Using game play & development to educate
Walden University Assignments
Instructional Strategies for Cognitive Learning Theory
314 years
Walden University – Course 6711: Week 3 Application
Dr. Orey discusses cognitive learning theory and states that, “it’s not that you forget it [information]; [but instead] you forget how to get to it” (Laureate Education, Inc., 2009). Cognitive learning theory addresses the need for making connections with information in order to recall it later. Dr. Orey’s observation prompts the questions; how do we get kids to learn information for the long-term?
There are various instructional strategies that can help with this. Cues (picture, gesture or verbal) can be used as quick triggers to help students recall information. Questions can be used to direct students; helping them find the answer on their own with minimal teacher guidance. Advanced Organizers allow students to put their thoughts on paper and visually map out what they know about a topic or concept. Summarizing forces students to process new information and show their understanding by putting into their own words the information or concept being taught. Note Taking is a “drill and practice” technique that reinforces what is being said or read, by having students physically write important bits of information to help them recall the information later.
These strategies correlate to the cognitive learning theory in that it gives learners ways to make connections with what is being taught so that they can recall it at a later date. The more of the strategies utilized during student learning, the higher the chances are students will retain the information; storing it into their long-term memory.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Cognitive Learning theories. Baltimore: Author.
Behaviorist Theory as it Relates to Effort and Practice
014 years
Walden University – Course 6711: Week 2 Application
Reinforcing effort as an instructional strategy relates to the behaviorist learning theory in that it reinforces desirable behavior, lessening undesirable behavior through self-tracking of progress.
Effort means to genuinely try to achieve success. If students believe trying will lead to success, they will continue to put forth the effort. However, students often compare their achievement to the achievements of others; which breeds unrealistic goals. By having students collect data regarding their own knowledge and abilities, then track their progress, students are able to recognize and value their efforts and how it affects their learning.
In my Computer Technology class, I had students keep an electronic spreadsheet to chart their words-per-minute (wpm) progress throughout the semester. I thought of this after observing some of my students in the first semester class being hard on themselves for not typing as fast as some of their peers. The results showed all of my students had a significant increase in their typing speed whether they started at twelve wpm or thirty wpm. My students were able to put value in their own efforts and successes; challenging themselves, instead of focusing on their peers’ successes.
Homework and practice relates to the behaviorist learning theory in that it provides “multiple exposure to material [to] help students deepen their understanding of content and become proficient with skills” (Pitler, Hubbell,Kuhn, and Malenoski, 2007). The most fundamental strategy for learning a new concept or skill is through repetition and practice. Reinforcing the behavior of doing homework and practicing concepts and/or skills assists students in the comprehension of new material.
Resources
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Web 2.0 Reflection
014 years
Walden University – Course 6710: Week 8 Application
The Walden University course, “Understanding the Impact of Technology on Education, Work, and Society,” has helped me to expand my knowledge of Web 2.0 applications. I have used many Web 2.0 tools, like Moodle, Skype, Twitter, Yahoo Mail, Wikispaces, Weebly, Bibme, RealWorld Icon Maker, YouTube, TeacherTube, etc. Although I have had the desire, I have never found the time to create a podcast and RSS feed, or set up my own WordPress wiki. My school has adopted WordPress this year, and I had not had a chance to explore its features. In addition, I am setting up a broadcast media class with the intention of having students create podcasts, yet I had not found the opportunity to sit down to put a podcast together and set it up for an RSS feed. Now that I have experienced editing audio in audacity, setting up a “channel” for my RSS feed, and placing an audio/video player in a wiki or website, I feel confident in creating unique lessons that will engage students and promote learning.
One of the assignments in this course was to look up other blog sites related to technology education. With these resources and connections, I am able to communicate and collaborate with other professionals to learn new and up-coming technology trends to try out with my teachers and students. In addition, I have become a member of ISTE and TCEA, and am planning to volunteer for committees and submit presentation requests regarding engaging 21st century students. By getting involved with these organizations, and possibly others, I can stay on top of future technology in order to bring new ideas to my district.
A long-term goal of mine is to find a secure online file storage tool that students can use to upload their assignments to whether they are at school or at home. I want students to experience data transfer, network accessibility, file storage and organization using the Internet. Another goal is to make my middle school teachers aware of, and train them on, Adobe Acrobat Pro so that they can implement it in their classes. This program allows students to easily create interactive portfolios of their work that can be posted online. Currently, many companies in the industry are looking up potential employees’ digital DNA online, and/or are requiring electronic portfolios be submitted for job consideration. Teaching students now about this technology will give them a jump start in mastering these skills, and may also help them understand the impact digital DNA, as well as, the importance of being good online citizens has on their lives.
Podcast: Technology Access and Availability to Students
014 years
Walden University – Course 6710: Week 5 Application
The Partnership for 21st Century Skills
014 years
Walden University – Course 6710: Week 4 Application, Part I
- Reaction to the Web site: http://www.p21.org/
My initial reaction to this website was very positive. I am a strong advocate for technology and meeting the needs of 21st century learners, and I feel more emphasis on technology needs to be addressed in our school system.
- What information on the site surprised you?
- Did you disagree with anything on the site? Explain.
There was nothing “shocking” from the pages I browsed so far. However, what I have seen has made me change my initial reaction to the site. I am very skeptical of the term “global awareness” and of the idea of having too much government involvement in education. Currently, their has been a lot of controversy over various text books and what should and should not be included, and although I believe students should be more aware of what is going on in the world, I do not believe American history should be diluted to accomplish this.
- What are the implications for your students, and for you as a contemporary educator?
Pushing for more focus on technology, the 3 Rs, and 4 Cs is a great plan. However, it will mean a lot more work for everyone in the field of education; training staff, continual professional development and assessments of staff, a push for core teachers to integrate technology into their lesson plans, finding funding to make technology more accessible to all students, etc.
Lesson Idea for Classroom Blogging
014 years
Walden University – Course 6710: Week 2 Application, Part I
Rationale for Blogging:
Blogging is a great instructional tool because it allows students to interact with technology to build their technology fluency, form real-world connections to lessons through a more age-appropriate instructional method, and provide an alternate outlet to collaborate with teachers and peers.
Idea:
As a middle school technology applications teacher, I could use blogging for collaborative projects. One such project would be when students create their own computer game in a group setting.
Purpose:
I could use blogging in two distinct ways for this project. First would be a Group Project Blog. Students in a group (made up of two to three individuals) would set up their own blog to develop their game plan details; document their research and resources; evaluate, track and assess their accomplishments and challenges through journaling; and post their game. This would be the complete “electronic” product they would turn in for a grade. The second part would be to have a Course Blog for collaborative troubleshooting. Students would identify and elaborate on problems and ask questions; review posts and respond to peers’ questions with a clear explanation on how to solve problems. This part is more student-centered, allowing the students to be the instructor, while teaching them valuable “soft” skills (respectfully working with others) they will utilize in the future.
Benefits:
The Group Project Blog would enhance the lesson by having students create an electronic portfolio, or possibly structure it to be more like an electronic “business” proposal. The Course Blog would enhance the lesson by giving students an innovative way to collaborate that is more in line with the technology they are familiar with and possibly use in their personal lives.
