GAME Plan

After much self-reflection, I have determined two areas in which I would like to improve when it comes to integrating technology into my teaching. I have decided that I will focus my time and energy on the following International Society for Technology in Education standards (ISTE, 2008):

2c. customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources

3a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations

In order to achieve these goals, I need to take several actions. To accomplish indicator 3a, my first step will be to stay abreast of new educational technology that I can use in my classroom. I plan to read educational blogs and access the expertise of the technology experts in my school system (King-Sears & Evmenova, 2007). This also means I must become familiar and comfortable with using these tools on my own, before even considering their use in my instruction. This leads to indicator 2c, applying technology to meet the diverse needs of my students. If I become an expert on certain tools, I will be able to integrate technology that is best suited to my students’ strengths and needs.

Once I conduct some research and become familiar with the technology, I will approach the educators I co-teach with and get their insights and suggestions into the integration of these tools. Working together, we can determine the best ways of supporting our students with educational technology.

To monitor my growth, I will check my progress weekly. I would like to start researching tools in the first week, and by the second, I should be discussing the options with classroom teachers. My goal is to incorporate new digital tools into one classroom setting per month.

International Society for Technology in Education (2008). National educational technology standards for teachers. Retrieved from http://www.iste.org/standards/nets-for-teachers.aspx

King-Sears, M., & Evmenova, A. S. (2007, Sep/Oct). Premises, principles, and processes for integrating TECHnology into instruction. Teaching Exceptional Children, 40(1), 6–14.

Reflective Essay

Students today are inundated with new technology. This course shed light on the 21st century skills that we must teach our students if we want them to be successful in our digital society. These new tools require an entirely new skill set, new literacies if you will. According to November (2008), we must “teach our students how to think critically about this media,” (p. 3). Our role as educators has shifted and this course allowed me to take the first step in preparing my students for their futures.

By completing a 21^st century unit plan, one that integrated my content with new literacies, I was able to see first hand just how seamlessly the two fit together. At first glance, it seems these new literacy skills and content curriculum are mutually exclusive. That could not be further from the truth. Now that I have experience integrating these 21^st century skills into a content unit, I feel more prepared to do this in future lessons. In fact, many of the projects I already assign my students require them to use these new literacies. This course has taught me the importance of letting these skills share some of the attention that our curriculum objectives receive. Students should be aware that they are learning strategies for effectively searching the internet, for example. They should also be made aware of how mastering these new literacies will benefit their futures in a digital workplace. This course showed me how I could begin shaping my students into digital citizens.

To continue building on the insights I have gained in this course, I have set a professional goal for myself. I would like to infuse more lessons with 21^st century skills, eventually covering my entire curriculum. By incorporating these goals in my subject area, I can be sure my students are learning these valuable skills. My hope is that I can share this idea with my administration, and they will have other content areas follow my lead. Now more than ever, it is essential that we prepare our students to become citizens that will thrive in our increasingly digital world.

November, A. (2008). Web literacy for educators. Thousands Oaks: Corwin Press.

Final Reflection

In reviewing my Personal Theory of Learning from eight weeks ago, I notice many principles that I still hold true. Nevertheless, I hold new beliefs that will enhance my theory of learning. I still believe that learning is an active process where students must relate new concepts to prior learning experiences. However, throughout this course, I have learned many strategies that emphasize learning as a social process. Social learning theorists promote the notion that learning is a social process, and that we learn through our interactions with others and the feedback we receive (Orey, 2001). I have modified my personal theory of learning only slightly, however, I believe it is enhanced with the addition of tenets from social learning theory.

In order to enhance my current instructional practices, I intend to change my mind set regarding the use of technology. It is not enough to integrate any web tool into my instruction anymore; I must consider which tools will engage my students as active learners (Laureate Education, 2009). Elaborating on this notion, Wang (2008) noted, “Teachers need to plan thoughtfully” when integrating these tools into instruction (p. 411).

Throughout this course, I have researched a variety of technology tool, and I feel I can purposefully select who that will enhance my students’ learning experiences. Concept mapping software truly embraces my personal theory of learning, that students must relate new knowledge to their prior understandings. Concept maps are visual representations that link new ideas to old concepts students have previously learned (Novak & Cañas, 2008). Secondly, I plan to incorporate the use of blogs in my classroom. In addition to creating their own blogs, students can follow the blogs of others and respond to them. This collaborative tool has many potential benefits, including facilitating class discussions (Echlin, 2007). Using blogs, I fulfill my newfound belief that learning is a social process and our interactions with others assist this process.

As I grow as an educator, I must fully embrace the potential impact of technology in my instruction. One goal I have to help me achieve this is to stay abreast of technological advances. I can do this by subscribing to technology blogs and conducting internet research. This way, I will be able to evaluate the newest tools in relation to their potential use in my classroom. Secondly, I plan to use my students as a resource in incorporating technology in my instruction. Involving my students not only shows that I value their opinion, but it will allow me to include tools they are comfortable using.

Technology will remain a reality in the realm of education for as long as I remain a teacher. As long as I continue to support its use in my classroom, I feel that I cannot go wrong. This course has taught me that I must utilize educational technology to its full potential, and that includes conducting research on the range of tools available and evaluating their potential benefits on my instructional practice.

Echlin, H. (2007). Take your class to the internet: how to set up a blog in your classroom. Retrieved from http://www.edutopia.org/digital-discussion-take-your-class-to-internet

Laureate Education, Inc. (Executive Producer). (2009). Instructional tool vs. learning tool. Baltimore: Author.

Novak, J. D. & Cañas, 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/

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

Wang, Q. (2008, November). A generic model for guiding the integration of ICT into teaching and learning. Innovations in Education & Teaching International, 45(4), 411–419.

Cooperative Learning

Cooperative learning involves students working together towards common goals. According to (Orey, Cooperative learning, 2001), this process “involves a series of steps, requiring students to create, analyze and apply concepts.” This instructional strategy promotes student dialogue to foster the generation of ideas through discussion and debate (Orey, Cooperative learning, 2001). Cooperative learning supports the basic assumptions of social learning theory.

Social Learning theories assert that learning occurs by way of our interactions with others (Orey, Social constructivism, 2001). Theorists who maintain this notion of learning also claim that learning is a social process, stressing “the need for collaboration among learners,” (Orey, Social constructivism, 2001). These core beliefs mesh well with cooperative learning strategies. Another principle of social learning theory is that people learn through observing others. By its very nature, students involved in cooperative learning observe the behavior of their peers, learning through watching their behaviors.

One specific strategy that promotes cooperative learning is a jigsaw activity. Students engaged in a jigsaw are responsible for collecting information on a specific topic, and reporting it back to their group (Orey, Cooperative learning, 2001). To incorporate educational technology into this strategy, students could utilize Google Docs and Google Notebook. These online tools enable students to work together in a virtual environment, allowing them to share information in real time, even when they are in different locations (Hargis & Wilcox, 2008). I put my own spin on the traditional jigsaw activity to further promote the principles cooperative learning. After each member shares his or her research with the rest of the group, they will need to synthesize the information further, to solve a problem as a group. This way, the structured problem-solving aspect of cooperative learning is met.

Hargis, J., & Wilcox, S. (2008, October). Ubiquitous, free, and efficient online collaboration tools for teaching and learning. Turkish Online Journal of Distance Education (TOJDE), 9(4), 9–17.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Cooperative learning. Retrieved from http://projects.coe.uga.edu/epltt/

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Social constructivism. Retrieved from http://projects.coe.uga.edu/epltt/

Student - Centered Learning

Constructivists contend that learning is a process in which learners must be actively engaged in order to develop new understandings (Orey, 2001). Today, there are many new instructional approaches that support this theory of learning. A variety of strategies can also be used in the classroom to support student engagement and their creation of knowledge.

One such way to involve students in the learning process is through generating and testing hypotheses. This strategy can be used in all areas of the curriculum. Generating and testing hypotheses involves a structured process, through which teachers should guide their students (Pitler, Hubbell, Kuhn & Malenoski, 2007). Learners begin with a theory, then conduct research and collect data to support or disprove their hypotheses. A key piece to this strategy is the end result, when students must clearly explain their conlusions (Pitler, Hubbell, Kuhn & Malenoski, 2007).

Much like constructivist theorists recommend, the generating and testing hypotheses strategy is a student-centered activity. Learners are engaged in problem solving a real-life situation while they conduct their investigations. As noted by Pitler, Hubbell, Kuhn and Malenoski (2007), this strategy is “experimental inquiry” in the classroom (p.203). Incorporating constructivist strategies like this truly allow students to assume an active role in their own learning.

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

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

Cognitive Learning Theory in Action

Cognitivism stresses the role of the brain in the learning process. Theorists contend that the brain arranges new information in organized structures (Orey, 2001). This week, I discovered many strategies that support this theory of learning.

Several pre-learning strategies can facilitate the brain’s desire to organize new knowledge. Cues provide with a preview of what they are going to learn (Pitler, Hubbell, Kuhn, * Malenoski, 2007). Giving learners a clear sense of what is coming helps them prepare for the lesson. A second strategy, questioning, can help students call upon their prior knowledge as it relates to the upcoming lesson (Pitler, Hubbell, Kuhn, * Malenoski, 2007). According to Orey (2001), prior knowledge is essential for the comprehension of new information.

During learning, teachers can support students’ mental processes with different techniques. Activities like note taking make it easier for students to take in and organize new knowledge (Pitler, Hubbell, Kuhn, & Malenoski, 2007). While they are learning new information, note taking assists in the structuring of concepts in a logical order.

Finally, post-lesson strategies like concept mapping can be used to promote connections between new and old knowledge. According to Dr. Orey, these tools actually replicate the networks and relationships that our brains try to create with our knowledge (Laureate Education, 2009).

The key principles of cognitive learning theory promote the organization of knowledge before, during, and after learning. Theorists contend that structure is key when presenting information (Laureate Education, 2008). Using techniques like cueing, questioning, note taking, and concept mapping facilitate in the structuring of new knowledge that according to these theorists, is the cornerstone of learning.


Laureate Education, Inc. (Executive Producer). (2009). Cognitive learning theories. Baltimore: Author.

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

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

Behaviorist Strategies in the Classroom

Many classroom strategies incorporate the principles of behaviorism. The two highlighted in this week’s resources, “reinforcing effort” and “homework and practice” exemplify the ideals of behaviorist learning theorists such as Watson and Skinner.

Reinforcement is just one principle associated with behaviorist theory. According to Dr. Orey, reinforcement is actually the primary tenet of behaviorism (Laureate Education, 2009). The strategy of reinforcing effort aims to change the way students perceive the relationship between effort and achievement (Pitler, Hubbell, Kuhn & Malenoski, 2007). A 5^th grade teacher utilized this technique in her classroom. She asked her students to fill out rubrics that would assess the effort they put forth each day during a particular unit. She had them format a spreadsheet that, once they entered each assessment grade, would depict the relationship between each student’s perceived effort and the grades they earned. By providing feedback and demonstrating that in fact, effort and achievement are in direct correlation, this teacher changed her students’ behaviors: their thinking. Another way “reinforcing effort” promotes behaviorist theories is by way of observational learning. Seeing their peers achieving success through maximum effort will influence student behavior as well (Orey, 2001).

A second strategy that relates to behaviorism is “homework and practice.” Smith (1999) contends that one of the four key principles of this theory is the notion that repetition is essential for student learning. Elaborating further, he reiterates, “Skills are not acquired without frequent practice,” (p. 1). Homework offers learners the opportunity to hone the skills addressed in school that day. An integral piece of homework, as noted by Magliaro, Lockee and Burton (2005), is the correction of this independent work by teachers. This ensures “correct interpretation and application of the targeted content (p. 45). To incorporate technology with this strategy, teachers could assign homework of online games that reinforce the day’s concepts. Not only are internet games motivating for students, but also the plethora of activities available makes it easy for teachers to find one that relates specifically to the topics they want students to practice.

Laureate Education, Inc. (Executive Producer). (2009). Behaviorist learning theory. Baltimore: Author.

Magliaro, S. G., Lockee, B. B., & Burton, J. K. (2005). Direct instruction revisited: A key model for instructional technology. ETR&D, 53(4), 41–54.

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

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

Smith, M.K. (1999). The behaviourist orientation to learning, the encyclopedia of informal education, www.infed.org/biblio/learning-behavourist.htm