Reading about the authors' ideas for embedding technology in Using Technology with Classroom Instruction that Works was really exciting! I know that I am confident in using technology in the form of blogs, streaming videos, pod casts, and Internet research in the classroom myself but I recognize that there is a great deal more I can do to help my students use technology to their own educational advantage. Additionally I was surprised to find that many of these methods were actually behaviorist learning strategies, as I assumed most technology integration in the classroom would fall under the theory of social constructivism. "The entire rationale of behavior modification is that most behavior is learned." (Orey, 2001). So in theory, my struggling students can learn how to be effective students by changing the behaviors that don't work for them into ones that allow them to be successful by modeling, shaping, and cueing.
I had heard before that students respond well to data, but doubted the truth of this statement. The idea of tracking students' effort compared to results in terms of grades in spreadsheets and other data collection software seems like a good way to determine whether or not this will be useful to my students. Students often blame poor grades on outside factors and most annoyingly, on the teachers who 'gave them a bad grade or just doesn't like them'. "The research indicates, however, that students can change their beliefs and make a connection between effort and achievement." (Lever-Duffy, et al., 2001 p. 156). By setting clear expectations and grading requirements through rubrics and keeping track of effort and performance in a program like Excel, my students can chart the correlation between the two. If I can explicitly show my students in the beginning of the next school year that if they don't try their best, they won't perform to the best of their abilities, I might set up an attitude of self-efficacy and responsibility. What more could a teacher ask for?!?
Practice through homework is a prime example of behaviorism in action. Homework allows students to master skills and adjust what they have learned until they have achieved proficiency. Many of the ideas presented in the chapter Homework and Practice were great tips for teachers that many probably are unaware of. Even a simple program such as Microsoft Word can allow students to conducted focused research, identify the grade level of their writing, and summarize their work. The applications of these tools are really endless. When I teach my fledgeling researchers how to find out more about History Fair topics in the beginning of the year, I know I would appreciate this application. I could easily model how to do this using my SMARTBoard. Also after a recent class I took on the importance of teaching reading in the content areas, I know that I should ask students to self-assess written assignments with these tools as a part of pre-writing and I might even include them on my grading rubric for them. Shaping and cues could assist the students as they work to perfect the work they produce.
Perhaps the most appropriate way to use technology in my content area of social studies though might be multimedia. As mentioned earlier, I am comfortable in using multimedia programs myself, but I know I can do more to assist my students. "In addition to learning from multimedia such as educational games and interactive simulations, students can learn with multimedia by creating their own projects at home or at school to develop their understanding and practice skills." (Lever-Duffy, et al., 2001 p. 194). Behaviorist theory has its place, but in order to meet my goals, I know I will need to combine these methods with other educational learning practices to succeed. And this is my goal as a teacher-to use technology to take learning to the next level.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.).
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
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I appreciate how you have modeled the techniques and skills of self-evaluation with your students. It is not only important to teach reading and writing skills, but when we look at the integration of 21st Century Skills, it becomes vitally important to teach students how to assess their own work. As they learn to keep track of progress, they take ownership of their learning and can begin to pave their path towards life-long education.
ReplyDeleteTodd Seip
Hi Todd,
ReplyDeleteI agree that it is important to be reflective, especially with our 21st century learners. I hope that I am able to reap the benefits of my students seeing the connection between their effort and achievement like the teachers in our text!
April
ReplyDeleteI recently toured another school that uses data to the extreme. They use it to place students in GT or remediation classes, track behavior and productivity. It was an amazing thing to see. The best part was, students understood the data and actually used it just as the course text suggested, to improve. Even better was there was hard evidence to give parents at conferences. No more "war stories" just data and parents can't argue with data. Our school is looking to model the way this school's program. I hope we do because they are a model school and not just because they have high standardized test scores! I tool never realized how powerful the data can actually be.
Hi April,
ReplyDeleteI am glad that you picked up the same thing I did regarding our reading and Microsoft Word. I had no idea that the program did that much. I plan on exploring Word this summer, in order to find more ways to use it with my students next year.
In regards to your earlier statement about students blaming us for bad grades, what do you tell them when they say, "You gave me a bad grade?" I always tell them, "I didn't give you a bad grade, you earned it." That is where my adapatation of the "effort rubric" from our reading will come into play next year. Just pull it out, and show them how a lack of effort reflects directly on their lack of a good grade.
Ray Rust