Website Evaluation Jing

Today, I created a jing modeling how to evaluate a website using Alan November's REAL model (November, 2008). The website I evaluated was the Save the Northwest Tree Octopus site. The jing has been broken into two parts, so please view both. Enjoy!

Jing Part One:

Narducci_treeoctopus_part1


Jing Part Two:

Narducci_treeoctopus_part2


References:
November, A. (2008). Web literacy for educators. Thousand Oaks, CA: Corwin Press.

A Reflection on Bridging Learning Theory, Instruction, and Technology

Reading back over the “Personal Theory of Learning” I developed during week one of this course, I can see that my fundamental beliefs remain the same. I still believe that students learn best through a hybrid combination of the different established theories of learning, especially the cognitive, constructivist, and social learning theories. I still do believe that there is a mental process that must take place in order for connections to be made between new ideas and those already established in one’s understandings. Likewise, I maintain that the communication and collaboration components of the social learning theory play an integral role in an individual’s learning experience. While my beliefs did not change drastically, my general understanding of each of the learning theories has certainly deepened. Instead of only knowing about these theories through the observations made in my classroom and personal learning experiences, I can now identify elements of them in the effective instructional practices used in my classroom. For example, it is now clear to me how the art of summarizing utilizes principles from the cognitivist learning theory, and cooperative group activities support the ideas behind the social learning theory.

An immediate adjustment that I will make to my instructional practice is that I will cultivate the use of educational technology as a learning tool more so than as an informational tool. I can now see that I am guilty, as an educator, of monopolizing the use of technology in my classroom. While educational technology may always play a role in my daily lesson plans, it is disproportionately used as an instructional tool. I would like to make my lessons more student-focused, and I would like to create lessons where students have more of an opportunity to use technology as a learning tool. Two tools that I am especially interested in utilizing in my classroom are VoiceThread and webquests. Both of these tools support the constructivist theory of learning. In each activity, students, or student groups, are required to create an artifact or solve a problem to show their learning. Both activities also embody elements of the social learning theory as they encourage cooperative learning. I am excited to expand my use of VoiceThread and webquests with my students. The practice and opportunity to create useful applications for these tools within our coursework has prepared me to use them in my class.

Looking at my classroom in its current state, I am able to identify two areas that I would like to improve or maintain over the long term. The first goal is to make my classroom into a more student-centered environment, where my students regularly utilize educational technology to construct artifacts, solve problems, and show their learning. The utilization of the resources presented in this course will help me to solve this goal. Incorporating tools such as webquests, advance organizers, VoiceThreads, Power Points, Prezis, concept mapping, wikis, and blogs will provide my students with opportunities to become proficient users of these types of tools. I can work toward this goal by starting small and adding one technology-based, student-focused activity per marking period. I can continue to make additions until I have at least one activity per unit of learning in my curriculum. The second goal that I endeavor to meet is to make my classroom into a place where new ideas and technologies are welcome. Many of my current students will be responsible for using technologies that have yet to be invented when they embark on their career paths. I need to foster an environment where it is permitted, and even encouraged, to experiment with new media and technology. By opening up my plans to the inclusion of new ideas, and staying abreast of innovative resources through learning communities and technological blogs, my classroom will be a place where students can prepare for their futures.

 

Social Learning in Action

            The social learning theories are built upon the premise that children learn best by working with others to create artifacts to show their understanding. As the name implies, a special importance is placed upon the conversations that result from this kind of group work. In “Social Learning Theories,” Dr. Orey explains that the communication that occurs within this type of learning can help to make a concept more concrete and understandable for a child (Laureate Education, Inc., 2011). Another element of social learning that Orey describes is the creation of a social network within a class (Laureate Education, Inc., 2011). One way that teachers can facilitate this type of networking is by providing their students with cooperative learning experiences. In cooperative learning, “students interact with each other in groups in ways that enhance their learning” (Pitler, Hubbell, Kuhn, Malenoski, 2007, p.139). In a cooperative learning experience, each individual group member’s ability to show understanding is critical to the success of the overall group. Therefore, students work together, and “each individual team member is responsible for learning the material and also for helping the other members of the team learn” (Orey, 2001).

            On last week’s discussion board, based upon the topic of problem-based instruction, I focused on a web quest that I have utilized in my classroom. This web quest requires student groups to act as travel agencies and develop vacation packages to planets in our solar system. While I have already focused on the elements of constructionism present in this web quest, I did not expand upon the social aspects of the activity. Upon grouping students, they each receive a specific job on their team: astronomer, space suit designer, rocket specialist, or travel agent. The group’s goal is to create a complete vacation package that will be accepted by the “investors” who will listen to their presentation. In order to develop this package, each position has its own task-specific research to complete and artifact to create. However, students in each position do not work in isolation. They first “jigsaw” to meet with the other students in the room who share their role. As all of the rocket specialists or travel agents meet together, their conversations are structured so that they discuss the specifics of their assigned responsibilities. Since each child in this group (say, the entire group of spacesuit designers) will later be working with the unique characteristics and elements that are specific to their planet, students are able to utilize this time to brainstorm together about their assigned artifacts. Once each student has a strong grasp of their role, they regroup back with their travel agency partners to plan the specifics of their group presentation and identify the interaction between their jobs and the implications of different characteristics of their planet. Overall, during the web quest, students work with at least two different groupings of classmates to collaborate on alternate aspects of their final projects.

            The example of this web quest shows the connection between cooperative learning and the social learning theories. Cooperative learning 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), and this web quest meets that criteria. The idea that students utilize social skills and teamwork in order to create a final artifact also clearly defines it as an example of social constructionism. In Using Technology with Classroom Instruction that Works, a variety of multimedia, web resources, and communication software are provided as examples of technology-based cooperative learning activities that can be used in a classroom. Key pals, wikis, and Voice Thread are three specific examples of resources that can help to teach students how to collaborate with their peers. The inclusion of this instructional strategy is critical within a classroom because Pitler, Hubbell, Kuhn, and Malenoski (2007) identify that, “to be prepared for the fast-paced, virtual workplace that they will inherit, today’s students need to be able to learn and produce cooperatively” (p. 139). Cooperative learning activities can profoundly help students to develop the skills necessary to be prepared for their futures.

 

            Please visit and comment on my static electricity voice thread in order to see collaboration in action: http://walden.voicethread.com/share/4099120/

 

References:

Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

 

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

 

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

 

Constructivism in Practice

The constructivist theory identifies the acquisition of knowledge as a highly personal action. Each individual constructs their own personal meaning as they assimilate or accommodate their experiences into their existing schema (Laureate Education, Inc., 2011). Constructionism, a theory on learning, elaborates upon constructivism and proclaims that people learn best by constructing, or building, artifacts (Laureate Education, Inc., 2011). The acts of generating and testing hypotheses are intrinsically constructivist and constructionist in nature. As a student develops a hypothesis, or an educated guess, they make predictions about cause and effect relationships based upon the schema they already possess. When a student tests a hypothesis, they have an opportunity to witness the actual outcome to their prediction. The result can lead to a confirmation of their beliefs, or it can lead to an altering of their beliefs as they make sense of what they witnessed. For a curious student, this can also lead to the development of a new hypothesis as they consider the consequences of changing a variable within the experiment.  The instructional strategy of generating and testing hypotheses has many applications within a constructivist/constructionist learning environment. The use of problem-based and project-based learning experiences provides one such opportunity.  

As a science teacher, the generation and testing of hypotheses represents a critical component of my curriculum and instruction. The use of experiments and inquiry-based activities are woven into each unit of instruction that I cover. I feel very confident and well-versed in the hands-on application of this instructional strategy. However, I am not as experienced in the use of technology-based programs that facilitate the generating and testing of hypotheses. Pitler, Hubbell, Kuhn, and Malenoski (2007), identify six tasks that can be used in a classroom setting to help students generate and test hypothesis, one of which is systems analysis. “In a systems analysis, students study the parts of a system … and make predictions about what would change if one or more parts… were altered or removed” (Pitler et al., 2007, p. 203). The use of systems analysis helps students to identify patterns and test their hypotheses on large-scale systems, such as the solar system or ecosystem, which would be otherwise impossible to manipulate.

One electronic resource for generating and testing hypotheses within a project-based context is called Astro-venture. This website, provided through NASA, is geared for students in grades five through eight, and is organized so that students show their understanding by designing an artifact, a habitable planet, at the end of the activity. The animated, kid-friendly module first asks students to make predictions on humans’ needs for survival and the characteristics of our solar system that make life possible. It then provides students with training and missions in astronomy, atmospheric science, geology, and biology. During the “missions”, students generate and test hypotheses on different topics, like the chemical composition of our atmosphere and the size of our star. As they manipulate the variables, they are able to watch the animated outcomes and then are prompted to record their observations in a digital journal that is built into the module. When done with each of the missions, students move on to the artifact creation portion where they select the specifications for their own planet. Finally, when fully designed, they can test their planet’s habitability. If it is uninhabitable, they can go back, retest in the missions, and alter their hypothesized planet specifications. I am so excited to have been introduced to Astro-Venture and plan on utilizing it with a group of students during a science enrichment activity period that I run. Making a hypothesis of my own, I predict that they will be completely engaged in the activity, have meaningful learning occur, and enjoy using this website.

References

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Cognitive Learning Theories

Cognitivists define learning “as a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and is finally used” (Lever-Duffy & McDonald, 2008, p. 16). This process is outlined by the information-processing model, which provides the basis for the cognitive learning theories. New information is presented to the learner through their sensory registers and moves into their short-term, or working, memory, before processing into storage within their long-term memory (Laureate Education Inc., 2011a).  Cognitive experts have identified different elements of learning that help to move information through the stages of the information processing model. Dual coding and elaboration are two examples of integral parts of this networked model for learning (Laureate Education Inc., 2011a). Connections made between ideas as a result of these two examples help to make it possible for an individual to recall or apply previously learned information.

Cues, questions, and advance organizers are instructional strategies that can be used to strengthen students’ “ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Cues and questions serve to activate connections within the mind’s network and help students to recall related information that they already have stored within their brains. As students encounter new information, advance organizers assist students in focusing and classifying their learning (Pitler, et al., 2007). Teachers have many options when turning to technology in order to support these instructional strategies. When introducing a new topic, a teacher may find it helpful to utilize expository, narrative, or graphic advance organizers to preview and direct student learning (Pitler, et al., 2007). Organizing software, such as Kidspiration, can be used to classify and draw connections between new ideas and students’ prior knowledge. A variety of additional word processing, spreadsheet, organizing and brainstorming, and multimedia resources exist which support the instructional strategies of cues, questions, and advance organizers.

When working with new information, learning deepens as students acquire the capacity to identify the most important components and develop their own personal understanding of the concept. Note taking and summarizing are two instructional strategies that make this possible. In Using Technology With Classroom Instruction that Works, it is explained that these strategies “focus on enhancing students’ ability to synthesize information and distill it into a concise new form” (Pitler, et al., 2007, p. 119). Features on Microsoft Word, along with software like Inspiration and a variety of web resources can be used to explicitly teach students how to summarize and take notes. Groups of students can even collaborate to take notes or summarize a topic on a wiki. Whether done individually, or as part of a group, note taking and summarizing help students by providing a structured format to assist them in processing information.

Different cognitive, or mind, tools can also be used to assist students in processing information that they would not otherwise be able to understand (Laureate Education, Inc., 2011a). Students create concept maps to help organize and link their ideas together visually (Laureate Education, Inc., 2011a).  Creating connections and identifying relationships between pieces of information helps to make learning meaningful. The human brain is limited with the number of pieces of information it can process and store in short-term memory. In this week’s video resource, Dr. Orey explains that the limit extends to seven, plus or minus two, pieces of information at a given time (Laureate Education Inc., 2011a). During concept mapping, a student classifies information and develops connections between ideas, thereby working to move information from short-term to long-term memory. According to Novak and Canas, concept mapping “serves as a kind of template or scaffold to help to organize knowledge and structure it, even though the structure must be built up piece by piece with small units of interacting concept and propositional frameworks” (2008, p. 7).

Meaningful learning also occurs as students go through rich experiences. These episodic memories can serve as foundations with which related new information can be connected (Laureate Education Inc., 2011b). Engaging students in virtual field trips provides them with episodic memories for content with which they may not have had any other prior experience. It gives them an opportunity to connect content to the sights and sounds that entered their sensory registers and were moved into short and long-term memory during the experience. This type of activity also makes sites and locations  accessible that would not have ordinarily been so because of time, distance, and financial constraints.

The cognitive learning theories, and the information processing model on which they are based, can be supported with a variety of instructional strategies and cognitive tools. Cues, questions, and advance organizers activate prior knowledge and focus learning, while note taking and summarizing help students to synthesize information. Cognitive tools like concept mapping and the use of virtual field trips help students to link ideas into a networked model of understanding.

 

References

Laureate Education, Inc. (Producer). (2011a). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program six: Spotlight on technology: Virtual field trips [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Lever-Duffy, J., & McDonald, J. (2008). Teaching and learning with technology (3^rd ed. pp. 2-35). Boston: Pearson Education.

Novak, J.D., & Canas, A.J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

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

Behaviorism in Practice

In the field of education, the ultimate goal is for students to learn new ideas and concepts. For many years, experts have conducted research and theorized different ideas on how students garner this fresh information. One theory, the behaviorist learning theory, explains that learning manifests with an observable change in behavior (Smith, 1999). Furthermore,”Behaviorist learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner” (Orey, 2001). Elements of the behaviorist learning theory, namely positive and negative reinforcements, punishments, and extinction are readily applied as part of classroom management plans. However, this is not the only application for the learning theory in classrooms of today. This week’s learning resources also helped to identify the connections between behaviorism and the instructional strategies of reinforcing effort and homework and practice.

According to Using Technology with Classroom Instruction that Works, “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). Pitler, Hubbell, Kuhn, and Malenoski (2001) suggest that students should be given instruction on the important role their effort can play on their academic success, and that students should record and track the correlation between their effort and achievement levels. This instructional strategy supports behaviorist principles because it helps students to develop and strengthen their awareness of this relationship. Using a rubric, spreadsheet, or online data collector to record this information assists students in visualizing the correlation between the specific actions or behaviors that lead to positive outcomes. According to Parkay and Hass (2000), “the desired response must be rewarded in order for learning to take place” (as cited in Orey, 2001). In the case of using a rubric, the desired response is rewarded with a high score.

While this strategy could be very powerful for students who thoughtfully assess themselves, the relationship would be flawed for any students who inaccurately rate themselves. Therefore, teacher-completed rubrics should also be used to show the connection between effort and achievement. As a fifth grade teacher, I find it critical to read an entire rubric with my students before setting them loose to begin work. While incredibly time-consuming and tedious, reading each rubric box, and identifying the differences between the point values, highlights the specific expectations and encourages many students to put in an appropriate amount of effort. If you are in need of a highly task-specific rubric, one can easily be made in a Microsoft Word chart or Microsoft Excel spreadsheet. Another reliable resource for rubric creation is Rubistar. This website also includes a large variety of premade rubrics that can be used as-is or adapted to your specific assignment. Finally, the Easy Assessment application can be used on iPads, iPhones, or iPods to create rubrics and assess student work. While you have to pay to use this app ($1.99), it also allows you to attach video or photographic evidence to support and strengthen your assessment. You can also upload class lists and export completed rubrics via Dropbox or email.

Another instructional strategy that supports the behaviorist learning theory is that of homework and practice. “Having students practice a skill or concept enhances their ability to reach the expected level of proficiency” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 188). As part of the behaviorist learning theory, Smith (1999) asserts that, in order for learning to take place, students must frequently practice skills in a variety of contexts. While time for practice is usually given during school hours, homework is also often given as a continuation of that practice outside of the classroom. As the world becomes more connected, homework increasingly requires access to a web resource.  Many textbook series now contain a web component that can be used to assign homework online. My school purchased our language arts series, Reading Street, with student subscriptions to Pearson SuccessNet, which I can use to assign homework. In fact, I can also use SuccessNet to assign homework to my science students through our school’s online-only subscription to the Scott Foresman Science series. Since I do not actually have the science text to use in class, I also supplement my teaching with videos, animations, and content from Discovery Education and Brainpop, both of which can be used to assign homework.

In addition to using web resources for homework, online educational games can be used to provide repetition and practice of skills. “Online educational games have an inherent appeal and generate immediate feedback that allows a student, parent, and teacher to monitor progress toward mastery” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 195). My school utilizes Study Island to provide practice, repetition, and remediation of standards-based skills within the context of online games. I have also had great success utilizing online games to aid in the learning of typing. Freetypinggame.net is one website that my students like to frequent. The gaming element brings out their competitive natures, and they are able to practice their typing skills while trying to improve upon their own personal best scores. Online games also help to erase the tediousness of repetition while adding some fun to skills practice.

Although the behaviorism may no longer be at the forefront learning theories, its principles can still be effectively applied in some areas of today’s classrooms. Many classroom management plans incorporate aspects of positive and negative reinforcements and punishments. Strengthening the relationship between effort and achievement and repetitive practice and homework are also instructional strategies grounded in behaviorism that still have an important role in the field of education.

 

References:

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

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

Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm

Reflections on “Understanding the Impact of Technology on Education, Work, and Society”

The world inhabited by today’s digital learners looks drastically different from that of past generations. Computers, cell phones, and video games have surrounded today’s students since they were born, classifying them as “native speakers of the digital language” (Prenske, 2001).  Dr. Bruce Berry, of the Baylor College of Medicine, suggests that these “different kinds of experiences lead to different brain structures” (as cited in Prenske, 2011). While not all experts agree that current students’ brains have been altered by their exposure to technology, most will agree that the way in which we need to teach these students has changed. Advances in technology have broken down barriers in communication and created new forums for worldwide collaboration. According to Will Richardson (2010), “the walls of the classroom are literally made irrelevant by the creation of communities of learners that span oceans, races, genders, and generations” (p. 148). The opportunities for learning through technology are endless and are constrained only by the willingness of educators to delve into its integration.

Looking back on myself as a teacher and individual prior to participating in the “Understanding the Impact of Technology on Education, Work, and Society” course, I can now see that I have experienced growth in my knowledge and understanding of the teaching styles and pedagogy I need to use to teach in this digital world. Gaining first-hand experience in the use of web 2.0 tools such as blogs, wikis, and podcasts, has improved my technology skills and provided me with the background training I need in order to model the use of these programs to my students. In collaboratively building a wiki and creating a blog and podcast, I have developed trouble-shooting skills that will be helpful in the classroom. As an offshoot to the Walden coursework, I have thoughtfully begun to consider specific ways in which I can integrate these tools into my standing curriculum.

Prior to this course, I recognized differences between the middle-school students I currently teach and those I attended middle school with a decade and a half ago. While these differences were evident in my personal experiences, the course readings and videos introduced me to Prensky’s (2001) classifications of individuals as either digital natives or digital immigrants. Prensky’s characteristics of digital natives were immediately recognizable within my students in their capabilities of multitasking, expectation for and enjoyment of readily available information, and their abilities to function best when networked with their peers (Prensky, 2001). Exploration of the Partnership for 21^st Century Skills website opened my eyes to the specific skills set my students need to leave school with in order to be prepared to participate in and compete in the global economy of the future. The correlations between the 21st century skills described on the website and the data on the skills currently lacking in graduates provided by nationwide employers through the Critical Skills Survey were blatantly apparent (P21, 2011). This information highlighted the imperativeness of the incorporation of these skills into my instruction in order to ensure that I am adequately preparing my students for their futures. My growth in understanding of the teaching and learning processes has left me considering ideas for ways I can alter my teaching in order to meet the needs of my digital native students.

One of the most valuable qualities that a teacher can model to their students is a commitment to life-long learning. Through learning new ideas and theories, I can expect my teaching practices and perspectives to change over time. As the students and available technologies change, so, too, should the classroom. One shift in education that this course has presented to me is the switch from teacher-centered to learner-centered classrooms. In an effort to support the development of 21^st century skills, a teacher should adjust their role in the classroom from that of the “owner” of the content knowledge to that of a facilitator (Richardson, 2010). Allowing students the opportunity to work collaboratively to solve problems transfers the learning into their hands and gives them practice with working in an environment similar to one they can expect to see in their future careers. My learning does not stop with the conclusion of this class. With postings from various educational blogs popping up in my RSS Feed daily, I have the opportunity to constantly learn from experts and peers around the world. The practical application of the resources presented in this class (blogs, wikis, and podcasts) will certainly provide learning experiences, as well. The most important way that I can continue to learn though, is by listening to my students. In giving them a voice, an opinion on how they should be learning new material, I will be able to stay relevant and familiar with the technological advances that come along, and I will be able to integrate these innovations into my teaching in an effort to increase student achievement.

One long-term goal that I have for myself is to adapt my classroom and activities so that the environment is more learner-centered. In order to accomplish this, I plan to provide more opportunities for my students to determine the methods in which they learn. My goal is to establish a classroom climate in which my students feel comfortable in sharing their ideas for accomplishing goals and solving problems. Ideally, I would like to do this by presenting them with a challenge or project and allowing each student group to creatively and collaboratively complete the task, utilizing any technological resource they have available to them. I also will need to make a concerted effort to alter my role in the classroom. Through the incorporation of more problem-based learning, I want to take on the role of facilitator and help to guide my students through their learning.

A second long-term goal that I have for myself is to incorporate each of the web 2.0 tools that we were exposed to during this course. During the upcoming school year, I plan to revamp the blogging program that I have previously used so that students are able to communicate more frequently and authentically with one another. I plan to utilize wikis during my science unit on meteorology. Instead of creating a mini-book on a topic from the unit, I will be splitting my classes up into groups to create digital mini-books with the help of a wiki. I do not currently have any specific plans for the incorporation of podcasts. However, I would like to develop a lesson utilizing this tool for the following year. While I am expressing a commitment to utilizing these three examples of web 2.0 resources, I do not want to be limited to just these. Through my ongoing participation in a number of educational technology blogs, I would like to stay abreast of any new technologies developed in the next two years, as well.  

Looking back upon the “Practices to Support 21^st Century Skills” checklist that I completed at the beginning of this course, I am able to see specifically how I have grown. Due to the fact that school has not been in session during this course, I have not been able to actually make any changes to my teaching practice. However, I have been able to edit the ways in which I hope to be teaching. I now have a greater understanding and level of comfort with various collaboration tools. I intend to allow my students the opportunity to use various forms of collaborative technology in the upcoming school year. My participation in this course has helped me to gain an understanding of how to design a technology-rich classroom environment. It is my intention to model appropriate technology integration and appropriate and effective technology use in my work environment to my peers. Through my continued participation in educational technology blogs, I also hope to connect with other education professionals and participate in professional learning communities to further professional development.  

References:

Prensky, M. (2001a). Digital natives, digital immigrants. On the Horizon, 9(5).

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3^rd ed.). Thousand Oaks, CA: Corwin.

The Partnership for 21^st Century Skills. (2011). The partnership for 21^st century skills [Website]. Retrieved from http://www.p21.org.