Brooke Sieg's Blog

I feel that my actions were extremely effective in helping to meet all of my goals because I worked diligently to accomplish them. I tend to procrastinate, but I have found in the past that I do not accomplish what I need to when I do so. Since I have created my GAME plan, I have been very mindful in taking steps to achieve my goals and planning my lessons accordingly, as well as following through with my reflective journal. Not only do I realize that this is helping my current teaching skills, but it will also improve them next year when I make the necessary changes to my lessons after reading my reflections.

I have learned thus far that for most new technological ideas, such as a virtual field trip, I need to allow more than just one trip to the computer lab. Allotting more time is something I can apply in my instructional practice the next time I introduce a new concept. A very encouraging lesson I’ve learned is that my students are going home and telling their families about how exciting it is for them to be spending more time on the computer. I’ve had two parents tell me that their child has enjoyed learning via the Virtual Field Trip and the Internet Scavenger Hunt (which we just started yesterday). My hope is that once parents start talking, they will voice their opinions about wanting more teachers to integrate technology into their classrooms.

Although I’m on the right track, I still have a lot to learn. I need to learn how to “teach” my students how to utilize programs such as PowerPoint, VoiceThread, or even something as basic as Word. I know that most of their learning will stem from their own trial and error, but I do need to teach them how to use these programs so we can use them more in the future. My question is: How do I find time to do this? Not only do I need to allow more time in my lesson plans, but I also have to try to figure out how to get more time in the computer lab.

One way I  could adjust my plan to fit my current needs, and to possibly finding an answer to my question, is to pair my students up with fifth grade students. The older students have a lot more knowledge and experience that they could share with my second graders, which would save instructional time on my part. I would become the facilitator during this process. I think both grade levels would greatly benefit from this collaboration and also enjoy the process!

As I continue to implement my GAME plan, I am finding an abundance of information! I’m pleasantly surprised at how many great ideas I’ve found so far for my classroom. I’ve found a great ocean webquest I want my students to do, an interactive literacy website that I can integrate during my centers, a website with 100’s of books that my students can listen to, and a scavenger hunt that my students can complete to practice locating accurate information via the Internet. I have also discussed upcoming units/themes with my grade level. I explained to them that I want to integrate more technology within the themes and I was surprised that one of the other teachers was very interested in hearing my ideas.

The only part of my GAME plan I want to modify is that I want to implement more than just one new technology-related project a month. With all of these new ideas I’m finding, I want my students to experience as much as possible. However, I understand that I need to plan carefully so that I don’t rush through these projects. My new goal is to implement three technology-related projects a month.

So far, I have learned that my students truly enjoy the time they spend using the computers at school. They are very excited about any new ideas I tell them about and let them experience. (They LOVED the rainforest virtual field trip they took this week!) I’ve also figured out how to set up my reflective journal so that it’s easily accessible and manageable. I’ve already reflected about my experience teaching students about virtual field trips and letting them enjoy it for the first time. I noted that I definitely need to allow more time for the next one! Another important lesson I learned is that I need to keep telling my co-workers about my ideas, even when I get discouraged because one day they might surprise me and want to try something new.

As of right now, I don’t have any new questions. However, when questions arise, I will know to jot them down in my journal so I can find the answers and come back to them.

In order to carry out my GAME plan, I will need several resources. The first resource I will need is a a method to locate new ideas to implement into my classroom. I currently rely heavily on Google to find almost all information I need. However, I might want to look into searching Amazon for books I may want to read regarding how I can best use technology in my classroom. Another resource I will need is a journal. I intend to keep a digital journal on my portable “junk” drive so I can save my thoughts at school, home, or wherever I may be. The final resource I will need for my plan is a blog account on teacherlingo.com.

Before I get too far into my GAME plan, there is some information that I would like to get from the other teachers within my grade level. Since this is my first year teaching second grade, I want to get a list of themes/units we still have left for the remainder of the school year. I will use this information in an attempt to integrate technological activities that pertain to the topic on hand. While I understand I could come up with my own topics, I think it’s important that I’m a team player within my grade level and try to maintain some consistency. I like to be onboard with my colleagues, even if I do “ruffle a few feathers” because I present my students with the same information in a different manner than they do.

The only step I have taken so far in my GAME plan is that I have lesson plans written to take my class to the computer lab tomorrow (our regularly scheduled day/time) to take a virtual field trip through a rain forest by visiting: http://passporttoknowledge.com/rainforest/main.html. I’ve never taken my students on a virtual field trip before, so I might find that I need to schedule another day for them to get through their trip.  I will also be sure to include my thoughts about the experience in my reflective journal.a

The two indicators I want to strengthen in my GAME plan are: design and develop digital age learning experiences and assessments and engage in professional growth and leadership.

My goal for designing and developing digital age learning experiences and assessments is to implement one new technology-related activity or project a month. In order to achieve this goal, I will need to actively search for new and engaging ideas. I could have my students do something as simple as take a one time virtual field trip or engage them in a web quest, which could take a week or more. When assessing my students, I would use a rubric, however, I wouldn’t need to formally assess them every time we visited the computer lab. I would monitor my own progress through my lesson plans. I would set aside a specific day each month for my activity, and then incorporate additional days if needed. I would evaluate and extend my learning through my students. If my students are understanding the concepts, engaging in the activities, and applying what they’ve learned, then I will know that I have done my job as a teacher. A good way for me to keep track of my learning, and theirs, is through a reflective journal. I could write about what went well, what didn’t go well, what I would change next time, etc. This would extend my learning and better prepare myself to teach the lesson again the next year.

My goal for assessing and engaging in professional growth is to stay abreast to the latest technological advances and decide how, or if, I can use them to better myself as a teacher. To achieve this goal, I will set aside time for at least two, 30 minute periods each month to research these advances. In addition, I will also continue my classes at Walden and attend conferences when possible. I will monitor my progress by maintaining a blog on a professional website, such as teacherlingo.com. In my posts, I can include websites that I visited and want to revisit, cut and paste helpful information, and my own reflective thoughts or ideas. I will evaluate and extend my learning through my blog postings and comments that others’ may leave.

The most striking revelation I had about the teaching of new literacy skills to my students as a result of this course was that my second grade students really are capable of locating and evaluating information by using search engines. Prior to this course, I thought they were too young and this was a concept that was above their thinking level. As a direct result of this course, my students have successfully applied what I have learned and taught them about researching information and knowing if the website is credible. I have also learned that I need to raise my expectations for my students. They had only been showing me what I expected of them, which was very minimal when it came to searching for information. But now that I have raised my expectations of their searching capabilities, they have met and surpassed those expectations.Now that I know what my students are capable of, I can continue to create and provide new units based on the new literacy skills that they will need for their future. Although my fellow colleagues within my grade level aren’t supportive of the technology I have integrated into the curriculum, I will not let that influence my teaching practices of moving forward.

One goal I would like to purse is to start a project with another classroom, via the internet, which would allow my students to communicate and collaborate with others who come from a different part of the United States, or the world, than where they live. The first step would be to find an age appropriate project. I like the website, www.globalschoolnet.org, best of all. They have many projects that are not only age appropriate, but that I think my students would enjoy and benefit from. The next step would be to get consent from the administration and parents to move forward. After accomplishing that, I would then need to get in touch with another teacher who has also signed up for the same project as my class. Once those steps have been completed, I would then talk to my class about my expectations and online etiquette. Not only would this type of project allow my students to collaborate and learn with others, but I would be learning alongside them, as well. We would be developing new literacy and technology skills together.

Click on the link below to visit my VoiceThread

Brooke’s VoiceThread

Using the cooperative learning strategy is a perfect example of how to integrate the social learning theory into the classroom. Social learning theories embrace students working together, engaged in the learning process, which is what the cooperative learning strategy is all about. One idea in particular that I liked from Chapter 7 was allowing students to communicate with other students around the world through keypals. I think this would be a great way to raise my students’ cultural awareness. (The majority of my students haven’t been more than 30 miles outside of their small, farming community.) After learning more about their keypal, my students could create web sites, based on what they’ve learned about their new “friends’” culture, city, traditions, etc. By using these ideas, my students will share in cooperative learning experiences that will teach them problem-solving skills, social interaction skills, and new knowledge about cultures very different than their own.

The constructivist/constructionist learning theory is prevalent in this week’s reading of Chapter 11 in our text book, which focuses on generating and testing hypotheses. Problem solving, complex mental processes, decision making, and engaging instruction are all included in this chapter and are necessary components in the constructivist/constructionist learning theories. Technology also plays a large role in generating and testing hypothesis by using spreadsheet software, data collection tools and web resources. Since I taught kindergarten for five years, I don’t have much experience with many of the technologies mentioned in this chapter; however, I have used technology to promote higher-level thinking. For my literacy and math centers, I often used different computer programs based on the needs of each student, rather than using one program for the whole class. One technology that I would really like to integrate into my classroom is a SmartBoard. Unfortunately, my school doesn’t have the funds to purchase this costly item. Although I’ve been unsuccessful in getting a grant for one, I intend to keep trying!

Another strategy to integrate the constructivist/constructionist learning theories into the classroom is by using a project-based learning tool, like the astronomy unit I explored by using Edutopia. It’s a six week curriculum that includes independent and group work through on-line research, art projects, and writing/journaling activities. Although the recommended grade levels for this project are 4-6, it could easily be adapted for my second grade class. One advantage to using this method is that it allows the students to be actively involved in the learning process, while the teacher becomes more of a facilitator to guide instruction, which is a key component to the constructionism theory. In addition, students use critical thinking skills in a project-based approach to learn, rather than using the behaviorist theory, where students use drill and practice methods for learning.

“Cognitive technologies are tools that may be provided by any medium and that help learners transcend the limitations of their minds, such as memory, thinking, or problem solving limitations” (Robertson and Robinson, 2007). Pitner, Hubbell, Kuhn, and Malenoski (2007) recommend using cues, questions, and advanced organizers, such as Kidspiration. These tools allow students to use their critical thinking skills in conjunction with technology to demonstrate their learning. Summarizing and note taking are other examplies of cognitive technology that can be integrated into the classroom by using word processing applications, such as Word, and concept mapping tools, such as Inspiration.

After visiting going on a virtual field trip and creating my own concept map, I now understand how they align with the cognitive learning theory. The cognitive theory focuses on learning, retaining, and recalling information, which these tools allow students to do in a meaningful and creative way. Students can learn new information by going on a virtual field trip and then use a concept mapping tool to organize their thoughts. This is especially helpful since our short term memory can only process 7 pieces of information at one time (Dr. Orey, 2009). These technological tools can be additional instructional strategies to ensure students are learning and understanding information to the best of their ability.

Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved July 12,2009, from http://projects.coe.uga.edu/epltt.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author

“Cognitive technologies are tools that may be provided by any medium and that help learners transcend the limitations of their minds, such as memory, thinking, or problem solving limitations” (Robertson and Robinson, 2007). Pitner, Hubbell, Kuhn, and Malenoski (2007) recommend using cues, questions, and advanced organizers, such as Kidspiration. These tools allow students to use their critical thinking skills in conjunction with technology to demonstrate their learning. Summarizing and note taking are other examplies of cognitive technology that can be integrated into the classroom by using word processing applications, such as Word, and concept mapping tools, such as Inspiration.

After visiting going on a virtual field trip and creating my own concept map, I now understand how they align with the cognitive learning theory. Cognitive theory focuses on learning, retaining, and recalling information, which these tools allow students do in a meaningful and creative way. Students can learn new information by going on a virtual field trip and then use a concept mapping tool to organize their thoughts. This is especially helpful since our short term memory can only process 7 pieces of information at one time (Dr. Orey, 2009). These technological tools can be additional instructional strategies to ensure students are learning and understanding information to the best of their ability.

Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved July 12,2009, from http://projects.coe.uga.edu/epltt.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author