Reading Assignment Insights:
Chapter 8: Learning by Reflecting: What Have We Learned
This chapter reflected on the overall constructivist perspective on student learning. Although, a constructivist view may not be widely used or accepted, it is still an important view to consider. A constructivist suggests technology should be used to help students engage in meaningful learning. Teachers should not be purveyors of of knowledge but rather encourage students to engage in:
Active Learning
Constructive Learning
Intentional Learning
Authentic Learning
Cooperative Learning
Constructivist believe that by implementing this type of learning, students will develop articulation, reflection and evaluation skills and they will be better equipped to set goals for themselves, collaborate with their peers and work independently. Constructivist believe that the use of rubrics as a tool can foster and promote a learning environment if developed and used correctly.
Chapter 7: Learning By Doing: Immersion in Constructivist Learning Environment
Technology based learning environments are referred to as CLE's (constructivist learning environments) by constructivists. Constructivist use CLE's to aid students in exploration, experimentation and reflection of their work. Basically the CLE's prompt students to learn by doing. CLE's also promote quality and depth of thinking. There are several components of CLE's used to support learning. However, the CLE's are the key in which the components are bound together. A constructivist would define a learning environment as space in which learners use a variety of resources to work independently or collaboratively to solve problems. The problems should be defined by the student, so that they develop ownership of the problem and personal responsibility of arriving at justification and answers to the problem.
Although this type of CLE may not provide teachers with a single answer to evaluate a student on. This type of CLE allows teachers to evaluate students on their reasoning and high order thinking skills.
CLE's may support science curriculum more because of the funding available, the advances in science education and because scientist are generally proactive in promoting their field of study. CLE's in the other educational disciplines should also be developed to promote meaningful learning.
Chapter 6: Learning by Reflecting with Technology: Mindtools for Critical Thinking
Mindtools are cognitive learning tools that challenge students to conceptualize, organize, problem solve, and use their critical thinking and high order learning skills. Teachers need to use Mindtool technology as knowledge construction tools that enhance the learners ability to construct knowledge. Mindtools used properly require learners to think about subject matter and help students develop their own knowledge base.
I liked many of the questions posed in the "Things to Think About" section at the end of the chapter, specifically the analogy about carpenters and their tools. Carpenters don't learn from their tools but learn with their tools and by using their tools. I believe this is also true of students and how they should learn. Teachers can't possibly teach students all they know. Teachers must facilitate learning by encouraging students to construct knowledge for themselves. I am not a classroom teacher, but I do have children and agree with the philosophy of facilitating student learning with technology. I believe technology is a powerful tool and that helps technology used properly will expose students to many to help students make sense of the world and reason about it.
Previous Assignments
Chapter 5: Creating Technology Supported Learning
Communities
Creating knowledge-building communities best fosters student learning.
Students should own knowledge rather than receive and regurgitate it from
their teachers. The internet and network technology including video
conferencing help support this type of learning community. Learning
communities enable students to share common interest and knowledge and adapt to diverse environments. In these types of environments, student can work
independently as well as collaboratively and learning is not centrally
controlled. It is decentralized, where students are encouraged to provide
input, research, consult experts etc? There are many different forms of
on-line communications that foster learning communities. Videoconferencing
is especially helpful in supporting debates and discussions of people who
may not otherwise participate in face-to-face communications or of people
who are at a distance. Even though body language, facial expressions,
dialect and other important parts of communication may not be conveyed the,
videoconferencing provides an open venue for interpersonal exchange,
information collecting and is supportive of a leaning community. In
addition, teacher and student must buy in to this type of learning
community. The student must accept responsibility in working with others and
continuously participating in maintaining a collaborative learning
environment. Teachers must commit to continuous observation of projects and
activities and must employ strategies to assess learning.
This chapter was very informative and layed out the specifics of various
forms of on-line communication and which best supports the various types of
communication levels see figure 5.2. pg. 123. Would be interested in
engaging in a MUD.
Insights on Camp Internet:
This was my first experience with this type of fun online class lesson.
I believe that students become more involved in this type of class lesson
because they are able to share their thoughts on information presented, post
their thoughts and answer questions synchronously (in real-time)and dialogue
with their peers. Feedback, from questions or inquires is available for the
class and teachers review immediately.
Utilizing this type of online technology in the classroom helps motivate the
students to participate in thematic subject topics and constructively
communicate with their peers. It also helps students to develop their
thoughts before posting them. This type of online lesson is also a great
tool for teachers to monitor and track student participation. The on-line
log of student posts can help teachers keep track of students learning needs
and also serve as an archive of student participation.
Chapter 2: Learning by Exploring with Technology
I believe that the use of the internet in the classroom to support
instruction and student learning is an effective and interesting tool.
The idea of engaging students in developing their own web page is a valuable
lesson to the student. Not only does the student have to carefully plan the
various stages of development, they also must familiarize themselves with
the tools necessary to develop a web page, and collaborate with others who
have knowledge of web page creation. I agree with the author of the book that
students acquire a great amount of pride when they get to share the finished
product with their peers and teachers.
Even though there is potentially harmful information on the internet that
students can get a hold of, the overall benefits of this technology outweigh
the risk of this. Teachers and parents should always inform students of the
computers safe use and monitor activity of computer use by students.
Chapter 3: Learning by Visualizing with Technology: Recording Realities with
Videos
Using video in the classroom to enhance meaningful learning is a very
interactive and engaging experience for the students to become involved
with. It is important for educators to promote student learning through the
production of video in the classroom as opposed to watching video movies or
television. The more video production is encouraged, the more students
become imaginative and resourceful in developing story lines and in editing.
In addition to students learning through producing short videos, educators
should also incorporate and produce instructional videos for lesson plans.
In addition, videoconferencing for classroom instruction of non-traditional
students could be a viable venue for students at risk.
These chapters provided valuable ideas for educators to promote student
learning through the use of technology.
Chapter 1: Learning with Technology: Technologies for Meaning Making
I agree with the Constructivist view that knowledge is constructed not transmitted and that people make meaning of their own experiences and reasoning. That the acquisition of knowledge is gained through activity and that technology cannot teach students. Rather technology should be used to support learning. Meaningful learning can only be successful if the various components are used support student learning. As educators, we should focus learners on: > Knowledge > Conversation > Articulation > Collaboration > Reflection
These interdependent components can be used to evaluate the meaningful learning through technology.
Assignment #2b
I am pursuing a Masters degree in Instructional Technology for several reasons: I graduated from CSUSB with a B.S Degree in Computer Science way back in 1988. I was a programmer and was responsible other computer related activities for several years when I worked in San Diego. I found I enjoyed training end-users on software systems and providing technical support more than programming. A few years later after having children I thought I would enjoy teaching and once again enrolled in class at CSUSB to pursue my teaching credential. Although I believe I would enjoy teaching, I believe my genuine interest is in coordinating computer related learning in an elementary school setting. In addition, I hope to learn strategies on how to assess and evaluate student learning through technology. I have a Pentium II computer @ home and use Netzero as my free ISP. That is how I access the internet @ home.