What Works for Differentiating Instruction in Elementary Schools | Edutopia

What Works for Differentiating Instruction in Elementary Schools | Edutopia

Assessing Students' Learning Needs

 How can technology be used to facilitate instruction that recognizes and accommodates their interests, learning styles, intelligence preferences, and learning profiles? In this weeks' learning resource video,  "Know Your Students" Dr. Smith and Dr. Thorne synthesized the pedagogical affect that student interest, learning styles, culture, and gender have in regards our students' learning performance. While most classrooms are auditory in nature, their student demographics may be reflective of visual and kinesthetic learners (Laureate, 2009)

Surveys should be given to students to identify their interests and learning styles. According to Dr. Tomlinson, educators can use technology to help support efficient learning by "allowing choice that encompasses multiple intelligences, concepts and interests" (Laureate, 2009). Bray defines technology as "the practical application of scientific learning"  (Bray, Brown, & Green, 2004, pg. 30).  He highlights how technology can enhance and assist the diverse learning needs and disabilities of students.  

The student I've chosen to profile, "B," is an identified EC student with ADD, and Central Auditory Processing (CAP) cognitive disabilities. B isn't motivated to read and struggles with comprehension. One assistive technology that correlates with his IEP plan is the Nook. This assistive technology offers voice-recognition, allowing him to record and listen to himself reading the text on each page. This personalized experience can enhance the connection. Supportive technologies such as online links are bookmarked on the Nook. These links are used for remediation, extension and to "address issues of learning and the curriculum" (Bray, Brown, & Green, 2004, pg. 50). Tumblebooks offer animated, living books on a variety of levels and themes that B finds interesting. The books offer the flexibility that allows B to choose to independently read or have the books read to him. Comprehension tests and language activities in game form allow B to review and expand his learning. Internet-4-classrooms also supports the learning needs and objectives of B's IEP goals.

Bray, M., Brown, A., & Green, T. (2004). Technology and the diverse learner: A guide to classroom practice. Thousand Oaks, CA: Corwin Press.

Laureate Education, Inc. (Executive Producer). (2009). Knowing your students. Baltimore, MD: Author.

http://www.internet4classrooms.com/skill_builders/online_stories_language_arts_third_3rd_grade.htm

http://www.tumblebooks.com/library/asp/home_tumblebooks.asp

GAME Plan Reflections

My GAME Plan will be reflective of the wealth of information acquired through my course of study.  Emerging technologies are needed to facilitate the changes in our learning environments.  As new Common Core curriculum correlate with NETS and STEM, teachers will need to learn how to develop and design lessons that engage students in authentic learning.

What are the objectives of the lesson?  How can I find appropriate resources that will enhance learning?  How can I effectively assess students with technology?  As teachers face the daily challenges that exist with cultural, social, academic, physical and language diversities, they must be willing explore new ways to meet such demands.  Structuring goals, methods, materials and assessments provide flexibility, student choice, and varied options for representations, and student engagement.

Technology offers online multimedia resources that can used with PBL.  These technologies offer safe student collaboration and communication, while still allowing for student monitoring. Wiki, blogs, and ThinkQuest provide online learning communities that integrate both technology and curriculum beyond the classroom. 

My exploration of digital storytelling allowed me to see cross-curricular advantages that these tools offer.  Students are able to delve in the arts and enhance their creativity and behind-the-scene knowledge of mass communication and production. Brainstorming ideas around topics and writing personal narratives can be integrated though Movie Maker.  Assistive and flexible technologies such as Tumblebooks and Storybird allows students to promote cross-cultural connections that foster native language and allows parent/child collaboration.

Reflective practices will allow me to informally assess my students cognitive development and acquired knowledge that will guide my inquiry and process of creating dynamic 21st Century collaborative and engaging learning environments.

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

My GAME Plan: A Work in Progress

My GAME Plan is progressing through my exploration of valuable resources that allow me to better define my objectives.  I've learned that there is a process to how technology can be utilized effectively.  I'm restructuring my thinking to specifically focus on knowing what outcome I'm expecting and identifying the technology that will match that content.  It is imperative that my lessons and objectives are reflective of the diverse cultures, socio-economic and academic abilities of my students.   Exploring assistive technology resources has proven beneficial in that it allows me to know what tools are best for facillitating specific needs of my students.    Benchmark, mid-terms and summative have been traditional ways in which our students have been assessed.  As technology continues to reform education, it is require that we develop  "a cadre of formative assessment techniques so that you can monitor and evaluate what your students are doing."  (Laureate, 2010)

Staying abreast of past, current and future technologies will require that I work collaboratively.   Sharing knowledge with faculty and administration is needed to build PLC environments.  Therefore, I have created a link to my web page that will provide stakeholders will a wealth of information. 

Developing My GAME Plan

Developing My GAME Plan

To achieve the goals set forth in my GAME plan, I plan to customize my instruction to include specific technologies and UDL strategies. I will use data, assistive technology and various online resources. Integrating technology within the curriculum will accommodate the diverse needs of my students and daily challenges that exist with cultural, social, academic, physical and language diversities.

Data, brain-researched theories, literature reviews, collaboration and knowledge of integrating assistance technology tools are needed to successfully execute my GAME plan. According to Dr. Ross, "We need to train ourselves to find ways to use assistive technology." (Laureate, 2010) Modifications such as note-taking assignments using a larger font size and special keyboards that have larger font letters/numbers can incorporated in my plan after reviewing student files, IEP's and other data that addresses disabilities and needed adjustments to the learning environment.

UDL recommends providing flexibility, student choice, and varied options for representations, and student engagement. By structuring goals, methods, materials and assessments, learners "can assess their own learning needs, monitor their own progress, and regulate and sustain their interest, effort, and persistence during a learning task." (Cennamo, 2009)

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

Laureate Education, Inc. (Producer). (2010). Meeting students' needs with technology, part one [Video webcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6489425&Survey=1&47=8451632&ClientNodeID=984650&coursenav=1&bhcp=1

My GAME Plan

Developing My GAME Plan

The GAME Plan indicator that I will target are:

 NETS-T 1: "Facilitate and Inspire Student Learning and Creativity"

 NETS-T 3:  "Model Digital Age Work and Learning"

To facilitate engaging lessons, I plan to provide opportunities for students to learn through inquiry and project-based environments that will allow students to naturally make connections of the common uses of technology in daily life and work collaboratively with all stakeholders. I also plan to implement content strategies discussed by Dr. Ertmer, wherein my knowledge, confidence and beliefs can allow me to expand student learning through technology integration as well as build a supportive culture of advocacy and collaboration with my colleagues.  (Laureate, Inc. 2010)

Embracing various modalities of technology  that correlates with classroom curriculum and allow guided modeling of digital age work and learning will students to expand student learning through authentic experiences.   I plan to use my web page as a PLC forum wherein  research-based theories, best practices, teacher resources, and student/parent tips can be shared beyond the classroom.  This will enlist an  enhanced learning to all stakeholders and we bridge the gap of communication while creating a sense of cohesiveness and opportunity for parent and community involvement. 

(International Society for Technology in Education. (2008). The ISTE NETS and Performance Indicators for Teachers (NETS•T). In ISTEnets LEADING DIGITAL-AGE EDUCATION. Retrieved March 4, 2012, from http://www.iste.org/Librarie/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx. 

Laureate Education, Inc. (Executive Producer). (2010). Enriching content area learning experiences with technology, part one. Baltimore, MD: Author.

Reflections

My reflections of Bridging Learning Theory, Instruction, and Technology have allowed me an opportunity to see the relevance and benefits of well-constructed lessons that facilitate best practices for all students.  Prior to this class, I didn't implement instructional strategies that were reflective of various learning theories.  However, this class has allowed me to understand the correlation of learning strategies to the methods and manner in which students learn.  "To understand learning, we must understand how it works in the brain."  (Laureate Education, Inc., 2011)  Dr. Wolfe's research allowed me to understand how the brain receives and processes information.   

There are lots of different learning theories that can be used to help facilitate the learning process. Educational technology can play a role in each of these Gardner's theory of Multiple Intelligences which suggests that people possess several intelligences that are used to process and apply information.  The original seven learning styles include: linguistic, logical–mathematical, spatial, musical, bodily–kinesthetic, interpersonal, and intrapersonal. (Gardner, 2006)

My newly acquired knowledge will be immediately implemented as I design lessons that integrate Webquests, Virtual Field Trips, and other visual/audio modalities. This cognitive theory instructional strategy, known as Dual Coding, was discussed by Dr. Michael Orey.  (Laureate Education, Inc, 2011).  Dr. Orey explained how Piavio’s  Dual Coding Hypothesis suggests that people remember images better than they remember text (Laureate, 2011).  In addition, I plan to use concept maps as an instructional learning tool for introductions.  Also, as a cognitive learning tool by engaging students in a learning environment that will allow them an opportunity to construct the maps on the Activboard.  Concept maps are graphical tools used to help organize and connect information on a concept (Novak & Canas, 2008).  Cross-links help us see how a concept in one domain of knowledge represented on the map is related to a concept in another domain shown on the map” (Novak, & Cañas, 2008). 

This course has increased my knowledge base of various learning theories and instructional strategies that will allow me to transfer knowledge through strategically-designed engaging environments that will allow students to use technology as learning tools that assist in their construction of knowledge.  Exploration through social, cooperative, inquiry-based environments create an authentic learning environment that will help students acquire the skills needed to survive in this global digital era.  

References

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011). Program thirteen: Technology: Instructional tool vs. learning tool [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Technology Tools of Constructivism

VoiceThread - Digital Etiquette

"Social Constuctionism learning theories address the role of culture, collaboration and context in constructing knowledge and understanding of the world around us." (Laureate Education, Inc., 2010) Social Constructivism focuses on the social interactions that occur and assist learning while students are constructing

The instructional strategies described in this week's resources correlate with the principles of social learning theories through addressing the role of culture, collaboration and context in constructing knowledge and understanding of the world around us." (Laureate Education, Inc., 2010) Social Constructivism focuses on the social interactions that occur and assist learning while students are constructing. 

“Educational technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (Pitler et al., 2007, p. 140). Technology tools such as  Webquests, Keypals, web site development, and collaborative organizing tools can assist with facilitating engaging experiences which that will allow students to work collaboratively with others during the constructive phase of making connections.   

Computer-Mediated Communication(CMC), such as Keypals,  allow ELL students exposure to new/authentic vocabulary and written expression.  A positive effect has been the   decrease in foreign language anxiety as a result of personalized communication.  Students are able to develop friendships, explore cultural awareness and  opportunities to experience communication in English, through email, chat, lists, etc... Webquests allow the internet to facilitate, through a scaffolded learning process.  It provides authentic learning-centered practices that motivate students' investigation to explore and investigate open-ended questions.  It promotes both individual and group participation that allows students to make meaningful connections to newly acquired information.

Technology is integrated in as a "more knowledgeable other" or strategic tool  in helping students facilitate their construction.  It's a component of the social network within the classroom that helps students remain actively engaged in learning.  By allowing students an opportunity to learn and communicate, free of direct teacher facilitation, students are able to become self-confident in their abilities as well as strengthens their language acquisition skills.

References

Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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.

VoiceThread - Digital Etiquette

Technology Tools of Constructivism

VoiceThread - Digital Etiquette

"Social Constuctionism learning theories address the role of culture, collaboration and context in constructing knowledge and understanding of the world around us." (Laureate Education, Inc., 2010) Social Constructivism focuses on the social interactions that occur and assist learning while students are constructing

The instructional strategies described in this week's resources correlate with the principles of social learning theories through addressing the role of culture, collaboration and context in constructing knowledge and understanding of the world around us." (Laureate Education, Inc., 2010) Social Constructivism focuses on the social interactions that occur and assist learning while students are constructing. 

“Educational technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (Pitler et al., 2007, p. 140). Technology tools such as  Webquests, Keypals, web site development, and collaborative organizing tools can assist with facilitating engaging experiences which that will allow students to work collaboratively with others during the constructive phase of making connections.   

Computer-Mediated Communication(CMC), such as Keypals,  allow ELL students exposure to new/authentic vocabulary and written expression.  A positive effect has been the   decrease in foreign language anxiety as a result of personalized communication.  Students are able to develop friendships, explore cultural awareness and  opportunities to experience communication in English, through email, chat, lists, etc... Webquests allow the internet to facilitate, through a scaffolded learning process.  It provides authentic learning-centered practices that motivate students' investigation to explore and investigate open-ended questions.  It promotes both individual and group participation that allows students to make meaningful connections to newly acquired information.

Technology is integrated in as a "more knowledgeable other" or strategic tool  in helping students facilitate their construction.  It's a component of the social network within the classroom that helps students remain actively engaged in learning.  By allowing students an opportunity to learn and communicate, free of direct teacher facilitation, students are able to become self-confident in their abilities as well as strengthens their language acquisition skills.

References

Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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.

VoiceThread - Digital Etiquette

Facilitating Constructivism/Constructionism

Brain research theory provides a knowledge base that, if used as a blueprint for implementing instructional strategies, can effectively enhance the learning environment.  Dr. Orey described the theory constructivism as the belief  that "people can learn best when they build an external artifact or something they share with others." (Laureate education, Inc. 2011) Constructionism can be a theory of learning as well as a strategy for education.  As an extension of the constructivist theory, the belief is that knowledge is not simply transmitted from facilitator to student, but that it is actively constructed in the mind of the learner.  New ideas are generated through the creation of an external artifact in addition to the interaction of a collaborative environment.

Educators should strategically implement lessons that promote an environment of inquiry and challenge.  Students should be able to choose organize, collaborate, create artifacts of their choice, make predictions, design and construct ideas, collect and analyze data, self-evaluate and communicate ideas.  The facilitator guides the learner along their path of learning by creating a classroom culture that supports frequent feedback and assessment. (Pitler, Hubbell, Kuhn, Malenoski, 2007)

Instructional strategies that correlate with the Constructivist's classroom will include brainstorming and discussion sessions. Incorporating graphic organizers will allow students to use their prior knowledge to assist in the new inquires created through the exploratory process. Collaborative projects that have rubric will define expectations as well as engage learners in authentic, real-world tasks. 

References

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved fromhttp://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Orey, M. (Ed.). (2001). Problem-based instruction. Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Facilitating Cognitive Learning Theories

How can educators use cognitive tools to facilitate engaging lessons?  This question has motivated me to explore various resources that can assist educators in their facilitation of instructional strategies that correlate with cognitive learning theories.

Cognitive Learning Theory addresses how information is processed in the brain.  Educators must understand the three stages of information processing to effectively integrate appropriate cognitive tools that will enhance learning.   Dr. Orey discussed importance of educators understanding the transition Short term memory is limited and based on how much the learner can learn at one time. (Laureate Education, Inc., 2011) Adding a visual or auditory resource such a virtual field trip or Brainpop video link added to a blog post would allow facilitators to manage the amount of information given.  Thus, avoiding overloading students' with excessive information that can't exceeds the limits of their short-term.

Another effective instructional strategy that enhances the ability for students to retrieve information involves the use of cues, questions, and advance organizers.  “Cues are explicit reminders or hints about what students are about to experience.” (Marzano) Both cues and questions are effective learning tools even when asked before a learning experience.  Graphic organizers, powerpoint, and Microsoft word software are cognitive tools that allow clear presentation of information.  Implementing such lessons will enable information to be presented in a meaningful and appropriate way. 

Cognitive tools that allow students to organize their knowledge would be another effective instructional strategy for educators to use in transferring information.  Spreadsheets and online software such as bubbl.us, allow students to analyze cause-and-effect relationships.   Novak and Canas (2006), concept mapping is a powerful tool “for the facilitation of meaningful learning” and for how “it serves as a kind of template or scaffold” in the organization and structure of knowledge.

The transition from short/working memory to long-term memory requires an understanding of Network Model of Memory and the relationship of how ideas are collaboratively connected.  Dr. Orey explained how Paivio's Dual-Coding Hypothesis  Theory "allows visual and verbal association." (Laureate Education, Inc., 2011)  In this hypothesis, it is believed that when corresponding pictures and sounds were paired, the retention associated with long-term memory was higher than if the pictures or sounds were presented alone. "Thus, the dual coding theory can be applied to the storage and remembering of pictures and sounds in addition to pictures and words." (Thompson & Paivio, 1994)

Integrating technology is seen as an enhancement and integral part of the cognitive learning.  As educators, we must continuously explore research-based theories and embrace the role of technology in education and training and the benefits that technology will provide in our facilitation of effective and engaging instructions that will enrich, engage and increase our students understanding and learning opportunities. 

References

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Thompson, V., & Paivio, A. (1994)._ Memory for pictures and sounds:_Independence of auditory and visual codes. Canadian Journal of Experimental Psychology, 48, 380-398.

 Novak, Joseph D. & Alberto J. Cañas (2006). The Theory Underlying Concept Maps and How to Construct Them, Technical Report IHMC CmapTools 2006-01, Florida Institute for Human and Machine Cognition, HTML (PDFs also available)

Balancing Behaviorism in a Digital Era

Is there a place for Behaviorism in 21st century educational technology?   As a computer enhancement teacher, I've seen the benefits of  Behaviorism in the form of traditional classroom management.  The benefits of Behaviorism via programmed instruction has great relevance in respect to online tutorials.     This form of positive Operant Condition, if correlate with classroom curriculum, can be a measurable and effective means of enrichment.   A student completing a goal can have tangible proof, such as a printable certificate, to document their success or achievement.

Past brain research theories have increased our understanding of child development information and developmentally appropriate practices. Now, through new technologies such as brain imaging, we are able to have an even more profound understanding of specific parts of the brain and their correlation to cognitive functions. Research also supports the integration of educational technology as a beneficial method of facilitating instruction as well as enhancing student learning.  According to Dr. Wolfe, "to understanding learning, we must understand how it works in the brain." (Laureate Education, Inc., 2010). Dr. Wolfe's research focuses on making connections. Her research defines the motor cortex as the controlling part of the brain with all movement, excluding reflexes. As dendrites receive information via the axon branch, electric impulses are created to make connections. Connections that are activated more frequently, will increase the potential effectiveness of that connection. Integrating educational technology-related experiences, will provide needed reinforcement practices that will allow students to make better connections. Although some intelligences are more developed than others, experiences that address diverse learning styles will provide more meaningful connections. (Lever-Duffy & McDonald, 2008) Educational technology, along with the aforementioned research would benefit both educators and students. Technology provides instant motivation and elaborative experiences that allow students to make connections through familiar experiences of everyday technologies uses outside of the classroom.  Homework, in addition to online lessons, computer labs, blogs, and other multimedia presentations provide diverse learning styles that foster multiple intelligences as well as equip our students with problem-solving, analytical and life skill needed productive citizens who are  capable of competing in an 21st century world. References Laureate Education, Inc. (Producer). (2011). Program one: Understanding the brain [Video webcast]. Bridging learning theory, instruction and technology. Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc. Chapter 1: Theoretical Foundations Laureate Education, Inc. (Producer). (2011). Program two: Brain research and learning [Video webcast]. Bridging learning theory, instruction and technology.

Behaviorism Resource Links:

http://www.starfall.com/

http://www.internet4classrooms.com/k12links.htm

http://www.innovativelearning.com/educational_psychology/behaviorism/webquest.html

https://www.msu.edu/~blockje1/800Matrix/.../behaviorism.ppt

Benefits of Educational Technology

Benefits of Educational Technology 21st century technologies will require a new infrastructure within our educational system. As educators of digital natives, we must explore more meaningful and effective practices that will naturally motivate our students as well as foster the very technologies that will be embraced in a competitive global work force. Past brain research theories have increased our understanding of child development information and developmentally appropriate practices. Now, through new technologies such as brain imaging, we are able to have an even more profound understanding of specific parts of the brain and their correlation to cognitive functions. Research also supports the integration of educational technology as a beneficial method of facilitating instruction as well as enhancing student learning. According to Dr. Wolfe, "to understanding learning, we must understand how it works in the brain." (Laureate Education, Inc., 2010). Dr. Wolfe's research focuses on making connections. Her research defines the motor cortex as the controlling part of the brain with all movement, excluding reflexes. As dendrites receive information via the axon branch, electric impulses are created to make connections. Connections that are activated more frequently, will increase the potential effectiveness of that connection. Integrating educational technology-related experiences, will provide needed reinforcement practices that will allow students to make better connections. Dr. Wolfe's second discussion of brain research and its relevance to learning identified four findings that are applied to classroom instruction. Our life experiences sculpt our brains. This knowledge will allow educators to understand that the importance of creating a classroom environment that will have a positive impact on their students' brain development. The human brain needs to identify the relevance of concepts being taught. Without purpose, information is not stored in the brain. As with Dr. Howard Gardner’s Theory of Multiple Intelligences, research shows that all human beings have different types of intelligences. (Laureate Education, Inc., 2010). Although some intelligences are more developed than others, experiences that address diverse learning styles will provide more meaningful connections. (Lever-Duffy & McDonald, 2008) Exposing students to emotionally and meaningful learning experiences that are engaging, will deter students from traditional procedural or rote practices and improve students' declarative memory skills. This type of memory helps students have meaning and ownership of their learning. Educational technology, along with the aforementioned research would benefit both educators and students. Technology provides instant motivation and elaborative experiences that allow students to make connections through familiar experiences of everyday technologies uses outside of the classroom. Online lessons, computer labs, blogs, and other multimedia presentations provide diverse learning styles that foster multiple intelligences as well as equip our students with problem-solving, analytical and life skill needed productive citizens who are capable of competing in an 21st century world. References Laureate Education, Inc. (Producer). (2011). Program one: Understanding the brain [Video webcast]. Bridging learning theory, instruction and technology. Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc. Chapter 1: Theoretical Foundations Laureate Education, Inc. (Producer). (2011). Program two: Brain research and learning [Video webcast]. Bridging learning theory, instruction and technology.

Implementing Change

Future technology advancements and innovative discoveries will continue to mesmerize us, promote a lifestyle of unimaginable conveniences, as well as facilitate global socio-economic and educational reform.

Infrastructure of an educational system that reflects 21st century technologies will require collaboration from every stakeholder.  Students, teachers, parents, government, community and churches must all assist in building a framework that will equip our students with skills that will ensure opportunities for achievement.

Where do we begin?  How can educators create an environment within their school that will assist in builing a framework for this inevitable change?

Partnership for 21st Century Skills....Finding the Happy Medium

       I'm compelled by the vision and mission of such an advocacy of stakeholders as those affiliated with Partnership for 21st Century Skills.     The information on the site allowed me to understand the urgency to restructure our educational system and implement new policies that are geared toward a curriculum that correlates with the digital era in which we now live. 
      http://www.p21.org/index.php?option=com_content&task=view&id=504&Itemid=185

      Statistically, the current system is not working.  Harvard School of Education's Pathway to Prosperity Project presented some alarming data that supports this statement.  (See page 22 of 52)

      http://www.gse.harvard.edu/news_events/features/2011/Pathways_to_Prosperity_Feb2011.pdf

      Although I see myself as an ally of this reform, I'm compelled to disagree with any transition that doesn't advocate for a continuance of needed social skills and interaction outside of technology.  Will our future generations lose their love of outside play?  Will they be able to linguistically converse with their peers through old-fashion verbal communication?  Will families stop eating together or allow this digital era to divide us in our very own homes?  Will board games and family game night become non-existent?   Is there a happy medium?  If so, then how will we as educators, parents, and citizens maintain that balance?

The World of Wikis

I love it!  How's that for starters?  I make this comment as I look at my desk area full of course work, travel plans, church committee notes, etc.   The anxiety associated with the demands of everyday life can become quite overwhelming.  Some left-handed person hit the jackpot with this effective and efficient technology tool.  I say that biasly and with no intent to initiate a left/right brain debate. 

As I gain better understanding of wikis, I find myself brainstorming ways to use them with my students as well as incorporate them in my everyday life.  A few of my girlfriends and I are planning a beach trip.  Using a wiki would be a great way to collaborate every aspect of our trip, while eliminating excessive emails and or detailed that could be easily overlooked.  Here, we could brainstorm ideas together; then post the results to a page that can be constantly modified by as we cover our agenda. 

Educators can collaborate ideas as in a faculty meeting.  Students can work cooperatively on various activities and stay abreast of updates by watching the "recent changes." The benefits are unparallel from school to corporate America. 

Whether you're a novice or experienced user of wikis, I'd like to know your thoughts as to how you're incorporating wikis in your profession and/or personal life.

What's Working?

As we strive to equip our students with 21st Century skills that will prepare them to compete in a global society, it is imperative that we utilize every and all available resources.  Post some effective technology integration strategies that you and/or your school are using in this endeavor.