Model 5 Blog

As the digital age advances with new technology, many people are resistant to the change. With federal funds steam rolling into the educational setting, school districts are spending more money on the latest technology (Smart-boards in particular) in order to move students to proficiency level. This may sound good for technology savvy teachers, but the district forgot about the older generation (educators).

The laggards, older teachers, refuse to comply to the new method of teaching (student-centered lessons with the integration of technology). These particular teachers continue teaching skills and concepts the same way that they were accustomed to. As a technology savvy teacher, I encouraged the older educators to implement the Smart board by explaining its many features and components that are suitable for the students. The Smart board provides multiple accommodations and modifications for the diverse learning environment.
To change the views of these particular teachers, the teachers must set measureable goals and become comfortable with the new technology.

Using the Keller’s ARCS model, I can motivate the older teachers by:

A-Attention

First I must explain how society has changed and that children learn differently (auditory, visual, etc.) from when they were students. Many students will lose interest or find their attention wandering when instruction is always the same and therefore highly predictable (Driscoll, 2005). I must become knowledgeable of the older educator concerns with technology, especially the Smart board, and present possible solutions. After learning from their opinions and concerns with technology, professional developments will be provided to gain familiarity with the technology.

R-Relevance

Relevance, in its most general sense, refers to those things which we perceive as instrumental in meeting needs and satisfying personal desires, including the accomplishment of personal goals (Driscoll, 2005). After the educators attend professional developments, pair these teachers with expert teachers of the Smart-board. The old educators will create mini-lessons with the Smart-board.

C-Confidence

Confidence can make or break a person depending on the individual’s self-esteem. Allow for small steps of growth during the learning process (Learning Theories, 2008). First I will not lead the older educators at a hectic pace while teaching them the Smart-board components. This will ensure that information is retained. The mini-lessons that were created will be presented to their grade level professional learning communities (PLC’s). The grade level PLCs is a comfortable setting for the older educators. Immediate feedback will be provided to assist as a learning tool.

S-Satisfaction

Make the learner feel as though the skill is useful or beneficial by providing opportunities to use newly acquired knowledge in a real setting (Learning Theories, 2008). After making corrections, based on feedback, the older educators will create a lesson and present it to their class. The educator will be videotaped to critique oneself. The mentor will also review the tape and provide feedback. The educator will receive praise (4 to 1 ratio) to build self-esteem. Learning must be rewarding or satisfying in some way, whether it is from a sense of achievement, praise from a higher-up, or mere entertainment (Learning Theories, 2008).

Sources:

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.

Learning Theories. (2008). ARCS model of motivational design (Keller). Retrieved on May 10, 2010 from:
http://www.learning-theories.com/kellers-arcs-model-of-motivational-design.html#more-5

Sites that provide information on the benefits of the Smart Board:

http://www.ehow.com/list_5790676_benefits-smart-board_.html

http://en.wordpress.com/tag/smartboard

Connectivism

The digital age has blossomed in the 21st century. Everyone is connected easily within this era of technology, which form their learning network. The networks that I engage in allow me to receive information from others as well as research information instantly. My goal from interacting with these networks is to learn information from peers and present any knowledge that I may have that could be beneficial to others. Learning is a “door opening” process which permits the capacity to receive knowledge, followed by encoding knowledge as a node within our personal learning network (Siemens, 2005).

The tools that I feel best facilitate my learning is the discussion board and social networking sites. Learning and knowledge rests in diversity of opinions (Siemens, 2005). The discussion board allow me to interact with my peers, respond to questions (stating my opinions and experiences), as well as receive instant feedback from my instructor. Not only do I learn from the content of the lesson but also from my classmates. Social networking sites are the most popular form of communication for the 21st century. Social networking sites allow instant contact by phone, chatting, or text messaging which means knowledge can be transmitted immediately. People from two different regions of the country can communicate right away by logging on to one of the following popular programs: facebook, skype, twitter, etc.

New knowledge is obtained by browsing the internet for possible solutions if answers cannot be obtained from an individual. Although the internet present answers, not all information can be considered truthful. Information obtained still has to be researched to determine its accuracy.

Sources:

Siemens, G. (2005). Connectivism: learning as network-creation. Retrieved from http://www.elearnspace.org/Articles/networks.htm

Module 3

After reviewing the theorists' philosophies on education, each theorist has proclaimed to have the answers on how learning takes place and how to create a meaningful learning environment. Although I am not an expert in this particular area, I agree with the constructivist theorist on collaboration. Constructivist theory rests on the assumption that knowledge is constructed by learners as they attempt to make sense of their experiences (Driscoll, 2005). I feel that collaborating with your environment (peers, teachers, etc.) and the world can have a lasting impact within an individual's educational experience. According to Rheingold, human communication media and the ways in which we organize socially have been co-evolving for quite a long time (Rheingold, 2008). The many examples that Rheingold gives concludes the point that if we work together, we can achieve/solve more. The wikipedia example serves this point.


The constructivist theory of collaborative learning has flourished since the invention of the internet. The internet many features allow the students to create an authentic learning environment. The internet enhances student's knowledge acquisition by facilitating student's accessto resources from the outside wrld including experts in the field, as well as interacting directly with them (Kumar, 2004). The next advantage of technology/internet, is the ability to communicate instantly. Students have the options of emailing, chatting, joining social networks,etc. to discover information or disperse information. Lastly, technology/internet promotes higher order thinking skills through multiple activities. Learners can access a wealth of resources a their own paces and have meaningful interactions with the content information (Kumar, 2004).

The question still remains by current educators on which educational theorists' philosophy is beneficial to the learner in this data driven society? Focusing on the constructivist theorist, since it was this week's topic, teachers face much pressure on including collaboation due to the little knowledge on new teaching strategies and less freedom in lesson planning. Who has the answer to creating an exemplary education system? The world may never know.



Sources:

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.

Kumar, M. (2004). Learning with the internet. Retrieve on April 12, 2010 from http://www.newhorizons.org/strategies/technology/muthukumar.htm

Rheingold, H. (2008, February). Howard Rehingold on collaboration. Vodcast posted to http://www.ted.com/index.php/talks/howard_rheingold_on_collaboration.html

Module 2

"We need to take pieces from each school of thought and apply it effectively.... Cognitivism doesn't explain 100% how humans process information and neither does Constructivism or Behaviorism" (Kapp, 2007). Theorist have forced society to determine which theory "fits best",even though each have characteristics of one another. Politics, Kerr used the right word to describe learning theories. It is a big debate determining which theory best explains learning. Each theorist reviewed previous findings of past theorist and based their results off their personal opinions. Everyone thinks and display their knowledge differently. I guess the picture society is painting is that anyone can create a learning theory by: conducting an experiment (on animals), present results, and ensure that ism is at the end of the word. If determining how learning takes place was that simple, why is it that there are not many geniuses (kid wonders) walking around? I mean if these theories are the key to brain functioning, a parent could wire/train their child(ren) to function according to these simple rules/steps of the theorist.

Lets take a look at education, since these theories are very beneficial in this field of study/profession. In an eduational setting, especially online, an instructor does not know the mental capabilties of his or her students. Most people can process information rapidly while others cannot. The ones who continue to display trouble cognitively are labeled (as having a learning disability); but whoever thought that maybe the teacher was not presenting the information in a way that sparks interest of the student? The instructor must adapt the lesson to the discretion of learner (by including multipleteaching strategies to meet individualized need) in order for the learning to be meaningful.

Howard Gardner's theory of multiple intelligences provides great insight on how intelligences can be measured according to the strength of the individual and not by IQs. Howard Gardner argues that the big challenge facing the deployment of human resources is how to best take advantage of the uniqueness conferred on us as a speies exhibiting several intelligences (Smith, 2008). Every individual possess different strengths and weaknesses. I possess skills and talents that my siblinings, of the same genetic background, do not. Does that mean one sibiling is smarter than the other?


Please read this blog:

September 15, 2005 What's wrong with established theories of learning?
http://connectivism.ca/blog/learning-theories/


Sources:

Kapp, K. (2007). Out and about: discussion on educational school of thoughts. Retrieved on March 26, 2010 from http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html

Smith, M. (2008). Howard gardne, multiple intelligences and education. Retrievedon March 27, 2010 from http://www.infed.org/thinkers/gardner.htm

Module 1 Assignment

I feel that individuals learn best when educators incorporate multiple (at least 3) learning styles/components within their instructional presentation. This particular approach does not single out one particular learning style as the best, but ensures that the learner has the opportunity to grasp the content in various methods. Educators can better understand their students by presenting an interest survey at the beginning of each course. This technique guarantees that the educators receive vital information (disabilities, learning styles, etc) about their students to ensure that their educational needs are met throughout the duration of the course.

A learning theory is a set of constructs linking observed changes in performance with what is thought to bring about those changes (Driscoll, 2005). The purpose of learning theories in educational technology is for educators to provide difficult academic skills in a simple format. Educational technology presents educational material in formats that is an attention grabber and meets the needs of the learner. This system also allows the learner to receive immediate scoring and reinforcement. Reinforcement in return, improves the attitude and mastery of skills. The basic assumption, no matter what the particulars of an instructional situation, is that effective instruction is informed by theories of learning (Driscoll, 2005).

The analogy I present about learning deals with basketball. At the beginning of the season, you have new individuals join the team. Each player brings something unique to the team that can contribute to success. Before the season starts, the coach has an individual player's meeting with each player and explain their role on the team, what they can do to better themselves, and how to remain a team player throughout the trial and tribulations. The player in return can either take the constructive criticism to better themselves or ignore it and think they have all the answers. In the end, the distractions will leave and the ones who want help will receive help. The point of this analogy is that everyone in a classroom is very different in many ways. A teacher must conduct research on their student's history, provide extra assistance, and give consistant feedback to help each student reach their potential. Although you may not move a F student to an A, a move from F to a C will boast moral and self esteem towards learning.

A vision for students today, by Michael Wesch

http://infosthetics.com/archives/2007/10/digital_ethnography_vision_of_students_today_movie.html

(Click or type the link in the browser to view the video)

This particular video was very interesting. Instead of trying to find psychologists and educators view point on learning, I targeted my search on the students’ (the most vital components in an educational setting) opinions in the learning process. This video allows students to express their feelings and emotions when it comes to instructional material within an educational setting and the many challenges a student faces in education. If the walls of a classroom could actually talk, what would you think they would say? Watch this video please!

Sources:

Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston: Pearson Education, Inc.

Welcome

Just want to welcome everyone to my page. Good luck throughout this course and if I can assist you in any way, feel free to ask.

Thank you,

Nikisha