My Personal GAME Plan

            In order to best prepare students for the future workplace, it is essential for teachers to reflect on their current instructional methods and strategies and pursue professional growth opportunities to strengthen weak areas whenever possible. An area of education that is becoming essential to students’ future success is the use of technology. Prensky (2008) argues that integrating the use of technology into the curriculum keeps students motivated and more engaged in academic material. Because of this, I have created a GAME plan to address two technology indicators from the National Education Technology Standards that I struggle to incorporate into my every day third grade curriculum.

            An area that I struggle to pursue on a consistent basis is collaborating with local and global learning communities to explore other forms of technology for student learning (International Society for Technology in Education, 2008). Outside of this graduate program, I find it challenging to locate and participate in other sources of professional learning communities. DuFour (2004) notes that professional learning communities can strengthen not only teacher’s understanding of material, but also student achievement and growth, as the group works together to improve education. My first goal then, is to seek out professional learning opportunities on a consistent basis that will enrich my understanding of technology for student learning. In order to achieve this goal, I plan on following at least two blogs by fellow educators that discuss the use of technology in the classroom. I will also begin meeting with my fellow grade level teachers once a month to discuss ways in which new technology can be used in upcoming curriculum.

            Another area of my teaching that could use strengthening is the understanding and inclusion of emerging technologies into the everyday curriculum (ISTE, 2008). While I feel that I incorporate technology into much of what I teach, I tend to fall back on the same forms of technology. Ertmer (Laureate Education, Inc., 2009) argues that in order for teachers to successfully integrate technology into the classroom, they must have a genuine knowledge of new technologies and the confidence to use them with students. Because of this, my second goal is to incorporate at least one new type of technology into my curriculum once a quarter. In order to achieve this goal, I will need to meet with other teachers in the district to learn about new ways of using certain technologies at least four times throughout the school year. I will also need to research new uses for technology using web resources and other books. 

            Part of taking action on a set goal is to provide opportunities to monitor and evaluate progress (Cennamo, Ross, & Ertmer, 2009). The way I will monitor and evaluate whether or not I am meeting my two goals is to keep track in a journal the number of times I meet with coworkers to discuss technology and read the web resources I am utilizing for information. A key part of the evaluation portion then, will be to further reflect on the effectiveness of the meetings with coworkers. Cennamo et al (2009) mention that the key to proper evaluation is to reflect beyond the basic description of events, and evaluate the effectiveness and connections made from the events. I will also note in the journal whether or not the information I am reading about through blogs and the other web resources is useful in my classroom. By keeping the journal, I can visually track how often I am exploring topics related to technology, and how I am using the information I receive.

Does anyone have any suggestions for blogs or other web resources I could research to strengthen my knowledge of different technologies?

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful             classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Dufour, R. (2004). What is a Professional Learning Community. Educational Leadership, 61,6-11.

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from      http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Laureate Education, Inc. (Executive Producer). (2009). Integrating technology across the content areas. Baltimore, MD: Author.

Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40–45.  

Final Reflections

            Throughout this course, I have reflected on my specific philosophy of teaching and how technology has played, or will play, a role in the classroom. Wolfe has made the argument that teachers must provide hands-on experiences, and ‘hooks,’ for students so that they may develop a sophisticated network of connections within the brain (Laureate Education, Inc., 2010c). I have developed a deeper understanding of technology that will provide rich learning experiences for students, while still incorporating instructional strategies that are effective with students.

            In looking back at what I believed my learning theory centered on at the beginning of this course: collaboration, conversation, and variety, I would argue that I also incorporate other learning theory aspects into my teaching. For example, I never really believed that I included behaviorist learning components into my instruction, until Orey gives examples of its use within the classroom, such as online tutorials and behavior management techniques (Laureate Education, Inc., 2010b).  Pitler, Hubbell, Kuhn, and Malenoski (2007) also make mention of homework’s use and how a student does on an assignment is immediate reinforcement of what the student needs to continue doing or change, which is a behaviorist component.  I often use homework as a gauge for students’ understanding of material and frequently use web sites, such as BrainPopJr. to supplement material. Despite my initial beliefs that my philosophy lined up primarily with social learning theories, I now realize that I am a better-rounded teacher, in that I pull different elements of many learning theories into various aspects of my teaching. Wolfe notes that students need to practice material in a variety of ways in order for it to transfer, and using different instructional strategies and learning styles to teach about a topic is a great opportunity for that (Laureate Education, Inc., 2010c).

            I have also become more aware of various technologies I can use to promote my learning theory beliefs in collaboration, conversation, and variety. I often have had students working with one another to create posters or Power Points primarily. This course has reminded me that there are other forms of technology available for student use that will promote positive peer interaction and conversation.  A prime example of a technology that fosters cooperation amongst others would be Voice Thread. Jarrett states that students come together to discuss a Voice Thread and the creator and others involved can see a topic in a new way (Laureate Education, Inc., 2010d).  I have developed a deeper knowledge for other technologies that may exist, that can aid me in teaching students successfully and to my learning theory.

            An immediate adjustment I will make to my technology use within the classroom is attempting to use technology as more of a learning tool than an instructional tool. Orey makes the point that students will be more engaged in their learning when they are more involved in it (Laureate Education, Inc., 2010e). I hope to create lessons using technology in a way that makes students the primary users. Jarrett remarks that using technology as a learning tool gives students more opportunities to explore technology and encourages them to be invested in their own learning (Laureate Education, Inc., 2010e).

            One technological tool that I plan on using regularly is concept mapping. According to cognitive learning theories, in order for information to be stored into long term memory, many connections need to be made to it (Laureate Education, Inc., 2010a). Orey goes on to state that students need episodic experiences, or images, attached to information to better process it (Laureate Education, Inc., 2010a). Both of these components of the cognitive learning theories are addressed through concept mapping. Novak and Cañas (2008) maintain that concept mapping helps to organize and represent information as cross-links are created between concepts. Because the concept map can physically show links between words, students have a better opportunity to remember the visual connections between concepts.

            Another tool that I will use consistently is VoiceThread. VoiceThread puts both audio and visual images together into a single presentation that others may provide feedback on. Orey (2001) affirms that discussions between peers can help students strengthen their thoughts as they elaborate ideas to others. He goes on to say that instant feedback is also a positive for students (Orey, 2001). VoiceThread helps to build on students’ ideas and allows for feedback to be given quickly.

            Overall, my knowledge of instructional skills and strategies has expanded. A prime example of this would be the strategy of reinforcing effort. Besides grades and comments to students, I did not realize what could be done to truly improve effort using technology. When Pitler, Hubbell, Kuhn, and Malenoski (2007) make the point that reinforcing effort is affective when students see the relationship between effort and achievement visually, perhaps through a graph on Microsoft Excel, I gained a much better understanding of how to use this instructional strategy effectively.

                         One long term goal I have for technology integration into my classroom is creating more student-centered interaction with technology at least once a week. At times this can be difficult as access to technology is limited at my school, however, it is imperative that students get opportunities to work with various technologies, as it will only continue to change as they get older. I plan to incorporate instructional strategies such as problem-based learning and experiential learning into my technology use, through WebQuests related to content and virtual field trips. Orey argues that by giving students images and episodes to remember, it will be easier for them to process that information into long-term memory (Laureate Education, Inc., 2010a).

                        The next long term goal I have for technology integration is using technology in different ways so that students get a wide array of experiences. November (2008) argues that by using some of the technology available to schools, students and teachers get the option of doing different things, rather than doing things differently. I plan on implementing a technology-driven, student-centered project once a month, using a technology in a way that I have not before. For example, I have used Microsoft Word many times before for basic story writing. Pitler, Hubbell, Kuhn, and Malenoski (2007) assert that Word can also be used to create graphic organizers, edit writing, and summarize ideas. Students will be able to see certain technological tool’s full potential by utilizing the various features it contains.

                        In reflecting on my learning from this course, it seems evident that I have developed a more knowledgeable understanding of how technology, when paired with effective instructional strategies, can help students reach their learning needs.  When teachers elaborate on material through instructional variety and technology use, students have a better chance of succeeding (Laureate Education, Inc., 2010a). I hope to take what I have learned to create a curriculum that is student-centered and embraces the use of technology to help students to achieve their utmost potential.

References

Laureate Education, Inc. (Executive Producer). (2010a). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2010b). Program four. Behaviorist learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2010c). Program one. Understanding the brain [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2010d). Program ten. Spotlight on technology: VoiceThread [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2010e). Program thirteen. Technology: Instructional tool vs. learning tool [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: 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/TheoryUnderlyingConceptMaps.pdf.

November, A. (2008). Web literacy for educators. Thousand Oaks, CA: Corwin. Chapter   6, “Expanding the Boundaries: Blogs, RSS, Podcasts, and Wikis”

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.

Social Learning Theories and VoiceThread URL

This week I explored social learning theories, which Orey asserts to be students actively interacting with others to construct an artifact (Laureate Education, Inc., 2010a). Cooperative learning is a powerful instructional strategy that encourages collaborative group work to create a final product. Pitler, Hubbell, Kuhn, & Malenoski (2007) state that cooperative learning can be achieved by promoting face-to-face interaction, both individual and group accountability and skills, and group reflection. Orey (2001) goes on to say that cooperative learning helps students reach group goals that could not be reached individually. Because the entire premise of social learning theories revolves around students making meaning of knowledge by interacting with others, the instructional strategy of cooperative learning fits this learning theory well because of the interaction required to be successful.

There are a number of technological tools that embrace cooperative learning, or social learning theories. One example would be communication software, specifically blogs and wikis. Pitler, Hubbell, Kuhn, and Malenoski (2007) insist that these types of software can provide another median through which students may communicate and share out ideas to work collaboratively. Examples of popular communication software would be www.blogger.com  or www.wikispace.com.

Another technological tool that emphasizes social learning to achieve a deepened understanding for a topic is a Voice Thread. Jarrett notes that a Voice Thread is images put together, sometimes along with audio or video, in which people can comment on (Laureate Education, Inc., 2010b). The hope is that the creator of the Voice Thread will see the pictures in a new way after reading through the comments left. Because Voice Thread emphasizes the need for interaction to make meaning, it correlates well with social learning theories. Please check out the Voice Thread I created, in which I introduce a problem to my third grade students: http://voicethread.com/#q.b2081843.i0.k0.

Overall, cooperative learning, communication software, and Voice Threads, incorporate interaction with others to achieve or create an end result. Because of this, they correlate well with social learning theories.

References

Laureate Education, Inc. (Executive Producer). (2010a). Program eight. Social learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2010b). Program ten. Spotlight on technology: VoiceThread [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

 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.

Constructionist/Constructivist Instructional Strategies

              Constructivist/Constructionist learning theories center on the ideas of active, engaged students, teachers as facilitators, and the creation of artifacts (Laureate Education, Inc., 2010). Using the instructional strategy of generating and testing hypotheses speaks to these notions, as it puts learning into the hands of the student.  WebQuests are also an instructional strategy that motivates students to generate and confirm hypotheses.

                        Pitler, Hubbell, Kuhn, & Malenoski (2007) assert that students learn problem solving, critical thinking, and decision making skills when generating and testing hypotheses. Orey (2001) states that constructionism is a learner-centered environment that revolves around exploration, communication, inquiry, and presentation. When students are given the chance to manipulate data or ideas to generate and confirm hypotheses, they are active in their learning and must seek answers to come to conclusions. Some resources that promote hypothesis generation include data collection and spreadsheet tools, as well as web resources, such as WebQuests (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Throughout all of these resources students must explore the resources given to them to pose questions and find answers, which are ideas that constructionists/constructivists believe in.

                        A WebQuest is a web resource that embraces constructivist/constructionist learning theories as well. Orey (2001) mentions that WebQuests have a focus question or problem that students must develop a position on and find evidence to back up their position. Some examples of WebQuests that have great resources for primary grades include: http://www.literacy.uconn.edu/34webqu.htm, and http://eduscapes.com/sessions/travel/k3webquests.htm.  In order to back up their positions, they must explore various resources, discuss findings, and reevaluate their information. It is up to the student to come to a final conclusion and present the material in a way that demonstrates his/her understanding of the material. Throughout the process, the teacher must act as a facilitator, to guide students into thinking deeply about the material. All of these elements speak to constructivist/constructionist learning theories.

                        Both instructional strategies keep students engaged in their learning and promote artifact creation. These two concepts are the focus of  constructivist/constructionist learning theories.

                                     

References

Laureate Education, Inc. (Executive Producer). (2010). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

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.

Cognitive Learning Theories

Orey states that cognitive learning theories revolve around the following components: limited short-term memory, the network model of memory, elaboration, the dual-coding hypothesis, and episodic experiences (Laureate Education, Inc., 2010). That being said, the instructional strategies of cues, questions, advanced organizers, and summarizing and note taking embrace many features of the cognitive learning theories.

 The idea of elaboration is the entire premise for cues, questions and advanced organizers. Orey mentions that elaboration is the process of forming multiple connections to information and is essential to storing content into long-term memory effectively (Laureate Education, Inc., 2010).  Pitler, Hubbell, Kuhn, & Malenoski (2007) argue that the use of cues, questions, and organizers help students to reach higher level, deep thinking that can be clearly organized for students by cognitive tools like Microsoft Word and Inspiration. If students are given the tools to organize information in a way that is helpful and visually appealing, more connections will be made. Integrating virtual field trips found at sites like http://www.thinkport.org/Classroom/trips.tp and http://www.vickiblackwell.com/vft.html, is also a way to answer some of the deeper level questions teachers may ask, provide information for filling out advanced organizers, and present students with images and audio that supports the dual coding hypothesis Orey discusses (Laureate Education, Inc., 2010).

Summarizing and note taking are effective ways to eliminate unnecessary information from students’ memories. Orey asserts that people can only process up to nine items at any given time to store into short-term memory, which is the only way information will get to long-term memory (Laureate Education, Inc., 2010). Pitler, Hubbell, Kuhn, & Malenoski (2007) give suggestions for summary or note taking templates found on cognitive tools such as Microsoft Word, Power Point, and Inspiration, that students may utilize to effectively sort through important information and organize it in a meaningful way. The more variety in note taking templates or strategies, specifically graphic representations, the better chance the student has at retaining information (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This correlates with the cognitive learning theory of dual- coding as well, in that students tend to remember images over text (Laureate Education, Inc., 2010).

Overall, both instructional strategies help teach for understanding as they use dual coding, elaboration, and episodic experiences to create deep connections amongst students.

References

Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

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

Behaviorist Learning Theory in Teaching Today

As Orey mentions in his discussion of behaviorist learning theories, many teachers insist that they do not use behaviorist techniques in their classroom, when in fact many do every day (Laureate Education, Inc., 2010).  One instructional strategy that Pitler, Hubbell, Kuhn, and Malenoski (2007) suggest using to reinforce skills is homework and practice. They also assert that teachers should give appropriate feedback immediately on homework so that students can fix any errors or internal thought processes. This instructional strategy correlates well with the behaviorist theory in that students will respond to the feedback given. Orey (2001) argues that behaviorist learning theories focus primarily on a person’s change in behavior based on certain responses. So, if a student does well on homework or practicing a skill, they will not have to make any corrections, which is an example of positive reinforcement that Orey (2001) states as being a stimulus that reinforces a certain behavior. The student will want to continue doing well on assignments so he/she does not have to make corrections. On the other hand, if a student does not do well with a particular skill or homework assignment, he/she will have to relearn the skill and possibly practice more. Smith (1999) asserts that positive reinforcement is the best motivator for students’ learning. If the child does not want to have to make corrections next time, he/she will work harder on the following homework assignment.

                        The same reinforcement is given from many web resources that exist which promote consistent practice and give immediate feedback. Websites can be appealing to students and act as a motivator when getting students to practice skills (Pitler, Hubbell, Kuhn, & Malenoski, 2007). I will often display different websites for students on my webpage so that they can access them at home for extra practice on skills. Some examples of websites that provide instant feedback, which aligns with behaviorist theories, include: http://www.eduplace.com/kids/hme/k_5, http://www.gamequarium.com/punctuation.html, and http://www.fun4thebrain.com/division.html.

                        Another instructional strategy that Pitler, Hubbell, Kuhn, & Malenoski (2007) discuss using is the reinforcement of student effort. If students track their effort and their grades using a program like Excel, they often see a correlation between the two (Pitler, Hubbell, Kuhn, & Malenoski, 2007). With this strategy, students can visibly see the initial stimulus (effort) and the response (grade) and can change their behavior accordingly, which Orey (2001) would argue is an example of positive reinforcement: the student will increase the desired behavior (effort) to achieve a better grade.

                        With both strategies, teachers are using the idea of reinforcement and feedback to attain positive, desired behaviors amongst students. B.F. Skinner’s idea of operant conditioning is present in various forms within the classroom as students and teachers work to reinforce appropriate attributes and traits (as cited in Orey, 2001).  When used in a beneficial manner, behaviorism can be a powerful tool in schools.  

References

Laureate Education, Inc. (Executive Producer). (2010). Program four. Behaviorist learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

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

Reflection on the Course

In what ways has this course helped you to develop your own technology skills as a professional teacher?

This course has taught me a lot about certain technologies that exist, as well as ways to use them effectively in the classroom. For example, I have never experimented with podcasting before and it was a challenging, yet informative, learning experience. Also, I have heard about how to set up both blogs and wiki spaces before, however, have not had the opportunity to create and use one of my own. Doing this gave me great insight into how I may utilize them both in my third grade classroom, as well as what parameters need to be set up to make them run successfully. Richardson (2010) makes the point that teachers must experiment with technology before introducing it into the classroom, and I could not agree more, as it gave me a better idea of what to expect from students.

In what ways have you deepened your knowledge of the teaching and learning process?

Upon looking at the Partnership for Twenty-First Century Skills website, as well as reading other course resources, I became much more aware of what skills students will truly need in the future workplace. The Partnership (2004) claims that students need to attain and use the skills of problem solving, creativity, critical thinking, and collaboration to be successful in the twenty-first century work force. I have reflected on how I will encourage students to learn and use these skills on a consistent basis throughout their learning in school, so that they will be better prepared for the adult world.

I have also learned how essential it is to use new technologies within the classroom. Thornburg (Laureate Education, Inc., 2010) insists upon utilizing technologies such as SMART phones, blogs, and digital cameras as they embrace ‘anywhere, anytime’ learning. Because students are using these tools greatly outside the classroom, it makes sense to make use of them at school in a positive, safe manner.

In what ways have you changed your perspective from being teacher-centered to learner-centered?

One of the key pieces of information that Dede (Laureate Education, Inc., 2010) shares that helped me to better understand my role as a teacher is that because students have immediate access to various sources of information through different types of technology, teachers need to help students interpret the knowledge, rather than ignoring it completely. He goes on to say that students will learn much differently within the classroom now, because of the technology they are exposed to. I need to embrace more of a project-based learning environment because many students are coming to school with millennial learning characteristics, such as the ability to think quickly and critically. If I want my students to communicate and collaborate well with others, both important skills for the future workplace, I need to give them inquiry-based projects that encourage them to think critically to get to a solution. My students will be taking ownership over their own learning, while I am there to help guide them in the right direction.

In what ways can you continue to expand your knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement?

One way that I can continue to expand my knowledge of integrating technology into the classroom effectively is to stay informed and take some risks. Kirschner and Erkens (2006) make the point that teachers will often get access to new technologies and then rarely use them in different ways. It is my duty to be aware of what technology is available for classroom use and how I can use it to better my students’ learning and achievement. I also need to experiment with some of the technologies that become available to see if they will effectively work within my classroom setting. If I do not take the chance, students will not even have the opportunity to use some of these tools that are becoming more common in the workplace.

Another way I can continue to build on my knowledge of technology in the classroom is collaborating with others. Nieto and Bode (2008) assert that teachers need to collaborate with other teachers and students at times, to create new thinking. I would like to learn about what other teachers are doing with the same technologies I have to make their students be successful. I will listen more closely to my students to find out what technologies they are using and for what purpose. If students get to utilize technology in similar ways as they do at home, they be more engaged and motivated in the curriculum at school.

Set two long-term goals (within two years) for transforming your classroom environment by which you may have to overcome institutional or systemic obstacles in order to achieve them. How do you plan to accomplish these goals?

One long term goal I have for my classroom to give students more opportunities to utilize various technologies in the school setting is integrating a technology-driven project into my curriculum at least once a month. If students have the ability to make use of various forms of technology they will be better prepared for using them in the adult workforce. In Thornburg’s discussion (Laureate Education, Inc., 2010), a teacher makes the point that educators must push forward with administration within the local and state governments to get the technology needed. I think it is very important for me to be an advocate for my students’ education, so I will work with my school and district to ensure that tools are available to my students so that students get to work with a variety of technological tools and programs.

The second long term goal I have for my classroom is to create more student-centered classroom that instills communication, collaboration, and critical thinking skills. This can be difficult as preparation for standardized testing focused on independent, concrete, paper-and-pencil thinking.  It will be important to find the balance between independent and group work, but it will be essential to students’ learning to get equal opportunities at both styles of learning. I plan to incorporate at least one group project into my curriculum every week that is student-driven, whether it is a one-day task, or a one-week task. In doing this, students will get the opportunity to sharpen twenty-first century communication and collaboration skills that are essential to being successful. Students will also be more accountable for their own learning, thus developing higher level thinking skills and creativity to come to a solution.

Refer to your checklist from Week 1. Have any of your answers changed after completing this course?

A few of my answers have changed on the ‘Practices to Support 21^st Century Skills’ checklist since the beginning of this course. In terms of teaching practices I rarely provided students with varied opportunities for using technology to support learning, simply because I was not sure what was available. Now that I have learned of some great tools to utilize effectively in the classroom, such as wiki spaces and blogs, I feel like I now sometimes give students opportunities to use technological tools for learning, rather than rarely. I also use various technological tools myself on a more frequent basis to communicate with students, rather than rarely. One example is the fact that I am setting up a class website in which I will share classroom news with parents. Students will get a chance to add to the website as well. November (2008) argues by using some of the technology available to schools, students and teachers get an option of doing different things, rather than doing things differently.

In terms of being a teacher leader I feel like I have taken a strong initiative in promoting the development of technology skills in my colleagues, where as two months ago, this was not the case at all! I have also been making a conscious effort to research and evaluate other tools and programs to use in my curriculum. Friedman (2005) notes that the world is changing drastically because of technology, and the United States needs to keep up by incorporating tools consistently into the curriculum. In researching the twenty-first century tools that exist now I am giving more opportunities to my students.

References

Friedman, T. (2005, April 3). It's a flat world, after all. The New York Times. Retrieved from http://www.nytimes.com

Kirschner, P., & Erkens, G. (2006). Cognitive tools and mindtools for collaborative learning. Journal of Educational Computing Research, 35(2), 199–209. 

Laureate Education, Inc. (Executive Producer). (2010). Understanding the Impact of Technology on Education, Work, and Society. Baltimore: Author.

Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural education (Laureate custom edition). Boston: Pearson.

November, A. (2008). Web literacy for educators. Thousand Oaks, CA: Corwin. Chapter   6, “Expanding the Boundaries: Blogs, RSS, Podcasts, and Wikis”

The Partnership for 21^st Century Skills. (2004). Retrieved from:       http://www.p21.org/index.php . Washington, D.C.

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