(1) Describe the Resource / Experience:
During my resource search this week, I discovered an article by Marilyn M. Lombardi entitled “Authentic Learning for the 21st Century: An Overview”. It discusses authentic learning, its effectiveness, its importance, and how it is enhanced by technology.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
As for classroom applications, in my last reflection journal entry, I mentioned that I would like to learn more about authentic learning so that I will be more capable of constructing and implementing authentic learning experiences/opportunities into my classroom instruction. In correlation with these ideas, this article talks about how technology is a great way to easily develop and incorporate authentic learning experiences into the classroom. The article said that technology was a great vehicle to achieve authentic learning experiences because sometimes it’s very difficult to give learners authentic “being there” experiences. However, the article suggested that technology allows students to actively participate in simulations of “being there” experiences, which is the next best thing. Therefore, I have learned that integrating authentic learning experiences into the classroom may not be as difficult as I first thought. I have learned that I need to find and research some technological tools that can help me accomplish the task of creating and implementing authentic learning experiences/opportunities into my classroom.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Lombardi, M. M. (2007, May). Authentic learning for the 21st century: An overview. Educause Learning Initiative. Retrieved from http://net.educause.edu/ir/library/pdf/ELI3009.pdf
These ideas directly relate to some of the research I have been conducting for my Module C WikiText chapter about authentic learning. A lot of the information I have read about authentic learning, suggested that technology was a great way to create and implement authentic learning experiences within the classroom.
Sunday, February 22, 2009
Reflection #9
(1) Describe the Resource / Experience:
During my resource search this week, I discovered an article entitled “Authentic Learning: A Practical Introduction and Guide for Implementation”. This article was originally published in a journal entitled Meridian: A Middle School Computer Technologies Journal. This article defines authentic learning and discusses the key characteristics of an authentic learning instructional approach.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
I have learned that many experts believe that learning should be embedded into real, authentic life experiences. I’ve learned that learners should be given the opportunity to learn by being presented with real world problems that need to be solved. Therefore, as for classroom applications, I have learned that I need to try to incorporate some authentic learning experiences into my classroom instruction. However, since I’m not very well-versed in the practice of using authentic learning, I have also discovered that I will need to do more research in order to accomplish this task. After completing this WikiText chapter, I hope that I will have a better and more thorough understanding of authentic learning, and I hope I’ll be able to construct some effective authentic learning experiences/opportunities for the students in my classroom.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
North Carolina State University. (2003, Winter). Authentic learning: A practical introduction and guide for implementation. Meridian: A Middle School Computer Technologies Journal. 6(1). Retrieved from http://www.ncsu.edu/meridian/win2003/authentic_learning/
Since this article focuses on “learning by doing”, I think the ideas expressed in this article are closely aligned with the research we have been reading and studying about constructivism. This article asserts that learning should be seamlessly embedded into real world situations that allow learners to effectively and meaningfully connect new concepts to prior knowledge/learning. These are some of the same concepts that we have discovered are associated with constructivist learning environments.
During my resource search this week, I discovered an article entitled “Authentic Learning: A Practical Introduction and Guide for Implementation”. This article was originally published in a journal entitled Meridian: A Middle School Computer Technologies Journal. This article defines authentic learning and discusses the key characteristics of an authentic learning instructional approach.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
I have learned that many experts believe that learning should be embedded into real, authentic life experiences. I’ve learned that learners should be given the opportunity to learn by being presented with real world problems that need to be solved. Therefore, as for classroom applications, I have learned that I need to try to incorporate some authentic learning experiences into my classroom instruction. However, since I’m not very well-versed in the practice of using authentic learning, I have also discovered that I will need to do more research in order to accomplish this task. After completing this WikiText chapter, I hope that I will have a better and more thorough understanding of authentic learning, and I hope I’ll be able to construct some effective authentic learning experiences/opportunities for the students in my classroom.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
North Carolina State University. (2003, Winter). Authentic learning: A practical introduction and guide for implementation. Meridian: A Middle School Computer Technologies Journal. 6(1). Retrieved from http://www.ncsu.edu/meridian/win2003/authentic_learning/
Since this article focuses on “learning by doing”, I think the ideas expressed in this article are closely aligned with the research we have been reading and studying about constructivism. This article asserts that learning should be seamlessly embedded into real world situations that allow learners to effectively and meaningfully connect new concepts to prior knowledge/learning. These are some of the same concepts that we have discovered are associated with constructivist learning environments.
Resource Log #6 (Sources #31-36)
#31 “Authentic Learning for the 21st Century: An Overview” – This is an Educause Learning Initiative article by Marilyn M. Lombardi that discusses authentic learning, its effectiveness, its importance, and how it is enhanced by technology.
Lombardi, M. M. (2007, May). Authentic learning for the 21st century: An overview. Educause Learning Initiative. Retrieved from http://net.educause.edu/ir/library/pdf/ELI3009.pdf
#32 “Authentic Learning: A Practical Introduction and Guide for Implementation” - This website/article defines authentic learning and discusses the key characteristics of authentic learning.
North Carolina State University. (2003, Winter). Authentic learning: A practical introduction and guide for implementation. Meridian: A Middle School Computer Technologies Journal. 6(1). Retrieved from http://www.ncsu.edu/meridian/win2003/authentic_learning/
#33 “North Dakota TWT (Teaching With Technology Initiative): Authentic Learning” - This website, which is sponsored by the North Dakota Teaching With Technology Initiative, offers some good general information about authentic learning. It discusses the basic elements of authentic learning activities. It also discusses integrating technology into authentic learning.
North Dakota Teaching with Technology Initiative. (2003). Authentic learning. http://www.ndtwt.org/Blackboard/P2SST2/authenticlearning.htm
#34 “Authentic Learning: What Does It Really Mean?” - This is an article by Ann Carlson who is the Curriculum and Program Developer at Western Washington University. It discusses the definition of authentic learning, and it talks about how authentic learning differs from traditional classroom learning. It also discusses the basic principles that characterize all authentic learning activities.
Carlson, A. (2002). Authentic learning: What does it really mean?. Western Washington University. Retrieved from http://pandora.cii.wwu.edu/showcase2001/authentic_learning.htm
#35 “Authentic Learning and Technology” – This website illustrates and discusses some practical examples of authentic learning with technology integration.
Rockman, et al. (2005). Authentic learning and technology. Indiana Department of Education. Retrieved from http://rockman.com/articles/AuthenticLearning.htm
#36 “Authentic Learning” – This website discusses authentic learning and how it relates to technology. It also discusses how to create an effective authentic learning environment.
Marra, T. (n.d.). Authentic learning. University of Michigan. Retrieved from http://www-personal.umich.edu/~tmarra/authenticity/authen.html
Lombardi, M. M. (2007, May). Authentic learning for the 21st century: An overview. Educause Learning Initiative. Retrieved from http://net.educause.edu/ir/library/pdf/ELI3009.pdf
#32 “Authentic Learning: A Practical Introduction and Guide for Implementation” - This website/article defines authentic learning and discusses the key characteristics of authentic learning.
North Carolina State University. (2003, Winter). Authentic learning: A practical introduction and guide for implementation. Meridian: A Middle School Computer Technologies Journal. 6(1). Retrieved from http://www.ncsu.edu/meridian/win2003/authentic_learning/
#33 “North Dakota TWT (Teaching With Technology Initiative): Authentic Learning” - This website, which is sponsored by the North Dakota Teaching With Technology Initiative, offers some good general information about authentic learning. It discusses the basic elements of authentic learning activities. It also discusses integrating technology into authentic learning.
North Dakota Teaching with Technology Initiative. (2003). Authentic learning. http://www.ndtwt.org/Blackboard/P2SST2/authenticlearning.htm
#34 “Authentic Learning: What Does It Really Mean?” - This is an article by Ann Carlson who is the Curriculum and Program Developer at Western Washington University. It discusses the definition of authentic learning, and it talks about how authentic learning differs from traditional classroom learning. It also discusses the basic principles that characterize all authentic learning activities.
Carlson, A. (2002). Authentic learning: What does it really mean?. Western Washington University. Retrieved from http://pandora.cii.wwu.edu/showcase2001/authentic_learning.htm
#35 “Authentic Learning and Technology” – This website illustrates and discusses some practical examples of authentic learning with technology integration.
Rockman, et al. (2005). Authentic learning and technology. Indiana Department of Education. Retrieved from http://rockman.com/articles/AuthenticLearning.htm
#36 “Authentic Learning” – This website discusses authentic learning and how it relates to technology. It also discusses how to create an effective authentic learning environment.
Marra, T. (n.d.). Authentic learning. University of Michigan. Retrieved from http://www-personal.umich.edu/~tmarra/authenticity/authen.html
Sunday, February 15, 2009
Reflection #8
(1) Describe the Resource / Experience:
During my resource search this week, I discovered an article by Nancy Willard entitled “Schools and Online Social Networking Communities and Youth Risk”. Willard is the director or the Center for Safe and Responsible Internet Use. This article is featured on the Education World website, and it discusses the risks and benefits of social networking sites such as Facebook and MySpace and it offers schools advice for patrolling and monitoring student Internet access.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
As for lessons that I learned personally, I learned that social networking sites can be very beneficial in an educational setting if used properly. Before reading this article, I thought that social networking sites such as Facebook and MySpace were used solely for entertainment purposes, but this article showed me otherwise. This article showed me that social networking sites can be a very powerful tool in the educational realm. However, I also learned that while these tools can be very powerful in the classroom, they can also pose several risks to the students and their physical and mental safety. I’m a Facebook “junkie” myself, and I’m excited about learning more about using social networking tools in education. I think that these tools would motivate young children, especially teenagers, to actively participate in classroom discussions and activities.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Willard, N. (2006, April 12). Schools and online social networking communities and youth risk. Education World. Retrieved from http://www.education-world.com/a_issues/issues/issues423.shtml
These ideas directly relate to some of the research I have been conducting for my Module E Case Example WikiText chapter. For this assignment, I chose to investigate and write about the use of social networking sites in education. I have not conducted very much research so far, but I am looking forward to reading and learning more about this topic.
During my resource search this week, I discovered an article by Nancy Willard entitled “Schools and Online Social Networking Communities and Youth Risk”. Willard is the director or the Center for Safe and Responsible Internet Use. This article is featured on the Education World website, and it discusses the risks and benefits of social networking sites such as Facebook and MySpace and it offers schools advice for patrolling and monitoring student Internet access.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
As for lessons that I learned personally, I learned that social networking sites can be very beneficial in an educational setting if used properly. Before reading this article, I thought that social networking sites such as Facebook and MySpace were used solely for entertainment purposes, but this article showed me otherwise. This article showed me that social networking sites can be a very powerful tool in the educational realm. However, I also learned that while these tools can be very powerful in the classroom, they can also pose several risks to the students and their physical and mental safety. I’m a Facebook “junkie” myself, and I’m excited about learning more about using social networking tools in education. I think that these tools would motivate young children, especially teenagers, to actively participate in classroom discussions and activities.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Willard, N. (2006, April 12). Schools and online social networking communities and youth risk. Education World. Retrieved from http://www.education-world.com/a_issues/issues/issues423.shtml
These ideas directly relate to some of the research I have been conducting for my Module E Case Example WikiText chapter. For this assignment, I chose to investigate and write about the use of social networking sites in education. I have not conducted very much research so far, but I am looking forward to reading and learning more about this topic.
Reflection #7
(1) Describe the Resource / Experience:
During my resource search this week, I discovered a website entitled “Instructional Strategies Online – Concept Attainment”. This is a website that discusses the definition, purpose, and advantages of the concept attainment instructional model. This site also provides a “how-to” guide for creating your own concept attainment activities. It also features some examples of finished, “ready-to-use” concept attainment activities. For those unfamiliar with the concept attainment instructional strategy, this is a instructional strategy/activity in which the teacher shows students a variety of examples and non-examples of an unknown concept and the students have to compare and contrast the examples and non-examples in order to guess the unknown concept.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
As for applications for the classroom, I think that an element of technology could be seamlessly integrated into this concept attainment instructional strategy. For example, the teacher could present the examples and non-examples by using an interactive whiteboard or by using PowerPoint software. Moreover, in addition to teachers using this strategy to teach, I also think that the students could use the concept attainment strategy to create, construct, and demonstrate their own knowledge about a given concept.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Saskatoon Public Schools. (2008). Instructional strategies online. Retrieved from http://olc.spsd.sk.ca/DE/PD/instr/strats/cattain/
The ideas expressed on this website are closely aligned with the research we have been reading and studying about integrating constructivism with technology.
During my resource search this week, I discovered a website entitled “Instructional Strategies Online – Concept Attainment”. This is a website that discusses the definition, purpose, and advantages of the concept attainment instructional model. This site also provides a “how-to” guide for creating your own concept attainment activities. It also features some examples of finished, “ready-to-use” concept attainment activities. For those unfamiliar with the concept attainment instructional strategy, this is a instructional strategy/activity in which the teacher shows students a variety of examples and non-examples of an unknown concept and the students have to compare and contrast the examples and non-examples in order to guess the unknown concept.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
As for applications for the classroom, I think that an element of technology could be seamlessly integrated into this concept attainment instructional strategy. For example, the teacher could present the examples and non-examples by using an interactive whiteboard or by using PowerPoint software. Moreover, in addition to teachers using this strategy to teach, I also think that the students could use the concept attainment strategy to create, construct, and demonstrate their own knowledge about a given concept.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Saskatoon Public Schools. (2008). Instructional strategies online. Retrieved from http://olc.spsd.sk.ca/DE/PD/instr/strats/cattain/
The ideas expressed on this website are closely aligned with the research we have been reading and studying about integrating constructivism with technology.
Resource Log #5 (Sources #25-30)
#25 “Instructional Strategies Online – Concept Attainment” – This is a website that discusses the definition, purpose, and advantages of the concept attainment instructional model. This site also provides a “how-to” guide for creating your own concept attainment activities. It also features some examples of finished, “ready-to-use” concept attainment activities. As I mentioned in my last resource log post, I think technology can be effectively integrated and used with concept attainment activities.
Saskatoon Public Schools. (2008). Instructional strategies online. Retrieved from http://olc.spsd.sk.ca/DE/PD/instr/strats/cattain/
#26 “Fact & Opinion Concept Attainment Activity” – This is a fact and opinion concept attainment activity that has been created using PowerPoint software. I think that concept attainment activities that incorporate the use of technology can be used by the teacher to teach students about certain concepts, but I also think that students could be required to construct their own concept attainment activities for a given concept.
Bertolucci, S., Fix, D., Hoffman, H., Jarvis, L., Putney, D., & Troiano, M. (n.d). Concept attainment. Retrieved from http://imet.csus.edu/imet3/vito/Concept%20Attainment.PPT
#27 “PBS Teachers: Learning.Now Blog” – This is the “Social Networking Archive” section of a blog that is hosted by Edtech expert Andy Carvin. This site discusses several social networking sites and techniques that can be used in any classroom. It also features discussions about topics such as Internet / Social Networking site safety. I found this blog to be very interesting, especially since I will be completing my Module E Case Example assignment on “Social Networking Tools in Education”.
Carvin, A. (2009). Learning.now: Social networking archive. PBS Teachers. Retrieved from http://www.pbs.org/teachers/learning.now/social_networking/
#28 “The Schools United: Free Online Networking for Schools Website” – This website is a free social networking site dedicated to linking schools worldwide. It allows school and staff users to share ideas, teaching aids, and multimedia files. I thought this would be a great resource for me and my fellow classmates in this class. When I read the description of this social networking site, it seemed to be closely aligned with some of the technology enhanced activities we do in this class, such as blogging and creating a WikiText.
The Schools United. (2008). The schools united: Free online networking for schools website. Retrieved from http://www.theschoolsunited.com/community/
#29 “Schools and Online Social Networking Communities and Youth Risk” – This is an Education World article by Nancy Willard. This article discusses the risks and benefits of social networking sites such as Facebook and MySpace, and it offers schools advice for patrolling and monitoring student Internet access.
Willard, N. (2006, April 12). Schools and online social networking communities and youth risk. Education World. Retrieved from http://www.education-world.com/a_issues/issues/issues423.shtml
#30 “A Briefing for Educators: Online Social Networking Communities and Youth Risk” – This is an online article by Nancy Willard (the same author of the article above), who is the director of the Center for Safe and Responsible Internet Use. This article discusses the most popular social networking communities and the risks associated with using these sites. This article also offers advice to educators on addressing these risks. I found this article to be very interesting. This article is similar to the article above, but this article is more in-depth and goes into more detail than the article above.
Willard, N. E. (2006). A briefing for educators: Online social networking communities and youth risk. Center for Safe and Responsible Internet Use. Retrieved from http://cyberbully.org/documents/docs/youthriskonlinealert.pdf
Saskatoon Public Schools. (2008). Instructional strategies online. Retrieved from http://olc.spsd.sk.ca/DE/PD/instr/strats/cattain/
#26 “Fact & Opinion Concept Attainment Activity” – This is a fact and opinion concept attainment activity that has been created using PowerPoint software. I think that concept attainment activities that incorporate the use of technology can be used by the teacher to teach students about certain concepts, but I also think that students could be required to construct their own concept attainment activities for a given concept.
Bertolucci, S., Fix, D., Hoffman, H., Jarvis, L., Putney, D., & Troiano, M. (n.d). Concept attainment. Retrieved from http://imet.csus.edu/imet3/vito/Concept%20Attainment.PPT
#27 “PBS Teachers: Learning.Now Blog” – This is the “Social Networking Archive” section of a blog that is hosted by Edtech expert Andy Carvin. This site discusses several social networking sites and techniques that can be used in any classroom. It also features discussions about topics such as Internet / Social Networking site safety. I found this blog to be very interesting, especially since I will be completing my Module E Case Example assignment on “Social Networking Tools in Education”.
Carvin, A. (2009). Learning.now: Social networking archive. PBS Teachers. Retrieved from http://www.pbs.org/teachers/learning.now/social_networking/
#28 “The Schools United: Free Online Networking for Schools Website” – This website is a free social networking site dedicated to linking schools worldwide. It allows school and staff users to share ideas, teaching aids, and multimedia files. I thought this would be a great resource for me and my fellow classmates in this class. When I read the description of this social networking site, it seemed to be closely aligned with some of the technology enhanced activities we do in this class, such as blogging and creating a WikiText.
The Schools United. (2008). The schools united: Free online networking for schools website. Retrieved from http://www.theschoolsunited.com/community/
#29 “Schools and Online Social Networking Communities and Youth Risk” – This is an Education World article by Nancy Willard. This article discusses the risks and benefits of social networking sites such as Facebook and MySpace, and it offers schools advice for patrolling and monitoring student Internet access.
Willard, N. (2006, April 12). Schools and online social networking communities and youth risk. Education World. Retrieved from http://www.education-world.com/a_issues/issues/issues423.shtml
#30 “A Briefing for Educators: Online Social Networking Communities and Youth Risk” – This is an online article by Nancy Willard (the same author of the article above), who is the director of the Center for Safe and Responsible Internet Use. This article discusses the most popular social networking communities and the risks associated with using these sites. This article also offers advice to educators on addressing these risks. I found this article to be very interesting. This article is similar to the article above, but this article is more in-depth and goes into more detail than the article above.
Willard, N. E. (2006). A briefing for educators: Online social networking communities and youth risk. Center for Safe and Responsible Internet Use. Retrieved from http://cyberbully.org/documents/docs/youthriskonlinealert.pdf
Monday, February 9, 2009
Reflection #6
(1) Describe the Resource / Experience:
This week, I have been completing my editorial duties for our first WikiText chapter section. Our section focused on the controversies associated with constructivism. As the editor of this chapter, it was my responsibility to properly format all of our sources in APA format and to edit our chapter for originality. I quickly found that these tasks or responsibilities were a lot more difficult than they sound. During the process of completing these duties, I quickly became frustrated because I didn’t exactly know what I was doing. I felt like I was kind of “playing it by ear”. My first frustrations came from trying to decipher and format some of my group members’ sources/citations. It’s hard to format someone else’s sources. Then, I became frustrated while trying to use TurnItIn.com. I had to read the tutorial to figure out what to do because I couldn’t figure it out by the old tried and true “trial-and-error” method. I also had to chat with some of my classmates to figure some stuff out. However, at the end of the experience I felt like I had had an authentic “constructivist-oriented” learning experience.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Through these experiences, I learned that my students may become frustrated while participating in “constructivist-oriented” activities and that it is my job as the teacher to encourage them to persevere. Overall, I would recommend that all teachers, myself included, remember our own constructivist learning experiences and the frustrations, or “growing pains” as I like to call them, that often accompany this method of instruction and be mindful that our students may encounter some of these same frustrations in their learning. I would also recommend that all teachers continue to encourage their students when they reach this “frustration” point in their learning because I think the students will appreciate their learning more if they have to persevere and work hard in order to attain it. I think it gives them a type of “ownership” over their learning.
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to some of the “frustration” experiences that have been discussed in our class blogs. A lot of my classmates blogged about similar frustrations with completing and posting their WikiText chapters and about using the “Sandbox” feature to record notes.
This week, I have been completing my editorial duties for our first WikiText chapter section. Our section focused on the controversies associated with constructivism. As the editor of this chapter, it was my responsibility to properly format all of our sources in APA format and to edit our chapter for originality. I quickly found that these tasks or responsibilities were a lot more difficult than they sound. During the process of completing these duties, I quickly became frustrated because I didn’t exactly know what I was doing. I felt like I was kind of “playing it by ear”. My first frustrations came from trying to decipher and format some of my group members’ sources/citations. It’s hard to format someone else’s sources. Then, I became frustrated while trying to use TurnItIn.com. I had to read the tutorial to figure out what to do because I couldn’t figure it out by the old tried and true “trial-and-error” method. I also had to chat with some of my classmates to figure some stuff out. However, at the end of the experience I felt like I had had an authentic “constructivist-oriented” learning experience.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Through these experiences, I learned that my students may become frustrated while participating in “constructivist-oriented” activities and that it is my job as the teacher to encourage them to persevere. Overall, I would recommend that all teachers, myself included, remember our own constructivist learning experiences and the frustrations, or “growing pains” as I like to call them, that often accompany this method of instruction and be mindful that our students may encounter some of these same frustrations in their learning. I would also recommend that all teachers continue to encourage their students when they reach this “frustration” point in their learning because I think the students will appreciate their learning more if they have to persevere and work hard in order to attain it. I think it gives them a type of “ownership” over their learning.
(3) Links to Readings, Resources, or Discussions:
These ideas directly relate to some of the “frustration” experiences that have been discussed in our class blogs. A lot of my classmates blogged about similar frustrations with completing and posting their WikiText chapters and about using the “Sandbox” feature to record notes.
Reflection #5
(1) Describe the Resource / Experience:
During my resource search this week, I discovered an article from the Journal of Special Education entitled “Constructivism: Principles, Paradigms, and Integration”. This article is about using a constructivist approach with children with learning disabilities. It also discusses the benefits of using the constructivist approach with children who are at risk for school failure.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Through reading this article I learned that constructivist-oriented strategies are very valuable classroom tools that can be used efficiently and effectively in classrooms with learning impaired students. I learned that using this approach with students with learning disabilities just requires more structure, guidance, planning, and preparation on the part of the teacher. I think this is an important lesson for me to learn because I have had several students in the past mainstreamed into my classroom from special education self-contained classrooms for science and math instruction. At my school, we use FOSS and STC science kits and Math Out of the Box math kits, so science and math instruction are the primary areas in which constructivist approaches are used. When these students were first mainstreamed into my classroom, I was a little intimidated and hesitant about using the kits with them. I often wondered if I should use an alternate approach to teach them science and math. However, after reading this article and its research findings, I feel more confident about using this approach with the students who are mainstreamed into my classroom.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Harris, K., & Graham, S. (1994, January 1). Constructivism: Principles, paradigms, and integration. Journal of Special Education, 28(3), 233-47. (ERIC Document Reproduction Service No. EJ493005) Retrieved February 6, 2009, from ERIC database.
The ideas expressed in this article are closely aligned with the research I conducted for my Wiki chapter about the controversies associated with constructivism (see Sandbox 1.4 and WikiText chapter section 1.4 – “Today’s Controversies in Constructivism”). During my research I discovered that one of the major controversies associated with constructivism is that some experts do not believe that constructivist-oriented classrooms are effective for learning-impaired students. However, the information presented in this article suggests otherwise. This would have been a great source to use to further support the ideas expressed in our first WikiText chapter.
During my resource search this week, I discovered an article from the Journal of Special Education entitled “Constructivism: Principles, Paradigms, and Integration”. This article is about using a constructivist approach with children with learning disabilities. It also discusses the benefits of using the constructivist approach with children who are at risk for school failure.
(2) Lessons Learned / Applications for the Classroom / Recommendations for Yourself or Others:
Through reading this article I learned that constructivist-oriented strategies are very valuable classroom tools that can be used efficiently and effectively in classrooms with learning impaired students. I learned that using this approach with students with learning disabilities just requires more structure, guidance, planning, and preparation on the part of the teacher. I think this is an important lesson for me to learn because I have had several students in the past mainstreamed into my classroom from special education self-contained classrooms for science and math instruction. At my school, we use FOSS and STC science kits and Math Out of the Box math kits, so science and math instruction are the primary areas in which constructivist approaches are used. When these students were first mainstreamed into my classroom, I was a little intimidated and hesitant about using the kits with them. I often wondered if I should use an alternate approach to teach them science and math. However, after reading this article and its research findings, I feel more confident about using this approach with the students who are mainstreamed into my classroom.
(3) Links to Readings, Resources, or Discussions:
These ideas directly link to the following resource from my Resource Log:
Harris, K., & Graham, S. (1994, January 1). Constructivism: Principles, paradigms, and integration. Journal of Special Education, 28(3), 233-47. (ERIC Document Reproduction Service No. EJ493005) Retrieved February 6, 2009, from ERIC database.
The ideas expressed in this article are closely aligned with the research I conducted for my Wiki chapter about the controversies associated with constructivism (see Sandbox 1.4 and WikiText chapter section 1.4 – “Today’s Controversies in Constructivism”). During my research I discovered that one of the major controversies associated with constructivism is that some experts do not believe that constructivist-oriented classrooms are effective for learning-impaired students. However, the information presented in this article suggests otherwise. This would have been a great source to use to further support the ideas expressed in our first WikiText chapter.
Resource Log #4 (Sources #19-24)
#19 “Technology’s Role within Constructivist Classrooms” – This article discusses a national study that is being conducted about technology and how it supports educational reform, especially in constructivist-oriented classrooms. This is a very interesting article and it gave me a preview of the types of things we may be discussing in this course as we progress throughout the rest of this semester.
Means, B., Olson, K., & SRI International, M. (1995, April 1). Technology's role within constructivist classrooms. (ERIC Document Reproduction Service No. ED383283) Retrieved February 6, 2009, from ERIC database.
#20 “Using the Concept Attainment Strategy to Enhance Reading Comprehension” – This article discusses using the “Concept Attainment” strategy within the classroom as a constructivist instructional strategy / activity. It discusses using the strategy to improve reading skills, but I think that this is a constructivist strategy that could be used in any subject area. I also think that technology could be used to enhance or modernize this strategy. This article was very interesting to read and I enjoyed it.
Boulware, B., & Crow, M. (2008, March 1). Using the concept attainment strategy to enhance reading comprehension. Reading Teacher, 61(6), 491-495. (ERIC Document Reproduction Service No. EJ787678) Retrieved February 6, 2009, from ERIC database.
#21 “Constructivism: Principles, Paradigms, and Integration” – This article is about using a constructivist approach with children with learning disabilities. This article provided a new perspective of the constructivist theory. I thought it was very interesting and it directly related to the research I conducted this week about the controversies associated with constructivism.
Harris, K., & Graham, S. (1994, January 1). Constructivism: Principles, paradigms, and integration. Journal of Special Education, 28(3), 233-47. (ERIC Document Reproduction Service No. EJ493005) Retrieved February 6, 2009, from ERIC database.
#22 “Noodletools.com” – The section of this website called “NoodleBib Express” allows you to type in information and create citations for sources. I thought this would be a great resource for the students in this class since we have to cite our resources in our resource log each week. I also think that this is a site that could be recommended for older students to use when they are writing research papers.
NoodleTools Inc. (n.d.). NoodleTools: NoodleBib. Retrieved from http://www.noodletools.com/
#23 “The Constructivist Consortium” – This website was created by a group called the Constructivist Consortium that was formed in 2007. The Constructivist Consortium is a group of educational technology professionals. This site features information about a conference called “Constructing Modern Knowledge: Computer-Rich Learning Adventures for Creative Educators”.
The Constructivist Consortium. (n.d.). The constructivist consortium. Retrieved from http://www.constructivistconsortium.org/
#24 “What Is Constructivism?” – This is a video found on TeacherTube.com. I think it is a good visual explanation/interpretation of constructivist teaching and learning. I found this video to be very inspirational.
Benally, E. (2008, January 5). What is constructivism?. TeacherTube. Retrieved from http://www.teachertube.com/view_video.php?viewkey=3ecd5a1c7a80773f01ec
Means, B., Olson, K., & SRI International, M. (1995, April 1). Technology's role within constructivist classrooms. (ERIC Document Reproduction Service No. ED383283) Retrieved February 6, 2009, from ERIC database.
#20 “Using the Concept Attainment Strategy to Enhance Reading Comprehension” – This article discusses using the “Concept Attainment” strategy within the classroom as a constructivist instructional strategy / activity. It discusses using the strategy to improve reading skills, but I think that this is a constructivist strategy that could be used in any subject area. I also think that technology could be used to enhance or modernize this strategy. This article was very interesting to read and I enjoyed it.
Boulware, B., & Crow, M. (2008, March 1). Using the concept attainment strategy to enhance reading comprehension. Reading Teacher, 61(6), 491-495. (ERIC Document Reproduction Service No. EJ787678) Retrieved February 6, 2009, from ERIC database.
#21 “Constructivism: Principles, Paradigms, and Integration” – This article is about using a constructivist approach with children with learning disabilities. This article provided a new perspective of the constructivist theory. I thought it was very interesting and it directly related to the research I conducted this week about the controversies associated with constructivism.
Harris, K., & Graham, S. (1994, January 1). Constructivism: Principles, paradigms, and integration. Journal of Special Education, 28(3), 233-47. (ERIC Document Reproduction Service No. EJ493005) Retrieved February 6, 2009, from ERIC database.
#22 “Noodletools.com” – The section of this website called “NoodleBib Express” allows you to type in information and create citations for sources. I thought this would be a great resource for the students in this class since we have to cite our resources in our resource log each week. I also think that this is a site that could be recommended for older students to use when they are writing research papers.
NoodleTools Inc. (n.d.). NoodleTools: NoodleBib. Retrieved from http://www.noodletools.com/
#23 “The Constructivist Consortium” – This website was created by a group called the Constructivist Consortium that was formed in 2007. The Constructivist Consortium is a group of educational technology professionals. This site features information about a conference called “Constructing Modern Knowledge: Computer-Rich Learning Adventures for Creative Educators”.
The Constructivist Consortium. (n.d.). The constructivist consortium. Retrieved from http://www.constructivistconsortium.org/
#24 “What Is Constructivism?” – This is a video found on TeacherTube.com. I think it is a good visual explanation/interpretation of constructivist teaching and learning. I found this video to be very inspirational.
Benally, E. (2008, January 5). What is constructivism?. TeacherTube. Retrieved from http://www.teachertube.com/view_video.php?viewkey=3ecd5a1c7a80773f01ec
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