As I progress through my research, my problem statement is evolving and I will use a mixed-method research design to determine the outcome. Explanatory design seems to be a useful approach because it will allow me use qualitative findings (students' level of writing) to back up the quantitative data (the amount students' technology use).
I plan to determine the impact of technology usage on writing quality of middle and high school students and which forms has the greatest impact - negative or positive.
Who: Grades 6 - 12
What: The impact of technology by middle and high school students.
Why: Although, the different forms of technology are great tools for education, are they creating generations of students with poor writing skills?
Descriptive: What are the writing levels of general education students in middle and high school students?
Relationship: Do the scores of students drop on standard writing tests for students that accumulate more than 1000 texts per month?
Difference: Is there a difference between the writing skills of students that are dependent on technology and the students that only use technology as a supplement?
With the help of my classmates and instructor here are some questions that I will use in my research:
1. What type of technologies are being used to increase writing quality? (word processing, software programs, internet sites/tutorials, blogging, etc?). Is one seen to be more effective than another?
2. Home much time does the student spend texting, using word processors, etc. at home?
3. Does the teacher allow "texting" language and symbols in classroom assignments?
4. What are teacher expectations for writing and grammar skills in the classroom?
Sunday, July 18, 2010
Sunday, July 11, 2010
Does technology make our students lazy?
As a world history teacher, my students must be able to communicate to me in writing. As we continue to introduce technology to our classrooms, our students benefit from the accessibility and ease of putting together their assignments. Some forms of technologies, which are not common to the classroom, have also contributed to the decline of our students' writing skills. Many students have the ability to communicate in writing, however the short messages used in text messages, emails, and other forms of electronic communication have led to improper writing habits in the classroom.
Problem Statement: I plan to research the over use of technology by today's students to determine if it has led to poor writing habits in the classroom.
Who: Grades 6 - 12
What: The over use of technology by pre-teens and teenagers.
Why: Although the different forms of technology are great tools for education, are they creating generations of students with poor writing skills?
Problem Statement: I plan to research the over use of technology by today's students to determine if it has led to poor writing habits in the classroom.
Who: Grades 6 - 12
What: The over use of technology by pre-teens and teenagers.
Why: Although the different forms of technology are great tools for education, are they creating generations of students with poor writing skills?
Sunday, June 27, 2010
A Reflection of Technology in the Classroom
• Reflect on the “Personal Theory of Learning” you developed in Week 1. Summarize any modifications to your personal theory of learning you have made as a result of your learning in this course.
As we started this course my personal learning theory was the concept that students learn from doing and applying. This line of thought holds sway for me today as I reflect on the different strategies I studied in the course Bridging Learning Theory, Instruction, and Technology. As I learned the importance of theories such as constructionism and dual coding, my belief is that the 21st century classroom should be student centered and involved.
• Describe any immediate adjustments you will make to your instructional practice regarding technology integration as a result of your learning in this course. Identify two technology tools you would like to use with your students and how the tools will support or enhance your students’ learning.
I will integrate several forms of technology into my curriculum next year. I am preparing assignments that will use programs such as Inspiration and Webspiration to develop concept maps, powerpoints, videos, and VoiceThreads. My goal is to have my students actively involved in the exploration of history. These programs will promote collaborative groups and allow my students to discuss the themes and concepts we are studying.
• List two long-term goal changes you would like to make to your instructional practice regarding technology integration and outline a strategy for achieving them.
As we started this course my personal learning theory was the concept that students learn from doing and applying. This line of thought holds sway for me today as I reflect on the different strategies I studied in the course Bridging Learning Theory, Instruction, and Technology. As I learned the importance of theories such as constructionism and dual coding, my belief is that the 21st century classroom should be student centered and involved.
• Describe any immediate adjustments you will make to your instructional practice regarding technology integration as a result of your learning in this course. Identify two technology tools you would like to use with your students and how the tools will support or enhance your students’ learning.
I will integrate several forms of technology into my curriculum next year. I am preparing assignments that will use programs such as Inspiration and Webspiration to develop concept maps, powerpoints, videos, and VoiceThreads. My goal is to have my students actively involved in the exploration of history. These programs will promote collaborative groups and allow my students to discuss the themes and concepts we are studying.
• List two long-term goal changes you would like to make to your instructional practice regarding technology integration and outline a strategy for achieving them.
Wednesday, June 2, 2010
Connectivism and Social Learning in Practice
According to George Seimens, connectivism is the ability to make decisions based on rapidly altering foundations. The components of connectivism seem to operate as small parts of a machine working in unison to power the entire production. The majority of the instructional strategies used in this week’s resources dealt with students interacting with a single goal. The vignette used of Mrs. Smith's class and her introduction of Shakespeare is a great example of social constructivism. Mrs. Smith’s assignment promotes collaboration between a diverse group of students and generates a level of exciting over a topic that she previously struggled to make a connection with her students. All of the students were able to contribute to the project and gain an understanding of the subject.
Dr. Michael Orey discussed the importance of social learning and connecting the gap between the Zone of Proximal Development and the More Knowledge Other. There are when we reach our learning potential and need someone or something to help bridge the gap. Modern technology provides tools that can assist to make these connections. Students can gain this information directly, through various programs, or through the various methods of communication from various forms of technology. Social learning came come from avenues other than technology. Jigsaw excercises allow students to obtain and share knowledge.
The link to my personal vociethread is below.
http://voicethread.com/share/1192090/
Fred
Dr. Michael Orey discussed the importance of social learning and connecting the gap between the Zone of Proximal Development and the More Knowledge Other. There are when we reach our learning potential and need someone or something to help bridge the gap. Modern technology provides tools that can assist to make these connections. Students can gain this information directly, through various programs, or through the various methods of communication from various forms of technology. Social learning came come from avenues other than technology. Jigsaw excercises allow students to obtain and share knowledge.
The link to my personal vociethread is below.
http://voicethread.com/share/1192090/
Fred
Thursday, May 27, 2010
Constructionism in Instructional Practices
As I read through this week's reading one assignment really caught my attention. Dave McDivitt of Oak Hill High School in Converse, IN used a multiplayer strategy game to teach the causes of World War II (Pitler, Hubbell, Kuhn, and Malenoski, 2007). Dr. Michael Orey describes constructionism as a theory of learning that states people learn when they build an external artifact or something they can share with others (Laureate, 2008). The World War II strategy game is constructionism in practice. This type of activity creates a hands on experience for the student and allows them to use the mechanisms for learning: assimilation, accommodation, equilibration, and schema. Although, I have many students tell me they love history and enjoy my class, most students openly admit they are only taking a history class because it is a graduation requirement. My priority motivation for getting a degree in technology is to bring my curriculum into the 21st century. Video games are strong motivational tools for modern teenagers and I am sure they could generate interest in education if used properly. Using the World War II strategy game, students could be required to keep a journal of their tactics and chart the results of their action. A teacher could then have their students wrap up the activity by writing an essay analyzing the actual causes of World War II and comparing it to their experience in the game.
Problem Based Instruction gave me the thought of creating open ended research paper for my students to write. I always tell my students, "History is in the eye of the beholder." Everyone interprets history differently according to their perspective. Through Problem Based Instruction the student can look at the Crusades through the eyes of a Christian and a Muslim. Each will have vastly different interpretations of the causes and outcome of the wars. The development of technology and the continued acceptance of technology in the classroom is creating new ways for constructionism to create and share their educational experiences. As a history teacher the hands on opportunities offered in constructionist activities help to maintain an actively engaged community of students.
Problem Based Instruction gave me the thought of creating open ended research paper for my students to write. I always tell my students, "History is in the eye of the beholder." Everyone interprets history differently according to their perspective. Through Problem Based Instruction the student can look at the Crusades through the eyes of a Christian and a Muslim. Each will have vastly different interpretations of the causes and outcome of the wars. The development of technology and the continued acceptance of technology in the classroom is creating new ways for constructionism to create and share their educational experiences. As a history teacher the hands on opportunities offered in constructionist activities help to maintain an actively engaged community of students.
Wednesday, May 19, 2010
Knocking Down Walls... The Possibilities
As I started my teaching career in 2001, the extent of my abilities were giving lectures and engaging my students in debates and lectures, then giving the necessary assessment. By 2005 I was creating power points to spruce up my lectures and giving the students something to temporarily hold their attention as they copied every single word on the screen and completely ignoring the intriguing story I was telling. In 2007 I was able to incorporate short videos and music into my power points to really engage my students. At least they were listening to something. We did projects and other assignments as I attempted to address all sensory mechanisms of my students. My classroom was an area in which cognitism was practiced on a limited basis.
Fast forward to 2010 and I am planning several new ways to actively engage my students in assignments that will use all of their cognitive tools. Using technology such as concept maps or blogs will help to establish the connection necessary for long term memory, an important component for a history student. Declarative and procedural information will be enhanced with the use of episodic information, such as the virtual field trip and it will help to establish a well rounded student. These tools will allow me to simplify my curriculum, and challenge my students by providing experiences to enhance their cognitive abilities.
I would agree with Pavio's dual coding hypothesis. If you think about an illiterate person that recognizes a picture, such as a cow, but can not spell or read the word. The image of the cow and the pronunciation of the word is being processed cognitively, but the word does not register. This theory would also contribute to the importance of visualization in the memory process. It is my goals to have my students use all necessary cognitive tools in order to store and maintain long term memory. For instance, my students will gain a stronger understanding of the importance of the Renaissance if we take a virtual tour of a medieval village and then are able to compare that village with an emerging Italian city, such as Florence. Through the internet, my students will experience the lack of freedom, literacy and art associated with the Dark Ages. They will then compare the medieval town to the Italian city-states and see the art, architecture and revival of society taking place in Europe. In addition to providing my students with information, I will have my students develop different forms of media in order to establish the episodic information and developing a network model of memory.
Fast forward to 2010 and I am planning several new ways to actively engage my students in assignments that will use all of their cognitive tools. Using technology such as concept maps or blogs will help to establish the connection necessary for long term memory, an important component for a history student. Declarative and procedural information will be enhanced with the use of episodic information, such as the virtual field trip and it will help to establish a well rounded student. These tools will allow me to simplify my curriculum, and challenge my students by providing experiences to enhance their cognitive abilities.
I would agree with Pavio's dual coding hypothesis. If you think about an illiterate person that recognizes a picture, such as a cow, but can not spell or read the word. The image of the cow and the pronunciation of the word is being processed cognitively, but the word does not register. This theory would also contribute to the importance of visualization in the memory process. It is my goals to have my students use all necessary cognitive tools in order to store and maintain long term memory. For instance, my students will gain a stronger understanding of the importance of the Renaissance if we take a virtual tour of a medieval village and then are able to compare that village with an emerging Italian city, such as Florence. Through the internet, my students will experience the lack of freedom, literacy and art associated with the Dark Ages. They will then compare the medieval town to the Italian city-states and see the art, architecture and revival of society taking place in Europe. In addition to providing my students with information, I will have my students develop different forms of media in order to establish the episodic information and developing a network model of memory.
Wednesday, May 12, 2010
Behaviorism Learning Theories and Instructional Strategies
Behavorists learning theories focus on the idea of reinforcing positive and redirecting negative bahaviors. While reviewing this week's material, the instructional strategies discussed focused on much of the same goal. In order to achieve the greatest amount of success in a collaborative learning environment within my classroom, I must have 100% effort from each one of my students. In order to achieve this effort, I must continuously work to reinforce their positive efforts with rewards and or verbal praise. Students of all ages like to be publically acknowledged for their accomplishments. Therefore, as I see effort in my classroom being applied to both homework and class discussions, it is essential to follow the lead of the behaviorists learning theories and reward this behavior.
However, the opposite also holds true. When I fail to see effort from my students such as not completing homework, classwork, or actively participating in class discussions and activities, I must work to redirect this behavior through reinforcing the positives. Once students realize their effort will be recognized and rewarded, I am more likely to obtain the desired results of increase effort in the classroom.
When analyzing the behaviorists learning theories, I recognized the need to modify my rewards to fit the needs of my students. Some students respond to simple verbal acknolwedgement and praise, however, others may require a more tangible reward such as a homework pass, lunch brought in from outside of school, or simply becoming the teacher assistant.
However, the opposite also holds true. When I fail to see effort from my students such as not completing homework, classwork, or actively participating in class discussions and activities, I must work to redirect this behavior through reinforcing the positives. Once students realize their effort will be recognized and rewarded, I am more likely to obtain the desired results of increase effort in the classroom.
When analyzing the behaviorists learning theories, I recognized the need to modify my rewards to fit the needs of my students. Some students respond to simple verbal acknolwedgement and praise, however, others may require a more tangible reward such as a homework pass, lunch brought in from outside of school, or simply becoming the teacher assistant.
Sunday, February 28, 2010
I consider myself to be an average computer user. I can create humble documents and power points to use in my classroom. The extent of technology in my classroom comes through computer use when the students are working on assignments I create. I am currently enrolled at Walden University and my third course is Understanding the Impact of Technology in Education. This course has given me a strong understanding of how to use technology to create a 21st century classroom. Through the use of blogs, wikis and podcasts, I will be able to use modern technology in a manner that will connect with my students. My first experience of developing a blog, wiki and podcast has been in this class. I have read and heard each of them before, but I never gave real consideration to using them in my classroom. In past years, my students have created Facebook and Myspace accounts for my class. They used it to assist each other with homework and to create online study groups. I personally did not have any input into the accounts and failed to use them to my advantage. Through this class, I am finally catching up to my students in the use of technology.
I definitely need to open my eyes and be aware of the developing technology around me. In the past I have had the mind set, if my students like, then it probably is not good for the classroom. I have an abundance of technology at my finger tips and I have started exploring new methods of using this technology.
There is no better time than the present, so I am putting in place a project that was described in my week six assignment. My Advanced Placement World History classes will create wiki pages that will assist them in their preparation for the AP Exam in May. This will be my first venture into transforming into a true facilitator and my classroom into a 21st century workplace. All AP students have summer reading assignments they must complete. This year, I will create a blog space for students to discuss the books they chose to read. I will start next year introducing all of my classes to projects that will bring them together into groups and have them gather, collaborate and present information. Students will also create personal assignments using web tools. Through out the school year 2010 – 2011 my students will continue to blog on outside reading assignments. College Board separates the Advanced Placement World History course into five units and I plan to have one 21st century style assignment per unit. At some point over the next two years I also plan to create a Skype link with a class in different part of the world. Some of my students have relatives in other countries and I think it would be interesting for a world history class to connect with other regions of the world. There are a couple of teachers at my school with friends teaching in other countries and they are willing to assist me to connect with them.
As I started this course, I considered myself to be a teacher that got my students involved with our curriculum through engaging discussions and intriguing assignments. Although, my intentions were to develop a student centered classroom, I have come to realize that my class continued to be teacher centered and I was not preparing my students for the 21st century workplace.
I definitely need to open my eyes and be aware of the developing technology around me. In the past I have had the mind set, if my students like, then it probably is not good for the classroom. I have an abundance of technology at my finger tips and I have started exploring new methods of using this technology.
There is no better time than the present, so I am putting in place a project that was described in my week six assignment. My Advanced Placement World History classes will create wiki pages that will assist them in their preparation for the AP Exam in May. This will be my first venture into transforming into a true facilitator and my classroom into a 21st century workplace. All AP students have summer reading assignments they must complete. This year, I will create a blog space for students to discuss the books they chose to read. I will start next year introducing all of my classes to projects that will bring them together into groups and have them gather, collaborate and present information. Students will also create personal assignments using web tools. Through out the school year 2010 – 2011 my students will continue to blog on outside reading assignments. College Board separates the Advanced Placement World History course into five units and I plan to have one 21st century style assignment per unit. At some point over the next two years I also plan to create a Skype link with a class in different part of the world. Some of my students have relatives in other countries and I think it would be interesting for a world history class to connect with other regions of the world. There are a couple of teachers at my school with friends teaching in other countries and they are willing to assist me to connect with them.
As I started this course, I considered myself to be a teacher that got my students involved with our curriculum through engaging discussions and intriguing assignments. Although, my intentions were to develop a student centered classroom, I have come to realize that my class continued to be teacher centered and I was not preparing my students for the 21st century workplace.
Thursday, January 28, 2010
The Partnership for 21st Century Skills
The Partnership for 21st Century Skills has put together an interesting website for educators. This site is user friendly and very descriptive. There are interactive areas on the site such as Route 21, which directs you to a page that gives the themes of the program. This site is actively approaching the issue of preparing our students for the 21st century work place and they not only pose the issues, but provide solutions to many of the issues our students face in modern educational systems.
An interesting section of the site is the link for participating states. These states are showing an iniative from the highest level of the state government to prepare their students for the 21st century. I can only wonder why Georgia, a state that desperately needs to improve the strength of our education system, is not on this list. Some of our counties are pushing forward into the 21st century and others simply can not financially keep up with a growing world of technology.
An interesting section of the site is the link for participating states. These states are showing an iniative from the highest level of the state government to prepare their students for the 21st century. I can only wonder why Georgia, a state that desperately needs to improve the strength of our education system, is not on this list. Some of our counties are pushing forward into the 21st century and others simply can not financially keep up with a growing world of technology.
Saturday, January 16, 2010
Goals Of My Blogsite
My goal for this site is to interact with my students outside of the classroom. My students will have the opportunity to post questions, answer questions, engage in discussions, etc... I use Twitter to post homework assignments, but it has not caught on with many of my students and parents. I hope to create an interactive environment that enhance the student's experience in my classroom. I do encourage them to use all of the tools at their disposal. Using my blog space for homework assignments will force my students to become interactive and I think it will assist with our preparation for the AP and Gateway (county) exams that are quickly approaching.
I also envision this site as a peer tutoring venture. I teach Advanced Placement and College Prep (regular) World History and many of my students will have the opportunity learn from each other. There are times when the words of a peer are easier understood than the "wind bag" that has been lecturing to them all day. We have seen success with peer tutoring in the school setting, maybe it can be successful across the web too.
The textbook for my College Prep classes are already online and I keep my teacher page updated with assignments, study guides, notes, power points, etc... Maybe I can create a virtual classroom and that allows the students to learn as much at home as they do in the classroom.
At this rate, I wonder how long it will be before the majority of students are taking courses from their homes?
I also envision this site as a peer tutoring venture. I teach Advanced Placement and College Prep (regular) World History and many of my students will have the opportunity learn from each other. There are times when the words of a peer are easier understood than the "wind bag" that has been lecturing to them all day. We have seen success with peer tutoring in the school setting, maybe it can be successful across the web too.
The textbook for my College Prep classes are already online and I keep my teacher page updated with assignments, study guides, notes, power points, etc... Maybe I can create a virtual classroom and that allows the students to learn as much at home as they do in the classroom.
At this rate, I wonder how long it will be before the majority of students are taking courses from their homes?
Sunday, January 10, 2010
An Introduction
My name is Frederic Ashford and I teach Advanced Placement World History at Duluth High School in Duluth, GA. I am a life long fan and graduate of the University of Florida... GO GATORS! I have a beautiful wife, Jamie, and stepdaughter, Amber, and we just found out that we will be blessed with a new addition in September. This is my first child and I can not be more excited. I only pray that I can be a great father and provider for my child. As I take this new adventure into technology, I hope to be able to keep up with demands of this course because despite hours of searching finding and commenting on other blogs was apparently out of my comfort zone. Well, this is it... hello cyber space and welcome to my hectic world.
God Bless
God Bless
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