This article by Marissa Kelly at About.com, although a bit antiquated, is a good synopsis of how to use technology in today’s classroom. Kelly focuses primarily on the use of computers on the internet as the integration of technology. She asserts that the internet can be utilized as a research tool for students and teachers, and she encourages the creation of classroom websites to publish students’ work samples. Kelly points out that teachers can use the internet for the creation of online assessments, and she lists some of the downsides of using the internet as a research tool.
Kelly touches on the inherent issues of students using the internet as a research tool including the accuracy of information and plagiarism. However, I believe that she underestimates these problems in today’s world. Students today spend an inordinate amount of time the internet, and many students do not critically judge the information that they gather through internet research. Many website can have misinformation about a subject, and teachers who encourage their students to use the internet as a research tool must instruct them to have a critical eye when examining information on the web. Another downside to use of the internet is the temptation of students to plagiarize, believing that the unsuspecting teacher won’t be able to discern a student’s work. I have experienced this first hand with students as young as fifth grade, but more commonly with middle school students (I have not worked extensively with high school students).
Although there are problems with using the internet as a research tool, the integration of technology in the classroom is fundamental to student achievement. As with any new technological advancement, teachers will find intrinsic difficulties that must be overcome. However, if today’s teacher wants to relate with today’s student, they must meet the learner where they are, and today’s learner is on the internet!
Sunday, August 17, 2008
Self-Efficacy Beliefs and Teacher Preparedness with Technology
This article by Peter R. Albion at the University of South Queensland, Australia, touches on a vital issue in education today – integrating technology in the classroom. Although a full explanation of the article is outside the scope of this blog, all concerned with education who benefit from reading this study.
Albion posits that teacher educations programs do little to prepare prospective teachers to integrate technology into the classroom. His fundamental point is that teachers will integrate computers into the curriculum when their belief systems change. Albion quotes Pajares (1993) who states that “beliefs are far more influential than knowledge in determining how individuals organize and define tasks and problems and are stronger predictors of behavior.” In other words, when a teacher’s self-efficacy, their perceived belief in their abilities, changes with regards to the use of technology in the classroom, teachers will integrate computers in the curriculum – regardless of the subject. Albion suggests three different methods for improving a teacher’s self-efficacy in computer integration, the best of which is long-term, sustained staff development in the use of computers in the classroom.
I found the article fascinating from both a teacher’s and administrator’s perspective. Most teachers know that when a child learns a new skill, the student’s self-efficacy may be low, however continued use of the skill builds comfort, confidence, and mastery and eventual use of the skill. The reflective educator should be able to apply these same fundamental strategies towards their own learning. From a administrator’s view, I was interested in the influencing and changing of belief systems in order to transform an organization.
Albion posits that teacher educations programs do little to prepare prospective teachers to integrate technology into the classroom. His fundamental point is that teachers will integrate computers into the curriculum when their belief systems change. Albion quotes Pajares (1993) who states that “beliefs are far more influential than knowledge in determining how individuals organize and define tasks and problems and are stronger predictors of behavior.” In other words, when a teacher’s self-efficacy, their perceived belief in their abilities, changes with regards to the use of technology in the classroom, teachers will integrate computers in the curriculum – regardless of the subject. Albion suggests three different methods for improving a teacher’s self-efficacy in computer integration, the best of which is long-term, sustained staff development in the use of computers in the classroom.
I found the article fascinating from both a teacher’s and administrator’s perspective. Most teachers know that when a child learns a new skill, the student’s self-efficacy may be low, however continued use of the skill builds comfort, confidence, and mastery and eventual use of the skill. The reflective educator should be able to apply these same fundamental strategies towards their own learning. From a administrator’s view, I was interested in the influencing and changing of belief systems in order to transform an organization.
Teaching with PowerPoint
Have you ever heard of an “ah ha” moment before? It happens when you reach an understanding of a concept or skill at a deep level. It is the equivalent to “the light bulb going on” when a student suddenly knows something that had previously baffled them. Unarguably, it is an amazing moment for both teacher and student!
I recently had one of those moments during Dennis Dunleavy’s lecture on Teaching with PowerPoint (I wonder if he saw the light bulb go on?). Dennis was showing a PowerPoint on the do’s and don’ts of PowerPoint presentations, when it hit me. “Ah ha” I thought, “I’ve done most of those don’ts,” boring colleagues, board members, and parents with slide after slide filled with text of quotes that I read to a literate audience. Hey McFly, the audience can read! What a mistake! However, I bet that all of us have sat through more than one presentation like that before.
Dennis illustrated that PowerPoint is a graphic tool to use when making a presentation. The folly of many presenters is that we use PowerPoint not as a tool, but as crutch to clutch when the thought of public speaking weakens our knees. The true “ah ha” moment came when I began to equate PowerPoint to the use of an easel. Twenty years ago, would a professional presenter stand by their easel with page after page of written text and read it word for word to their audience? Heck NO! Then why would I do the same with a PowerPoint presentation? Are they not essentially the same visual aid device with the exception of one being digital? I had to concede that yes, the function of the two devices were primarily the same and I had been misusing PowerPoint and alienating and insulting my audiences for years.
Once confronted with new information, I had a choice: continue what I had been doing and live contrary to my beliefs, or accept the information as accurate and change my ways. There was no going back to the old style of using PowerPoint (I knew my audiences were on the verge of sleeping). Therefore, I adopted the strategies offered by Dennis and created a PowerPoint presentation that was fun, interactive, and engaging!
I recently had one of those moments during Dennis Dunleavy’s lecture on Teaching with PowerPoint (I wonder if he saw the light bulb go on?). Dennis was showing a PowerPoint on the do’s and don’ts of PowerPoint presentations, when it hit me. “Ah ha” I thought, “I’ve done most of those don’ts,” boring colleagues, board members, and parents with slide after slide filled with text of quotes that I read to a literate audience. Hey McFly, the audience can read! What a mistake! However, I bet that all of us have sat through more than one presentation like that before.
Dennis illustrated that PowerPoint is a graphic tool to use when making a presentation. The folly of many presenters is that we use PowerPoint not as a tool, but as crutch to clutch when the thought of public speaking weakens our knees. The true “ah ha” moment came when I began to equate PowerPoint to the use of an easel. Twenty years ago, would a professional presenter stand by their easel with page after page of written text and read it word for word to their audience? Heck NO! Then why would I do the same with a PowerPoint presentation? Are they not essentially the same visual aid device with the exception of one being digital? I had to concede that yes, the function of the two devices were primarily the same and I had been misusing PowerPoint and alienating and insulting my audiences for years.
Once confronted with new information, I had a choice: continue what I had been doing and live contrary to my beliefs, or accept the information as accurate and change my ways. There was no going back to the old style of using PowerPoint (I knew my audiences were on the verge of sleeping). Therefore, I adopted the strategies offered by Dennis and created a PowerPoint presentation that was fun, interactive, and engaging!
Cooperation vs. Competition in Schools & Classrooms
Classroom and school-wide cooperation is essential to moral and cognitive development. Research demonstrates that school-wide cooperation promotes moral and self-esteem growth of both teachers and students, increases respect for diversity, improves critical thinking and problem solving skills, and promotes greater collaboration and communication throughout the school environment. In contrast, highly competitive environments rob many economically disadvantaged students of equal access to opportunities and knowledge that would assist them in achieving their full potential.
According to Johnson and Johnson, there are five basic elements in order for an activity to be classified as cooperative. These include positive interdependence, individual accountability, face-to-face promotive interaction, social skills, and group processing. When these elements exist in a group setting, group members perceive that success is mutually inclusive, yet each member is accountable for their own performance. Within the group, members promote each other’s success by helping, assisting, supporting, encouraging, and praising each other’s efforts to achieve, and this requires both interpersonal and small group skills. Success is achieved when group members discuss how well they are achieving their goals and maintaining effective working relationships.
Cooperative school and classroom settings, where students are encouraged to promote each other’s success, affect numerous instructional outcomes which can be segregated into three broad categories of achievement, interpersonal relationships, and psychological health and social competence. Johnson and Johnson found that working together to achieve common goals (cooperative learning) produces higher achievement and productivity than competitive or individualistic situations. Furthermore, cooperative situations resulted in more higher-level reasoning, more frequent generation of new ideas and solutions, and better time on task. Thus, cooperative learning makes certain that students are engaged, actively involved, and achieving up to their potential. Additionally, cooperative experiences encourage greater interpersonal attraction by promoting caring and committed relationships that correspond to improvements in productivity, morale, personal commitment, persistence in completing difficult tasks, and commitment to peer’s success and growth. Lastly, cooperative environments improve psychological health of the group encouraging higher self-esteem, self-confidence, independence, and autonomy.
According to Johnson and Johnson, there are five basic elements in order for an activity to be classified as cooperative. These include positive interdependence, individual accountability, face-to-face promotive interaction, social skills, and group processing. When these elements exist in a group setting, group members perceive that success is mutually inclusive, yet each member is accountable for their own performance. Within the group, members promote each other’s success by helping, assisting, supporting, encouraging, and praising each other’s efforts to achieve, and this requires both interpersonal and small group skills. Success is achieved when group members discuss how well they are achieving their goals and maintaining effective working relationships.
Cooperative school and classroom settings, where students are encouraged to promote each other’s success, affect numerous instructional outcomes which can be segregated into three broad categories of achievement, interpersonal relationships, and psychological health and social competence. Johnson and Johnson found that working together to achieve common goals (cooperative learning) produces higher achievement and productivity than competitive or individualistic situations. Furthermore, cooperative situations resulted in more higher-level reasoning, more frequent generation of new ideas and solutions, and better time on task. Thus, cooperative learning makes certain that students are engaged, actively involved, and achieving up to their potential. Additionally, cooperative experiences encourage greater interpersonal attraction by promoting caring and committed relationships that correspond to improvements in productivity, morale, personal commitment, persistence in completing difficult tasks, and commitment to peer’s success and growth. Lastly, cooperative environments improve psychological health of the group encouraging higher self-esteem, self-confidence, independence, and autonomy.
Jean Piaget and Stage Theory of Learning
Jean Piaget was born in Neuchâtel on August 9, 1896, the oldest child of Arthur Piaget and Rebecca Jackson. Piaget showed an early interest in science, producing a brilliant paper at the age of 11 on the albino sparrow. He studied natural sciences at the University of Neuchâtel where he obtained a Ph.D. While spending a semester at the University of Zürich, he developed an interest in psychoanalysis, and spent time working with Alfred Binet on a test that measures intelligence. It was here that he did his first experimental studies of the growing mind. Piaget was married to Valentine Châtenay in 1923, and the couple had 3 children, who Piaget studied from infancy to language for intellectual development.
While at the Theodore Simon’s Paris Laboratory administering intelligence tests to children, Piaget found himself captivated by the reasoning underlying the children’s wrong answers. Piaget decided to study how children use their intelligence, and he devoted the rest of his life to cognitive development. Piaget main contributions were the creation of a system of cognitive development that explained how children learned and the development of his theory of stage development. According to Piaget, children interact with their environment which leads to assimilation and eventually accommodation. From this system of assimilation to accommodation, Piaget was able to develop his theory of stage development, which has four underpinning assumptions. These are:
(1) Stages imply a qualitative difference in structures (modes of thinking) that still serve the same basic function (intelligence) at various points in development
(2) These different structures form an invariant sequence or order in individual development. Cultural factors may speed up, slow down, or stop development, but they do not change its sequence.
(3) Each of these different and sequential stages forms a “structural whole.” Each stage represents a “schema” or recognizable pattern of thinking.
(4) Stages are hierarchical integrations. Stages form an order of increasing differentiated and integrated structures for fulfilling a common function.
Piaget did not stop at this junction. He entered the world of moral development with his stage theory as his spring board. Piaget developed two stages of moral reasoning -- stage one the morality of constraint (moral realism) and stage two, the morality of cooperation. Kohlberg later used Piaget’s theory of stage development and early work in moral development to create his theory of the six stages of moral development.
While at the Theodore Simon’s Paris Laboratory administering intelligence tests to children, Piaget found himself captivated by the reasoning underlying the children’s wrong answers. Piaget decided to study how children use their intelligence, and he devoted the rest of his life to cognitive development. Piaget main contributions were the creation of a system of cognitive development that explained how children learned and the development of his theory of stage development. According to Piaget, children interact with their environment which leads to assimilation and eventually accommodation. From this system of assimilation to accommodation, Piaget was able to develop his theory of stage development, which has four underpinning assumptions. These are:
(1) Stages imply a qualitative difference in structures (modes of thinking) that still serve the same basic function (intelligence) at various points in development
(2) These different structures form an invariant sequence or order in individual development. Cultural factors may speed up, slow down, or stop development, but they do not change its sequence.
(3) Each of these different and sequential stages forms a “structural whole.” Each stage represents a “schema” or recognizable pattern of thinking.
(4) Stages are hierarchical integrations. Stages form an order of increasing differentiated and integrated structures for fulfilling a common function.
Piaget did not stop at this junction. He entered the world of moral development with his stage theory as his spring board. Piaget developed two stages of moral reasoning -- stage one the morality of constraint (moral realism) and stage two, the morality of cooperation. Kohlberg later used Piaget’s theory of stage development and early work in moral development to create his theory of the six stages of moral development.
FAQ’s about The Philosophy of Teaching Statement
The essential question addressed in this article is: as a teacher, do I need to write a philosophy of teaching statement? The answer is an emphatic, YES! All teachers, whether veterans or new to the craft, need to clarify their beliefs about education, student learning, student learning goals, and self improvement.
The author, Nancy Van Note Chism, defines a philosophy of teaching statement as “a brief reflective essay concerning one's understanding about how students learn, how instruction can best assist that learning, and actions that you take to enact such instruction. It may also include your teaching goals , your learning goals for students, and areas in which you would like to further improve your teaching abilities.” (1998) The most important result of writing a philosophy of teaching statement, according to Chism, is that it helps teachers align their beliefs with practice. What could be more important to any professional than acting according to one's beliefs? When our beliefs and actions (or practice) are not aligned it creates disharmony, regret, and suffering. At this juncture it is necessary for reflection. This reflection can lead to growth and a restoration of aligned values and actions. This is an essential element for all teaching professionals.
The author, Nancy Van Note Chism, defines a philosophy of teaching statement as “a brief reflective essay concerning one's understanding about how students learn, how instruction can best assist that learning, and actions that you take to enact such instruction. It may also include your teaching goals , your learning goals for students, and areas in which you would like to further improve your teaching abilities.” (1998) The most important result of writing a philosophy of teaching statement, according to Chism, is that it helps teachers align their beliefs with practice. What could be more important to any professional than acting according to one's beliefs? When our beliefs and actions (or practice) are not aligned it creates disharmony, regret, and suffering. At this juncture it is necessary for reflection. This reflection can lead to growth and a restoration of aligned values and actions. This is an essential element for all teaching professionals.
Learning via Technology
When students are engaged in the learning process, education happens. In order for students to be engaged, they must be present in the classroom, challenged by their teacher, and have an atmosphere conducive to learning – i.e. one free of behavioral interruptions. According to the article on PublicTechnology.net, technology can aid educators in all of these endeavors, leading to greater student achievement and life-long learning.
It is no doubt that the proper use of technology can lead to greater student engagement and learning. The surprising component about this study was that technology can lead to better attendance and fewer behavioral interruptions. These two elements greatly improve a teacher’s chance of engaging students in the learning process.
The study purports that technology can fundamentally change the way teachers and other staff members work, decreasing the amount of “administrative” duties of the teachers and allowing for more teaching time. Technology can also aid teachers by organizing lesson plans, curriculum goals, and sharing of information.
I agree with the tenets of this article. As an administrator in Catholic education, I introduced a school management software package that tracked attendance, discipline, and grades. Teachers also could use Edline as web porthole for grades, calendars, and classroom information. Although we didn’t see as dramatic results as this study, the use of technology greatly reduced mundane administrative tasks which led to greater teaching time and better tracking of student progress.
It is no doubt that the proper use of technology can lead to greater student engagement and learning. The surprising component about this study was that technology can lead to better attendance and fewer behavioral interruptions. These two elements greatly improve a teacher’s chance of engaging students in the learning process.
The study purports that technology can fundamentally change the way teachers and other staff members work, decreasing the amount of “administrative” duties of the teachers and allowing for more teaching time. Technology can also aid teachers by organizing lesson plans, curriculum goals, and sharing of information.
I agree with the tenets of this article. As an administrator in Catholic education, I introduced a school management software package that tracked attendance, discipline, and grades. Teachers also could use Edline as web porthole for grades, calendars, and classroom information. Although we didn’t see as dramatic results as this study, the use of technology greatly reduced mundane administrative tasks which led to greater teaching time and better tracking of student progress.
Monday, August 4, 2008
Why Should Teachers Blog?
Why would teachers want to blog is the weekly question posted by professor, Dennis Dunleavy, in Education Technology 534. As future teachers, it is essential that we reflect on this question and answer for ourselves the benefits and limitations to blogging.
Blogging can be beneficial to many constituents in the school community, including teachers, students, parents, and colleagues, while incurring few drawbacks. David Warlick, in his article, “Blog Rules,” points out that teachers blog in different capacities either as independent teacher bloggers, professional teacher bloggers, and instructional teacher bloggers. Each of these blogging capacities generates different guidelines for the user and their content; however, all forms of teacher blogging have multiple benefits for the teachers, students, and parents. Teacher blogging can provide productive communication between the classroom and home, enhance student educational experiences by providing resources online (study guides, assessment reminders, assignments, review or enhancement activities), and promote exemplary student achievement through postings.
Additional benefits to both teachers and students include the use of blogs as tools for reflection, enhancement to literacy, and peer-to-peer communication. While surfing the web in an attempt to answer the posted question, I encountered many teachers that used blogs as a tool to reflect on their teaching. As this blogger illustrates, reflection is an essential ingredient to improving one’s craft. Teachers also use blogs as an enhancement to literacy. In the article, The educated blogger: Using weblogs to promote literacy in the classroom, the author David Huffaker states, “Weblogs provide an excellent opportunity for educators to advance literacy through storytelling and dialogue. Storytelling and literacy are the foundation of language development, and more so, the foundation of learning.” Furthermore, both teachers and students can use blogs as an effective peer-to-peer communication tool, establishing true professional learning communities.
There are only a few limitations to teacher’s partaking in the educational endeavor of blogging. First of all, as Warlick points out, there are legal ramifications to blogging that a teacher must understand prior to posting. Additionally, teachers, especially those in elementary grades, must be aware of safety concerns for their students. Perhaps a closed blog where only invited guest may join might best serve K-12 teachers. Unfortunately, as many of us in Ed Tech 534 have discovered, blogging takes time, and often teachers do not have the time dedicated to maintaining a blog. Furthermore, established school or district software packages such as powerschool, blackbaud, edline, or gradequick duplicate many of the benefits to blogging -- improved communication, posting of assignments, and assessment reminders.
Although there are limitations for k-12 teachers using blogs as an educational tool, the benefits far out weigh any drawbacks. By using blogs, teachers can improve communication between the classroom and home, enhance the educational experience of the students, improve literacy through read/write blogs, and build professional learning communities among students and colleagues.
Blogging can be beneficial to many constituents in the school community, including teachers, students, parents, and colleagues, while incurring few drawbacks. David Warlick, in his article, “Blog Rules,” points out that teachers blog in different capacities either as independent teacher bloggers, professional teacher bloggers, and instructional teacher bloggers. Each of these blogging capacities generates different guidelines for the user and their content; however, all forms of teacher blogging have multiple benefits for the teachers, students, and parents. Teacher blogging can provide productive communication between the classroom and home, enhance student educational experiences by providing resources online (study guides, assessment reminders, assignments, review or enhancement activities), and promote exemplary student achievement through postings.
Additional benefits to both teachers and students include the use of blogs as tools for reflection, enhancement to literacy, and peer-to-peer communication. While surfing the web in an attempt to answer the posted question, I encountered many teachers that used blogs as a tool to reflect on their teaching. As this blogger illustrates, reflection is an essential ingredient to improving one’s craft. Teachers also use blogs as an enhancement to literacy. In the article, The educated blogger: Using weblogs to promote literacy in the classroom, the author David Huffaker states, “Weblogs provide an excellent opportunity for educators to advance literacy through storytelling and dialogue. Storytelling and literacy are the foundation of language development, and more so, the foundation of learning.” Furthermore, both teachers and students can use blogs as an effective peer-to-peer communication tool, establishing true professional learning communities.
There are only a few limitations to teacher’s partaking in the educational endeavor of blogging. First of all, as Warlick points out, there are legal ramifications to blogging that a teacher must understand prior to posting. Additionally, teachers, especially those in elementary grades, must be aware of safety concerns for their students. Perhaps a closed blog where only invited guest may join might best serve K-12 teachers. Unfortunately, as many of us in Ed Tech 534 have discovered, blogging takes time, and often teachers do not have the time dedicated to maintaining a blog. Furthermore, established school or district software packages such as powerschool, blackbaud, edline, or gradequick duplicate many of the benefits to blogging -- improved communication, posting of assignments, and assessment reminders.
Although there are limitations for k-12 teachers using blogs as an educational tool, the benefits far out weigh any drawbacks. By using blogs, teachers can improve communication between the classroom and home, enhance the educational experience of the students, improve literacy through read/write blogs, and build professional learning communities among students and colleagues.
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