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Reading Reflection – Assignment Week 1 Part 1 EDLD 5364 3/4/12

The book, //Using Technology with Classroom Instruction that Works// is probably the most needed book on every school campus. Just reading the introduction in this book told me that the answers for learning to integrate technology into the curriculum have finally been brought together in this one book. What a great compilation of the bits and pieces that I have been given down through the past 21 years. I can use this book to assist me in my job as technology integration educator at my school to help others integrate technology into their lessons. It has been difficult not knowing all of the pieces to the puzzle. This book has it in black and white when and what to use in different situations. Every teacher should be provided a free copy of this book!

The instructor has set the virtual stage in this week’s collection of readings which are designed to help us construct new knowledge. My unique prior knowledge, experience and beliefs provide the foundation for learning and opportunities for me to make personal connections with this new content ( Southwest Educational Development Laboratory, 1999). I never thought that constructivism could occur in an online learning community, but it appears that this is the case. To build meaning, learning must be both active and reflective. They must experience learning in a variety of ways and reflect on that learning. To sum it up, the learning theory, constructivism must be supported by the teacher provides the environment for this type of learning to occur.

There are contrasting views as to the effectiveness of technology in the classroom. One view is that the mere presence of technology in the classroom enhances learning while a different view states that technology in the classroom is a waste of time and money (The National Academy of Sciences, 2000). Technology use does not guarantee student success, in fact, inappropriate use can hinder learning. The potential to enhance student learning is there, but only if used appropriately. It goes right back to the constructivist learning theory, the teacher must believe in and practice this theory in order to create a student-centered learning environment.

In the article about social networking, McPheeters states that social networks show us what happens when people are given the tools to do things together.” No teacher sat down and taught every individual how to use //MySpace//. The knowledge was acquired because of a desire to communicate with others. When technology becomes normal, profound changes occur. These changes occur when a large amount of people have adopted the technology--not just because the technology is new. He also says that a major paradigm shift such as large scale adoption is part of a new learning theory called the Cyborg learning theory. It represents the joining of humans and machines. Cyborgs do not view technology as separate from humans but he sees technological advances parallel with human evolution. He says that application of this theory will equip institutions to adapt more readily. (McPheeters, 2009)

The principal should have entered the classroom to better assess what was going on inside the classroom as stated in the article, “If I Teach This Way, Am I Doing my Job.” I am moving closer to goal of providing the learning environment for a constructivist oriented classroom. I was glad to read in the article that even in a constructivist classroom, there are still appropriate times to present information to students. Time can be spent teaching students some content or setting up scenarios or to use various tools. It is not necessary, however, to teach everything about the software. They will learn it as they go along just as they do with social networking sites. Just last week, I introduced my students to desktop publishing concepts by demonstrating various basic techniques on the whiteboard while they followed my actions on their individual computers. The next step was to have them create their own publication using the tools. Afterwards I gave them some ads that I had received in the mail and asked them to reproduce the ad as closely as possible. I did not teach any additional concepts except individually if asked. They were successful in reproducing the ads. My next step will be to make it truly more constructivist will be to asking them what we should do next to develop a deeper understanding of publishing.

In the book, //Web 2.0 new tools, new schools//, Solomon and Schrum discuss the fact that technology is changing rapidly and the Web is providing new opportunities for learning, earning and living. People no longer just search for information. Now they provide information and this includes students. To assimilate this spectacular progress, new ways of teaching will have to be modeled for teachers who will help students to become successful in the 21st century. It should be taught such that change is the norm. The most important skill for the future is adaptability. Students will have to be flexible enough to go with the flow. If the technology changes, they must be ready and willing to do whatever it takes to learn the new technology and continue on. How we educate our children in the future will be much more important than how much we educate them. I attended a Web 2.0 work shop about six years ago. I don’t believe the trainer fully understood the term Web 2.0 because I left the workshop with knowledge of how to use a certain program not understanding that it was a part of the new revolution. The new Web 2.0 is free and open. There are no gatekeepers. Wikipedia is the best free Web 2.0 example of a massive collaboration. Blogging helped to raise awareness and fund presidential campaigns. There are advantages to having productivity software that is web-based. People at different computers can use the software to collaborate on a single document at the same time. These students who have grown up with technology as an everyday part of their lives are setting trends with their use of technology. They use social networking, play video games, go online for news, sports, weather and entertainment, use graphic design, photo, video editing or music editing software and shop online. Students want adults to know that: (Gwen Solomon, 2007) The students love customizing things to fit their personal tastes. How can we take this concept and apply it to the classroom? In a constructivist classroom this is possible. They can be allowed to choose their method of presentation, choose where they go to find their information and choose to learn a way that meets their needs.
 * They are sophisticated users
 * Technology is not an “extra”, it is important to students’ education
 * In-school use is not integrated
 * Technology has caused students to approach life differently, but adults act as though nothing has changed
 * Students want to use technology to learn, and in a variety of ways
 * Students want challenging, technologically oriented instructional activities.

Connectivism is an approach to learning that also considers technology as a key factor. Using technology and making connections to information and nurturing and maintaining those connections for continual learning provides the ability to see other connections and make more connections. Education is swinging toward the types of learning that constructivism, project-based learning and connectivism typify. We must find ways to support the 21st century learning needs of our students.

=Bibliography= Gwen Solomon, L. S. (2007). //Web 2.0 New Tools, New Schools.// Eugene, OR: International Society for Technology in Education. Howard Pitler, Elizabeth R. Hubbell, Matt Kuhn, Kim Malenoski. (2007). //Using Technology with Classroom Instruction that Works.// Denver, CO: Mid-continent Research for Education and Learning. International Society for Technology Education. (1999). //Constructivism in the Classroom.// Retrieved October 4, 2009, from If I Teach This Way, Am I Doing My Job?: http://unet.csus.edu/imet9/280/docs/dede_constructivism.pdf McPheeters, D. (2009, March). //Tech & Learning.// Retrieved October 4, 2009, from www.techlearning.com: http://www.techlearning.com/article/16250 Southwest Educational Development Laboratory. (1999). //pubs/tec26/intro2c.html.// Retrieved October 4, 2009, from sedl.org: http://www.sedl.org/pubs/tec26/intro2c.html The National Academy of Sciences. (2000). //National Academy Press.// Retrieved October 4, 2009, from www.nap.edu: http://www.nap.edu/openbook/0309070368/html/206.html