Application Number 2: EDUC-6653I Introduction to Educational Research

As we are introduced to the various designs and procedures for research, I aim to gain a deeper understanding and appreciation of the work, process, and commitment that is involved. The first step in conducting a research study is to write a problem statement. This statement should tell the reader what the focus will be, describe the educational context of the topic, and to explain why the problem is significant. Below is the statement that I have developed after continual and engaging thought of current, valid, and meaningful issues in Education.

General Problem Statement
I plan to determine if middle students who take teacher-created on-line assessments in the classroom have higher scores on the end of the year state assessments than those students who do not take on-line classroom assessments.

Who: middle school students
What: taking teacher-created on-line assessments that effect end of the year state assessments
Why: impact on achievement and for how it can be applied to county initiatives

Course and Personal Reflection

When first beginning work for this course, I had stated that it isn’t often we consciously classify daily instructional decisions, or found them in learning theory. Since, “teachers make up to 3,000 different decisions per day,” how could we possibly (Laureate Education, Inc., 2008a)? Now, after eight weeks of interacting with a variety of learning resources and knowledgeable professionals, I have been able to take practical application into my classroom. I am conscious and deliberate in my lesson planning, and for how I can adapt the levels of engagement, using theory or educational technology. I am convinced that each lesson I have taught can be modified, in some way to incorporate a more student-centered approach to learning. I do plan to continue this new practice long-term, as the benefits to my students are innumerable.

Doctor Michael Orey states that “knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner,” (Orey, 2001). To facilitate this construction of knowledge, I plan to immediately try and incorporate the use of Voice Thread into a number of lessons with my Science curriculum. By varying the approach or use of the Voice Thread tool, I can increase student interest, academic engagement; as well as their access and knowledge to the Voice Thread tool itself. In addition, I have further plans to utilize the Black Board tool, provided by our county school system, for more than just a homework board. It is a hope and short term goal to investigate the embedded Wiki application and its future use for meaningful lessons. Ideally, I plan to incorporate this investigation and discussion of its application, with others to whom I have shared the idea with, in my PLC.

Finally, by providing more frequent and purposeful integration of theory and the tools for instructional and learning applications, Albert Bandura’s idea of learning as, “a result of the collaboration of a group of learners, in effort to construct a common core of knowledge,” can become a reality in my classroom (Lever-Duffy & McDonald, 2008, p. 18). I have already found that, even more frequently than before; I facilitate experiences where students will want or need to model a certain practice or idea, or one where they are engaged in the group activity and will collaboratively complete the science lab that we are focusing on. The use of our nine instructional strategies has been helpful in these experiences and each has had their own benefit for the diverse intelligences that I encounter. I have made small changes to my behavior management and its effect on instruction, where I combine the attempt of modeling correct behaviors, with a behaviorist approach of positive reinforcement, and allow the social-constructivists in the room to imitate the desired, reinforced behavior; leading to a group desire, where they are all attempting to aim for, or model success. After nine years of teaching and my recent engagement in this course, I do believe that I am founded in my approach to instruction and that I utilize teaching practices more purposefully. Based on the composition of classes I receive each year, the academic level of my students, as well as the personal maturity that each of my students possess; I can now select which theories, tools, and strategies will work best for particular students. I believe that, “as teachers, we truly can shape our student’s brains, for life”, and I aim to do so in the best way I now can (Laureate Education, Inc., 2008b).

References:

Laureate Education, Inc. (Producer). (2008a). Program one. Understanding the Brain [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Laureate Education, Inc. (Producer). (2008b). Program two. Brain Research and Learning [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc. (3rd ed. pp 2-35).

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

Voice Thread Assignment

Please copy and paste my Voice Thread Link into your browser so that you can view images and information about the universal problem of "Tardiness to Class."

http://voicethread.com/share/889526/

Connectivism and Social Learning in Practice

As the use of technology increases and improves, so does our global learning picture. Collaboration with others, who are on the opposite side of the world, is now possible as well as practical in a school and work setting; while working with a team of professionals to accomplish a common goal, is a task that students and employees may participate in. This practice, these ideas, and the movement towards such collaboration can be enhanced by using a strategy called Cooperative Learning. Cooperative Learning is founded in the Social Learning Theory and is a strategy that “allows students to work together in small groups with individuals of various talents, abilities and backgrounds,” (Orey, 2001). It is a process that requires knowledge to be “discovered” and elaborated on, by interacting with others who can relate; as opposed to simply being presented, and assimilated through other learning theories.

Activities in the classroom that can help to prepare our students for such a rich, collaborative work experience include Web quests, Multimedia presentations, utilizing Web 2.0 resources, and Communication software such as blogs or wikis (Hubbell, Kuhn, Malenoski, & Pitler, 2007). Additionally, Project Based Learning can also be used to drive collaborative instruction. My belief in our role as educators to facilitate conversation amongst group members, to support the “big picture” of knowledge, and to model the networking process so that all people and resources involved can be engaged meaningfully, is immeasurable. Because Cooperative Learning, does “create a situation in which students must explain and discuss various perspectives, a greater understanding of the material is obtained,” (Orey, 2001, p.4). Ideally, isn’t this always our goal?

References:

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.

Constructivism in Practice

The overall principle of the Constructivist Theory is that, “knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner,” (Orey, 2001). Utilizing this Constructivist point of view, learners should have a variety of resources to help construct their own learning, as well as a classroom teacher who will act as a balanced, non-biased facilitator of learning. Learning by Design, Problem Based Instruction, and Project Based Learning are three approaches that incorporate Constructivism into an open and rich classroom. Each approach has their merit and each, asks a learner to create and design products or solutions within a real and meaningful context.

Specifically from this week’s resources, Spreadsheet Software, Data Collection Tools, and Web Resources support the open-ended learning of Constructivism. Each tool allows students to work through a process, be it scientific or not, and to generate and test their various hypothesis. This strategy encourages students to “engage in a complex mental process, apply content knowledge like facts and vocabulary, and to enhance their own overall understanding of the content,” (Hubbell, Kuhn, Malenoski, and Pitler, 2007, p.202). Technology plays an important role in this quest for knowledge and encourages students to apply what they already know and to interpret factual knowledge and information; as opposed to spending the majority of their time simply researching and collecting data for the same process.

The above mentioned educational tools present opportunities where students can construct meaning at an exact moment in the classroom, and manipulate the software to receive feedback on multiple scenarios, (Hubbell, Kuhn, Malenoski, and Pitler, 2007). “Using data collection tools enables students to see the bigger picture and recognize patterns,” (Hubbell, Kuhn, Malenoski, and Pitler, 2007), more easily. Often their findings will lead them to other hypothesis, hereby continuing the idea of constructing and testing more knowledge. Ultimately, all students aim to comprise a solution and a series of facts that will support and explain their solution. This approach and the various technologies tools discussed, give real-world meaning to otherwise rote study, and allow for exploration and learning to be interactive and quite useful.


References:

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.

Cognitivism in Practice

Those who study the Cognitive Theory, “focus on learning as a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and is finally used,” (Lever-Duffy & McDonald, 2008, p.16). Theorists invested in this approach often encourage elaboration as a strategy for learning. Elaboration helps to clarify and create connections among knowledge so that memory can be stored and later retrieved from the long-term portion of the brain (Laureate Education, Inc., 2008). Tools such as Web Resources, Communication Software, and Word Processing Applications support this idea of elaboration, as well as facilitate the organization of ideas and knowledge. For example, when summarizing, one might use educational technology within a summary frame to highlight critical information or facts. Or, multi-media tools can be integrated to enhance the episodic memory that a student will have about a particular subject (Kuhn, Hubbell, Malenoski, & Pitler, 2007). Virtual Field Trips are one way to elicit this response. Advance organizers can engage students as an introductory activity, while helping to “make sense of the content they’ll encounter,” (Kuhn, Hubbell, Malenoski, & Pitler, 2007, p.73). In either case, the tools have motivated and engaged learners through realistic learning. Technology tools can and should, enhance the learning that occurs and are designed to promote the critical thinking process. Overall, “cognitive tools impact students learning by causing them to think about information instead of reproducing and/or recalling information,” (Orey, 2001, p.8). As educators, shouldn't this always be our intent?


References:
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Lever-Duffy, J. & McDonald, J. (2008). Teaching and learning with technology (3rd ed. pp. 2–35). Boston: Pearson

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.

Behaviorism in Practice

Upon reflection of this week’s learning resources, I found that both strategies mentioned in the text, Using Technology with Classroom Instruction that Works, have connections to the theory of Behaviorism. In their simplest form, both Reinforcing Effort and Homework and Practice, relate to the idea that reinforcement is necessary, promotes change, and that both activities are within an individual’s control, (Hubbell, Kuhn, Malenoski, and Pitler, 2007). “Research shows that the level of belief in self-efficacy plays a strong role in motivation for learning and achievement,” (Schunk, 2003). By communicating and emphasizing a student’s understanding of their efforts and how they play a role in their success; we can strive to lead them in a direction where this realization becomes applicable. To eliminate previous self-concepts or beliefs, an educator may use Behaviorism strategies to reinforce, eliminate, or punish a behavior or thought. The idea of an Effort Rubric supports reinforcement of the effort-success relationship, while it also aids in identifying particular areas of strengths and weaknesses to focus on. Utilizing this spreadsheet software, students can track the amount of effort that they give towards certain tasks and then correlate that effort to the grade received; ultimately utilizing the principles of the Behaviorism Theory. The reward of the grade will then prompt a student to either continue certain behaviors or to extinguish them. Even further then self-assessment; the ideas of Behaviorism can be applied when presenting data that an educator may use to support the idea of the effort-success relationship. By identifying and displaying research of other behaviors that have or have not worked, students can then make their own decisions as to what desired result or behavior they would like to exhibit.

When speaking of Homework and Practice, I also see ideas from the Behaviorism Theory being applied. Since, “homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills,” (Hubbell, Kuhn, Malenoski, and Pitler, 2007), we again support the idea that by displaying great effort, we will achieve great success. It is necessary, at times to assign rote and traditional practice for homework assignments. The idea that if the student gives a right answer, using certain educational tools, such as http://scienceview.berkeley.edu/showcase/flash/juicebar.html, and receives their appropriate reward or encouragement, makes sense when they are home, completing the assignment on their own. Often the purpose of homework is to give students a chance to practice certain skills or to apply what they have learned, not necessarily to engage and teach new material. “Mastering a certain skill or process does require a fair amount of focused practice,” (Hubbell, Kuhn, Malenoski, and Pitler, 2007), and can be attained through Word Processing Applications, Spreadsheet Software, and learning with Multi-media or Web resources.

References:

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Schunk, D.H. (2003). Self-efficacy for reading and writing: Influence of modeling, goal setting, and self evaluation, Reading & Writing Quarterly, 19, 159-172.