavior change interventions, there are a variety of effective, efficient methods teachers can implement that can dramatically influence student behavior (Jones & Jones, 2007).

During my first few years of teaching, a student with emotional disturbances and anger management issues entered my classroom, mid-year. I was told ahead of time about how this child would throw chairs and scream when he became angry in the classroom. I developed a “time out” area where the student could express his anger constructively and think out peaceful solutions to situations that were disturbing him or making him angry. Time-out provides an opportunity for children to calm down so they may benefit from some sort of problem solving or opportunity to practice behaviors to use when again confronted with a frustrating situation (Jones & Jones, 2007). I used to have the student fill out a Problem-Solving form at this point. I do think that this is still a useful method as I can use the form to support a more productive problem solving discussion with the student. A written form has the advantage of providing a record regarding the students’ assessments of their behaviors and a new plan of action (Jones & Jones, 2007). The form also gives the student, teacher, and other members of the class time to think out the problem and practice calming techniques such as taking deep breathes. I would use active listening skills to summarize what the student was saying and my understanding of the problem. To model self control in these situations I remained calm when the student became defiant. I was hoping that seeing me handling the student’s anger calmly would encourage the student to compose himself, as well. My plan had nothing to do with creating a more formalized intervention to dealing with chronic behavior problems such as this (Laureate Education, 2008).

I could have dealt with the situation I just described much differently given what I know now. Behavior management can be used to help teachers better understand students’ behaviors and improve them by applying consistent positive and logical consequences to students’ behaviors (Jones & Jones, 2007). I would begin the process of altering the student’s behavior by collecting data on observable behavior. It (collecting data) allows us to determine whether a problem exists, how serious the problem is, and whether the interventions being used are significantly affecting the behavior (Jones & Jones, 2007). Data collection and record of incidents and/or behaviors also serves as documentation for principals, parents, or the legal system (Laureate Education, 2008). I would utilize The Observation and Assessment in the Learning Environment Form, Figure 10.2, which helps teachers assess their interventions prior to seeking assistance from other teachers or specialists (Jones & Jones, 2007). In addition, the Functional Behavior Assessment Form from Figure 10.3(Jones & Jones, 2007) is quite useful as it assists the teacher with truly analyzing the student's behavior thoroughly. Collecting information to determine why the undesired behavior is occurring is the first step to conducting a functional assessment (Jones & Jones, 2007). During this process, I would be sure to truly analyze the data and make some hypotheses about the purpose of the student’s behavior. At this point, I would work collaboratively by sharing and brainstorming with the student’s parents, teachers, counselors, and those close to the student and gain feedback and ideas from them, as well. Some students present challenges that stretch the creativity and patience of even the most talented and gifted educator (Jones & Jones, 2007).

After that, I would develop a behavior improvement plan or contract with the student in a non-threatening way. I would ask the student, “If I had a video camera taping what happened, what would I have seen?” Students find this nonthreatening because while they describe their own behavior, they are allowed to describe the entire event as they perceived it (Jones & Jones, 2007). I will ask the student what rule they broke and how they will change and help the student to develop a plan for the change and put it into writing. Finally, I will ensure that the student and I clearly understand the plan and ask the student to make a commitment to the plan with a hand shake. I will also designate a time when we will meet to discuss how the plan is working. I will inform the parents of the plan that was made. It is imperative that families know when their children are having difficulty making responsible choices at school (Jones & Jones, 2007).

At this time, I would begin to teach the student ways to deal with their disruptive behavior. I would commence by implementing a method of self-monitoring through use of a countoon which would illustrate the acceptable and unacceptable form of the behavior and a space for the student to tally each form of the behavior. I would expand by role-playing both appropriate and inappropriate examples of the behavior and have the student role play them as well. The countoon would be placed on the student’s desk in order for them to easily tally each time the behaviors occur. After the student conducts two 10 minute periods of self-monitoring, I would meet with the student and discuss the results of their data collection. I would continue this process of the student self-monitoring and discussion of the results on a consistent basis. Another approach I will use includes self instruction where I will teach the student how to make positive, thoughtful internalized statements in place of the negative, unproductive statements they often make (Jones & Jones, 2007).

In addition to developing a plan for behavior management, I will reinforce appropriate behavior through implementing social, token, and activity reinforcement. By developing a plan where the student may receive words of encouragement and verbal praise from a teacher, administrator, mentor, or parent the student is provided with positive statements. I will incorporate the use of activity reinforcement by allowing the student to engage in preferred activities as a reward for desirable behaviors, as well. Finally, I will establish a “travel card” for the times when I am not present but still want to reward appropriate behavior in other settings, classes, or with other teachers (Jones & Jones, 2007). The desired behaviors from our plan will be written on a card which each teacher/adult must check off after spending time with that student. I will reward those checks they receive from the travel card with a ticket in the student can use to trade for preferred activities.

In conclusion, upon reflecting on a student with severe disruptive behaviors, I have found that a more detailed behavior change plan would have been more effective. Empowering students to develop new skills for managing their behaviors opens rather than closes doors for them (Jones & Jones, 2007). By using scientific approaches to change a student’s problematic behavior through the use of data collection, behavior plans or contracts, self-monitoring, role-playing, self-instruction, social, activity and token reinforcement, new behavior skills are properly put into practice and encouraged.

Works Cited

Jones, V., & Jones, L. (2007). Comprehensive Classroom Management. Boston: Allyn and Bacon.

Laureate Education. (2008). Interventions for Severe and Chronic Behavior Problems.

As the course I am taking on Understanding the Impact of Technology on Education, Work, and Society draws to a close, I am taking some time to reflect on what I have learned…

• In what ways has this course helped you to develop your own technology skills as a professional teacher?
  

The online course I am taking at Walden University has helped me to develop my own technology skills as a professional educator in several ways. One of the most important qualities of a successful educator is keeping abreast with the most recent technology trends and issues in education. Many of the articles, books, websites, and blogs I had the pleasure to view made me realize the issues facing education and teachers today across the country. I have never used an RSS feed or aggregator before. This technology really keeps the average busy teacher up to date with their favorite blogs or websites. It can take a great deal away from planning and teaching when you are surfing the net for the latest educational issues and news. Having an aggregator helped me to be able to keep tabs on issues that interested me.

As a requirement of the course I also had to make this blog and post comments on my team of classmates’ blog posts that interested me. I have viewed many blogs in the past but never made my own or really posted too frequently on other blogs. Making this blog helped me to reflect on current issues involving technology and education and how it directly related to me.
In what ways have you deepened your knowledge of the teaching and learning process?
I have deepened my knowledge of the teaching and learning process tremendously as it relates to technology integration. The technological changes occurring in society today are shaping the way we work and learn. Technology is really forcing educators to take a good, hard look at what and how we are teaching. I am amazed at how different the work world is becoming in comparison to most elementary schools. It seems the educational world, especially at the elementary level, is a bit behind. While most school meetings are still conducted in conference rooms, the “outside world” is utilizing global video conferencing, wikis, telepresences, and virtual worlds. Yes, the educational world has always been different than the outside world because we are dealing with children. Yet, the reasons why we must adapt and add these new technologies or brave, new world of learning to our educational systems are beginning to narrow the gap between the business world and school.

To become well informed of technological advancements as a teacher is quite difficult because technology is always advancing. However, as technology evolves it also becomes more “user friendly.” Blogs, wikis, and websites are becoming easier to create and update. With this, our students gain confidence with the simplicity of these technologies and therefore use it more often than not. It is imperative that we develop in them (students) a kind of network literacy to guide them in this process (Richardson, 2009). The technological interest and confidence of our students pushes us much like Toffler’s waves of society into a new era of teaching. It has always been the goal of educational system’s to properly prepare students to become capable members of society who effectively contribute to the working environment as lifelong learners. Technological innovation and advancements in our society have altered the working and social environment to include technology. Therefore, it would only be second nature for our educational curriculum to change and evolve to a curriculum of integrative technology to properly prepare students for the future.

As educators, we must tap into the potentials that these tools give us for learning (Richardson, 2009). Technology will affect our teaching practices by imploring us to venture to the technological advancements that appeal to us personally. Teachers will begin to gain comfort with the newest of technologies by honing in on what interests them or what they or passionate about as learners. This practice of becoming a bit selfish with what technological opportunities are utilized in the classroom is a step in the right direction and a great way to open the doors to this new wave in education.

• In what ways have you changed your perspective from being teacher-centered to learner-centered?

From this course I have been able to reflect on my own teaching and realize that I am doing a great deal of showing my students how to do things and my teaching is quite teacher-centered. My perspective has changed now and I see the value and relevance of having students work collaboratively on authentic learning tasks that involve the student making more choices and actually publishing their work with the most innovative of technology.

Technology and the use of learning objects can be used to transform learning. It involves moving away from whole-class instruction and mastering basic skills, and toward focusing on authentic instruction and assessment (Cramer, 2007). I plan to model lessons to teachers where the teachers and I serve as facilitators, guiding the students through authentic learning tasks. This will especially be useful for teachers who shudder at the thought of re-teaching a specific concept shown to be an area of weakness from data, yet it still serves the purpose of data driven instruction. Developing media with the intent of publishing it to peers as an audience makes the learning opportunity all the more powerful, motivating, and successful for students. If we want to remain relevant in the lives of the students, then we must use strategies and materials-such as global networking-that fit the learning styles of the digital natives. Classrooms in the 21st century need to be collaborative spaces where student-centered knowledge development and risk taking are accepted as the norm and where an ecology of learning develops and thrives (Naussman-Beach, 2008).

• In what ways can you continue to expand your knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement?

Long after this course has concluded, I still intend to utilize the blog I have made and aggregator I have set up. I find that these two components from this course help me to be more reflective with my effectiveness as a teacher and also keep me informed with how students learn best. I appreciate the networking that occurs with blogs and I feel it is extremely valuable to communicate with other teachers and professionals around the world.
Set two long-tem goals (within two years) for transforming your classroom environment by which you may have to overcome institutional or systemic obstacles in order to achieve them. How do you plan to accomplish these goals?

Upon reading the many resources from this course, I am astounded at the facts I read and how apparent it is for our curriculum to change to integrate current technology. The reasons why make perfect sense, yet I wonder how we could communicate this to the elementary schools in the county as well as the community I teach in. It may prove beneficial to spend some time sharing the facts I have learned with the schools I service. I will begin by adding what I have learned to the monthly newsletters I publish, sharing insight at faculty meetings, and create discussion on my blog. I will take it a step further by reaching out to the communities of the schools by sharing the facts with parents and the community by presenting to PTA and County assemblies. The most important fact I want to convey is that although digital natives may be tech savvy, they don’t use a lot of the information, or at least they don’t know how to think critically about the information they use. They need guidance on how to find the best information most efficiently (Miners & Pascopella, 2007).

As an Instructional Leader of Technology, the challenges I face are not necessarily with the students but with the teachers who are technically my students. I have been integrating the use of remote response devices for teachers in the classroom for the past two years and have found we are at the stage of the game where teachers should begin to utilize the equipment on their own without me asking them to. Yet, this is not happening. When I ask teachers why they are not utilizing the system, they mention that they just don’t have time to create relevant interactive powerpoints that they can use with the remote response devices. It is true they don’t have the time. However, this form of technology enhances assessment as teachers are able to get data on each student right away without the traditional paper/pencil assessments. It also enhances the normal powerpoint lesson as the show comes alive with clips, images, and questions to monitor student achievement. Initially, I was hoping that a blend of modeling the technology in every classroom and offering incentives such as jumpdrives and printers would entice teachers to utilize the devices. I even hoped that the sheer excitement and enjoyment to learn that the students expressed when remote response devices were used would motivate teachers to utilize the devices. Yet, I am still not seeing the progress with this device as I had hoped and it all goes back to teachers not having the time. So, I’ve decided to shift my technique drastically. Why not create the time for teachers to utilize the devices we offer in the county? Perhaps, it would be better to now to take the next step of offering work sessions for teachers to make and take their own interactive powerpoints that utilize remote response devices. Why not take the time to have each teacher bring a concept of study from the curriculum framework for each subject of the grade they teach? Before teachers ever come to the work session, let the teachers decide who will work on what subject and what content each subject will include. That way, in preparation for the work session, teachers will collect all the information they want to include in their show. At the work session, I will be there to facilitate the integration of technology by assisting teachers with embedding video clips, inserting images, and more importantly, mastering how to create interactive slides that utilize the remote response devices. Every teacher can bring a jumpdrive that they can load up with all of multi-media lessons that are created in the work session therefore walking away from the session with a way to assess and integrate technology in every subject for their grade. In addition, I will add these multi-media presentations made in the work sessions to our school’s website of teacher-made interactive resources.

As described in A Report and Mile Guide for 21st Century Skills, schools, like businesses, communities, and families must adapt to changing conditions to thrive. To continue professional growth with technology, I would like to begin assisting teachers, as well as Instructional Specialists, with getting to know and use blogs, wikis, and podcasts. I will lead by example with the creation and upkeep of my own blog, wiki, and podcasts available to the teachers and administration. I have already added this concept to the online class I am currently conducting. By the end of the online course, each teacher will have created a blog or wiki, a class website, and two podcasts. Their incentive for completing this coursework is college credits or recertification points. In addition, teachers get to utilize all of these tools in their classrooms as they will be required to create products that are relevant to the grade level and content they teach.

Another step I would like to add to professional development, is to try to encourage principals, and curriculum leaders to learn how to utilize podcasts, wikis, and blogs and publish them as well. I believe if I start out educating the leaders of the schools on 21st century skills, it will give teachers the motivation to begin learning and wanting to use these tools as well. I would like to make blogs, wikis, and podcasts a way for teachers to gain professional development ,as well as collaborate with other educators in the district and world. Once teachers begin utilizing these resources, I believe they will realize the need for students to master proper use of these available tools as well. We must work to restructure the state’s education system to integrate 21st century learning and implement online professional development tools (Miners & Pascopella, 2007).

One new technology I would like to implement in the classroom is the use of student-made wikis. I would like to begin modeling the use of utilizing wikis and podcasts with two 5th grade classes in the district I teach in. I want to initiate online collaboration through skype and wikis between two 5th grade classrooms from schools on opposite ends of the county I teach within. Students will work collaboratively to research and find information on concepts and standards of learning that interest them from a list compiled by their teacher and myself which has been shown to be areas of weakness on recent benchmark assessment data. Students will choose an area of interest and pose the question, “How can I make learning about this concept more exciting and fun for students?” Students will use the internet and online collaboration to create an informational wiki that includes relevant learning objects such as pictures, video clips, and their own podcast on assigned areas of interest.

Creation of these products I have mentioned will not only benefit the students publishing them. It will also serve to benefit 5th grade students in other schools in their district or perhaps state-wide. We want our students to learn to manage their own networks, and begin to understand the power of connectivity (Naussman-Beach, 2008). The teachers and I will serve as facilitators, guiding the students through this authentic learning task.

Cramer, S. R. (2007). Update Your Classroom with Learning Objects and Twenty-First-Century Skills. The Clearing House , 126-132.

Miners, Z., & Pascopella, A. (2007). The new literacies. District Administration, 43(10), 26–34.Used by permission.

Naussman-Beach, S. (2008, August 22). No Limits. Retrieved February 1, 2009, from Technology and Learning: http:www.techlearning.com/article/8466

Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved from http://www.21stcenturyskills.org/images/stories/otherdocs/p21up_Report.pdf

Richardson, W. (2009). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.